Introduction Lecture 1, 29th January 2020. Reading and Reflection

This blog summarises some thoughts from the reading of ‘Race and the Neoliberal University’ by John Holmwood and ‘Improving teaching: Enhancing ways of being university teachers’ by Gloria Dall’ Alba. Being aware that this is a very complex and sensitive subject, which requires further enquiry. This is an initial reflection on some of the questions

• To what extent are individuals personally responsible for their success?
• What is the justification for some people earning less than others?
• What does social solidarity mean to you?

Personal responsibility of success

It is important to first of all see the individual in the context of where they come from and who they are, as we are part of an interconnected system not an ‘independent particle’. With this understanding of their background including the culture they come from, their ethical background, personal advantages and disadvantages of the individual.

By understanding the individual and their context one also need to take in account what support systems of growth the individual has access to (Holmwood, 2018). The support system of growth could be access to various education, a nurturing system of support that encourages curious learning and discovery, social structure that supports the individual’s evolving (Dall ‘Alba, 2005). Some character types have the force to overcome certain hurdles and challenges which make them stronger and some don’t have the internal resources to do so and stop to engage or loose the will to pursue their learning.

This leads me to the second point of what is defined as success. Is success defined as a general measure or does the individual define their personal definition of success, which could be of personal, financial or social nature. This sets the ‘frame’ of the scope of the personal ability to create success. Within this ‘frame’, understanding the person in their context one has a larger or smaller scope to create their definition of success and within this existing frame the responsibility to shape the success the individual is able to create.

Justification of difference in earnings

The difference in earning is often justified on the added value to the economy, ability to solve problems or provide services. This is often connected to the specialist knowledge and skill that the person adds to a company or organisation. This very complex subject requires more understanding of the connection between economics, global justice, law and other specialised areas.

Holmwood points out one factor that contributes to the divergent earnings in ‘The Race and the Neoliberal University. ‘Universities previously associated with elite social reproduction … sought to transfer that elite status into research activities, while also presenting themselves as providing access to superior employment opportunities in a purportedly meritocratic system of recruitment.’ (Holmwood, 2018, p.5)

The access to certain professional positions which have a chance of higher earnings is connected to the access of education. In neoliberal education this is very often connected to the level of financial support that a family is able to provide. Therefore, neoliberal education systems are contributing to the growing difference in earnings.

What does social solidarity mean to you?

As humans we are interconnected in a large web of life which includes humanity and the ecological system.  At the moment this web is drastically out of balance where there is a lot of injustice, suffering and exploitation.

To me social solidarity implies an acknowledgement of our shared interests and act on it. It requires firstly that we care enough to engage with potentially an uncomfortable reality that concern others while recognising our interconnectedness. It requires willingness to see injustice, engage with subjects that are potentially outside our immediate field of concern and bubble of our own reality; the openness, willingness to listen and curiosity to learn. This process in consequence will change one’s sense of reality and oneself.  In consequence it requires to act in our field of influence for a greater interest than just one’s own.

As individuals we hold various privileges, some more and some less. Through these privileges we have abilities to make something happen, our own individual power. With that power it comes the responsibility to use it in a way that oneself and the people around benefit that contributes to the restoration of that balance.

‘An essential aspect of this integration (of enhanced knowing) is continuing to be reflexive about teaching practice as the contexts in which we teach change.‘ (Dall’ Alba, 2005, p. 11)

Solidarity in an educational context incorporates the ability to be reflexive in teaching, that allows to respond to individual students’ needs with the aim to support the integration of knowledge through acting and being and thus be aware of a balance and inclusion in the classroom.

Bibliography

Dall’ Alba, G., (2005). Improving Teaching: Enhancing Ways of Being University Teachers. Higher Education Research & Development, Brisbane: University of Queensland

Holmwood, J., (2018). Race and the Neoliberal University: Lesson for a Public University

The Facilitation of Formulating Questions for Enquiry-based Leraning

The traditional teaching model is where the teacher asks the questions and the kids are trained to answer them. This comes from a time where the people were trained to memorise useful bits of information to be able to execute easy tasks, to become workers in factories. We are in a different world right now. The education model needs to shift where kids are asking their own questions. (Berger, 2016)

In an interview Joel Pardalis (2017, Right question institute: Stimulate Students Curiosity with the Question Formulating Technique), a teacher at New Fairfield School in Connecticut phrases ‘The person who owns the question owns the learning, the goal of a teacher is for the students to own their own learning.’

The Right Question Institute describes questioning as ‘the ability to organise our thinking around what we don’t know’. Questions can help to solve problems, create new things, dig deep and get to the root of things, connect with others, give a voice and take us to new places. (Waren Berger, Beautiful Questions in the Classroom)

My approach to writing this blog

During my own teaching I have noticed whenever students are invited to engage with a genuine question and have the space to explore that question in a group, students immediately start to actively participate. An animated exchange starts to unfold amongst the group.

A previous post introduced Enquiry Based Learning teaching. This post looks closer into specific techniques and practical teaching formats that I can apply to my own teaching in fashion design. For the research I am looking at mixed sources from blogs, talks and e-books. As some books are not available as an electronic source, recorded talks by the authors help to find the core of the information.

For the enquiry of this blog post I applied the Question Formulating Technique (QFT) (explained in more detail below) by the Right Question Institute. This exercise was very useful form my clarification and focus and gave an insight on how engaging and dynamic it can be in a group.

The three questions that I want to explore in this blog post are

• What setting can support students in generating curious questions?
• In which learning structure does a facilitation of questions work and how can it serve in design development?
• How can a lesson or workshop structure in my teaching look like that incorporates question formulating?

Introduction of techniques

There are various techniques of generating questions which seemed similar at first, looking closely they differ in depth of investigation and context. The techniques include Berger with his book and talks on ‘A More Beautiful Question’, ‘the Question Game’ bySophie Wrobel, Question Formulating Technique (QFT) by the Right Question Institute, ‘Quescussions’ by Paul Bidwell, ‘Chalk Talk’ by Hilton Smith and Marylyn Wentworth and the Strategic Questioning Manual by Fran Peavey.

The journalist and speaker Warren Berger discovered the power of asking questions through interviewing a large variety of people from inventors, CEOs, creatives to celebrities. In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, he shares some of his findings about the layers of enquiry and different types of questions.

He noticed a repeating pattern within the process of deep enquiry.

1. See what’s there and what isn’t. Don’t be afraid to ask the fundamental and basic question.

2. Understand: Why X 5 Get your brain around the problem: why does this problem exist? Ask why questions that others are not asking, repeatedly to get to the root of the problem

3. Imagine: What if? Use your imagination

4. Create: How? Prototyping and practicalities, how do you make it work? Move from asking to action

Based on Berger’s work Sophie Wrobel developed the Question Game. The participants are presented with an initial trigger, in the example within the article it is a story. The dice with question prompts on each face is used to evoke questions in the group that encourage critical thinking, deep enquiry and generate open questions on a subject.

The prompts on the dice are based on Why, What If, and How

The participants go through four stages from initial excitement of the game. Distressof initial challenges and learning of a different way of engaging with questions. Acceptancewhen understanding of questions and familiarisation of engagement settles to applicationthat shows in creative problem solving and following discussions. (Wrobel)

Berger works together with the Right Questions Institute (RQI). The non-profit educational organisation offers a wide range of sources for individuals, institutions and communities across all sectors. In the core lies a theory of learning that is grounded in question formulating: The Question Formulation Technique (QFT). It is designed for learners to generate their own questions, to improve their questions and to strategize on how to use them. This process allows the students to do divergent thinking, convergent thinking and metacognitive thinking in one process where students have the chance to question their assumptions (Rothstein, RQI) The technique itself is very simple and leads the participants through the process. The QFT has following steps and guidelines

1. Ask as many questions as you can.
2. Do not stop to discuss, critique, or answer any question.
3. Write down every question exactly as it is stated.
4. Change any statement into a question.

It stimulates curiosity, leads to greater student engagement, ownership and produces deeper and nuanced understanding of a topic. (Rothstein, RQI) Beyond the learning of the subject, the students develop a variety of soft skills. It teaches the students communication skills of listening when formulating questions in a group.

An applied example of the QFT illustrates the history class from Joshua Beer with his eighth-grade students at Goshen Lempster School in New Hampshire Canada. He used the QFT for summative assessment in a 7-step process from generating questions in a group, evaluating and improving the questions, ordering and ranking the questions, discussing next steps and reviewing the process.  These questions were then used in the summative assessment.

Step 1: Review the rules for producing questions

• Ask as many questions as you can
• Change any statements into questions
• Write down every question exactly as it is stated
• Do not stop to discuss, judge or answer the question

Step 2: Introduce the Question Focus (followed with specific QF) i.e., Questions that should be asked about American Imperialism at the turn of the 20^th century.

Step 3: Produce questions. Questioning gets the students to think what, do they know about a subject? Working in groups generates an inspirational unfolding of curiosity

Step 4: Improve questions. Identify open and closed questions. Get students to understand that there are different types of questions. Depending on how a question is phrased you get different answers. Get the students to reframe an open ended question to a closed ended question and the other way around.

Step 5: Prioritise questions. Choose 3 questions that are most important to help understand the subject. Ranking and ordering the questions to what comes first, second and third. Why did students arrange these questions that way?

Step 6: Discuss next steps i.e., a base for research project or a test based on 10 questions generated

Step 7: Reflect questions. How do these questions show that you have learned about the topic (i.e. American imperialism in the turn of the 20^th century?) First students reflect individually then share their reflection in group. What was the process? What did we do? Why did we do it? What did we learn?

Note: For step 5, Berger’s ordering of ‘Why’, ‘What if’ and ‘How’ can be very useful at this point.

In ‘What’s a ‘good’ Inquiry Questions?’ Bidwell outlines the various types of enquiry and suggested structure that can facilitate the generation of good questions. These types of inquiry are summarised in a ‘question forming manual’ and include

1. The question is open to research
2. You don’t already know the answer
3. The question may have multiple possible answers
4. It’s a clear focus
5. The question should be reasonable
6. Try to avoid or rephrase questions which have premise
7. Make sure you have defined all the terms in your question, so you know exactly what you are asking
8. A new question can be asked once all the information is gathered
9. Having the right answer matters to you.

(Bidwell, p. 1 and 2)

Amongst the common points of preferring an open rather than closed questions, he also states seemingly obvious points such as ‘Having the right answer matters to you’ (Bidwell, p.2). However, in a strongly visual and creative context this might apply at the beginning of the research stage and then can be stronger focused on the visual coherency.

He then gives a simple suggestion on a facilitation format, the ‘Quescussions’ that ‘Forces students to reflect on questions and go one level deeper that statements.’ (Bidwell, p.2). The format starts with a trigger for the ‘Quescussion’ (i.e. poem, topic, object) and suggests some simple ground rules for the process where the discussion can only include questions.

• Open-ended questions are preferred to closed questions
• Ask questions about feelings as well as facts
• Humour is encouraged, sarcasm is discouraged
• A question does not have to be directly related to the previous question.

His ‘question forming manual’ is particularly interesting as it suggests tools to evaluate and refine existing questions.

Another inquiry module is ‘Chalk Talk’ by Hilton Smith and Marylyn Wenworth. It is a simple format that facilitates a group process, ‘… a silent way to do reflection, generate ideas, check on learning, develop projects or solve problems.’ (Smith and Wenworth, p.1) The format is briefly explained and initiated with a trigger i.e. a question or statement. Then pieces of chalk (or other writing media) get passed around. The format takes place in silence. The facilitator can steer by taking part in the ‘Chalk talk’, writing comments or questions or drawing connection between the points. Sufficient time allows all participants to participate.

This format is not specifically designed on formulating questions nevertheless it can also facilitate to generate questions in a group process. Its simplicity and silence can invite the quieter students and make it more inclusive.

The Strategic Questioning Manual developed by Fran Peavey is a very powerful tool that facilitates a group process. The focused questions lead participants through a process to discover their own ideas and strategies of change.

There are 8 steps of questioning

1. Focus question: what issues concern me?
2. Observation Question: What do you know about these issues, what is your experience with them?
3. Feeling question: How does it make you feel when you are talking about these issues? When you are living these issues
4. Vision question: What are your goals and dreams around this?
5. Change question: What do you need to get there?
6. Consider the alternatives question: How are you going to realise this?
7. Personal inventory and support question: What do you need to get there? How could you realise these/ How could we realise these? What resources do we need?
8. Personal action steps question: What steps can we concretely take to accomplish these goals?

This process is less suitable for the EBL where the focus lies on gaining more knowledge on a specific subject. It might work better on how to bring about change to an existing situation and can be more suitable for a workshop context where a strong focus can be held over a longer time. These 8 step questions can be a useful way to lead students from a talk or presentation to their own take on a project. (This can become very useful for my SIP workshop)

Conclusion

Most of the introduced techniques have a similar process, which starts with a focus through a trigger or subject of interest. The formulation of questions is in some techniques more open in others have a stronger guideline through tools or question structures. The open questioning techniques follow with a stage of evaluation of the questions and potentially refining and ordering the questions. With these techniques the ability of asking questions is a significant learning outcome. The approaches with a predefined question structure or guideline lead the enquirer through the process and have the outcome of the enquiry as focus. Depending on the time frame, the wider process and the aimed outcome of the context each of the introduced techniques open a new way of teaching. The teacher can facilitate a learning environment, which is supportive of students to generate curious questions. It requires the shift of what is valued in this learning space from a knowledge focused environment to an enquiry focused environment.

The rules of non-judgement and inclusivity are important components, that create the space to allow questions to arise. In a space where there are no statements allowed brings all participants on an equal level of enquiry. A group process inspires the participants and cross-pollinates curiosity. A silent format that is suggested from the ‘Chalk Talk’ makes the process inclusive to certain students. A playful and fun environment helps students to enjoy and engage in the structure, such as the question dice, which prompts students in unexpected ways.

The formulation of questions opens students’ minds for enquiry and is therefore useful at the beginning of a learning curve. In a design context this can be used in various stages of a project process. In the introduction of a new project brief, it can be used for a brainstorm (‘Chalk talk’ session) in a group, more theoretical parts of the design process or the constructive feedback at the end of a project. Through the formulation of questions, the students loosen up in a group process and at the same time have a strong sense of ownership of their own process. It can also be used with students in a less formal way, when students are stuck with their project. The generation of questions in small groups can help students to find their own way through challenges. In the setting of a tutorial, students can prepare their own questions to ask that allows them to direct the feedback they receive.

For lesson where a new project brief is introduced, a question formulation helps with the initial enquiry and brainstorm of ideas. The group is split in smaller groups of 5-7 students. The group generates questions that aim to understand the subject of the brief in more depth. Following from there further questions of enquiry in smaller groups or individual work generate the personal enquiry. With a question dice the subject can be explored in an even more playful way. This will also prompt various questions with ‘Why’, ‘What if’ and ‘How’. The questions generated are collected in a group. Each student then chooses one to three questions for their research starting point. Steps of the lesson in brief are as followed

1. Stating the rules of engagement
2. Introduction of the trigger to the question formulation session
3. In groups of 5-7 students, generating questions
4. Improve questions (tools from ‘good’ enquiry question, Bidwell)
5. Prioritise question (Why, What if, How, tool from Berger)
6. From here each pair or individual student chooses 3 questions to understand the core of the subject and one personal question
7. Discussion of next steps, (where and how to research)
8. Review of the findings and new questions to guide the research. In same groups students present their finding to each other.

For the introduction of a theoretical part of the design process a keyword or image can introduce the subject. Students in group of 5-7 then generates questions on this subject. The evaluation of the questions, shaping and improving the questions, closed questions to open questions gives the students the chance to engage deeper with the questions and its subject. The small group bring suggestions of questions to the class, which then get elicited in the group. Information that is not known can be researched afterwards. The group then brainstorms where to find this information. Subjects such as portfolio content and presentation can be suitable for that.

A QFT can also be very useful to establish skills on evaluation and assessment skills. This can work during a constructive feedback session where the students learn on what constructive feedback is and how to give constructive feedback.

Students in smaller groups go through a short version on the QFT. Following the class then chooses some questions which support the students in the process of giving each other constructive feedback, written or verbally.

Note of my own process

The more I looked into the subject, the more I understood that this brief enquiry just scratches the surface on a fascinating subject. During the process of writing the content for this blog my own approach changed. I initially started with the intention to writing a quick statement on asking question techniques. In the progression of my research, I came across some very interesting yet simple techniques, which I then applied to my own process of writing this post. I noticed that genuine curiosity and enquiry start to lead me in this process. It challenges my habitual thinking pattern of satisfying my curiosity with quick statements. Posing my own questions gives me a sense of ownership over my own learning and guides me in the enquiry process.

The change to this form of teaching requires a shift in familiar teaching dynamics. This is for students as well as for teachers. The student needs to move in a position of active ownership of their learning and the teacher in a role of facilitation where the outcome is not as predictable. I used to see myself as someone who introduces the students to new skills and then encourages them to build their own creative process. In the practical application on these questioning techniques these familiar dynamics are likely to change. Especially in a 1-1 teaching format students look at the teacher to receive information from. This shift can be very unfamiliar for students and teachers. The aim is to support the learners to have ownership over their own learning process.

Bibliography

Book

Berger, W., (2014). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas. Bloomsbury USA

Rothstein, D., Santana, L. (2015) Make Just One Change: Teach Students to Ask Their Own Questions. 6^th edition, Harvard Education Press

Blogs and E-Journals

McCarthy, J. (2015) Question Formulating Techniques: Empowering Students Inquiry, Opening Paths [online] Available at: https://openingpaths.org/blog/2015/05/question-formulation-technique-empowering-student-inquiry/ [Accessed 24/11/2020]

McCarthy, J., (2015) Need to Know Process, Opening Path, [online] Available at: https://openingpaths.org/blog/2015/02/need-to-know-process/ [Accessed 25/11/2020]

McCarthy, J., Fostering Students’ Questions: Inquiry-Based Learning Techniques, Edutopia [online] Available at https://www.edutopia.org/blog/strategies-for-inquiry-based-learning-john-mccarthy accessed on 25/11/20 [Accessed 25/11/2020]

Peavey, F., Strategic Questioning Manual. [online] Available at http://transformerleadership.com/wp-content/uploads/2018/03/Strategic-Questioning-Manual-11b4d4l.pdf [Accessed 25/11/2020]

Smith, H., Wenworth, M., Chalk Talk National School Reform Faculty, Human Education Centre, [online] Available at https://www.nsrfharmony.org/wp-content/uploads/2017/10/chalk_talk_0.pdf [Accessed 25/11/2020]

Video

Steps of inquiry-based learning. (2015). [online] Eteacherhub Available at https://www.youtube.com/watch?v=SLjVOlnUoXU [Accessed 25/11/2020]

Quescussions (2015). [online] Eteacherhub Available at https://www.youtube.com/watch?v=p0-D0VID7D0 [Accessed 23/11/2020]

Strategic Questioning: Asking the Best Questions (2017), JUST Listening, [online] Available at https://www.youtube.com/watch?v=Z-QXY0pgT8I [Accessed 23/11/2020]

Berger, W., A More Beautiful Question, The Power of Inquiry to Spark Breakthrough Ideas (2016) [online] Available at https://www.youtube.com/watch?v=G_BuJ7ViQsE [Accessed 23/11/2020]

Berger, W., ‘8 Questioning Superpowers from Beautiful Questions in the Classroom’ [online] Available at https://www.youtube.com/watch?v=yV7L8NRoUqQ&feature=emb_logo [Accessed 25/11/20]

Enquiry Skills (2010) Teachers TV/UK Department of Education, Alexander Street Press [online] Available at  https://video-alexanderstreet-com.arts.idm.oclc.org/watch/enquiry-skills [Accessed 23/11/2020]

Stimulate Students Curiosity with the Question Formulating Technique (2017) Right Question Institute [online] Available at https://www.youtube.com/watch?v=9Dhg13QBOBM&feature=emb_logo [Accessed 23/11/2020]

Teaching students to ask their own questions (2018) Right Question Institute [online] Available at https://www.youtube.com/watch?v=qOGbA9LocAk [Accessed 21/11/2020]

Voice of the field (2018) Right Question Institute [online] Available at https://www.youtube.com/watch?v=mYfC1OM9AS4&feature=emb_logo [Accessed 25/11/2020]

The Question Formulating Technique (QFT) for Summative Assessment (2015) Germeshausen Foundation [online] Available at https://www.youtube.com/watch?v=lfXEf0nG51I&feature=emb_logo [Accessed 23/11/2020]

Websites

ETeachers Hub [online] Available at:  http://eteachershub.com/hello-world/ [Accessed 19/11/2020]

The question game: a playful way of teaching critical thinking [online] Available at: https://www.teachthought.com/critical-thinking/question-game-playful-way-teach-critical-thinking/ [Accessed 19/11/2020]

What are close ended questions [online] Available at:  https://kwiksurveys.com/blog/survey-design/close-ended-questions [Accessed 20/11/2020]

The right question institute [online] Available at: https://rightquestion.org/ [Accessed 20/11/2020]

The Commons, Social Change Library, [online] Available at:  https://commonslibrary.org/strategic-questioning/ [Accessed 20/11/2020]

Wasabi Learning [online] Available at: https://wabisabilearning.com/blogs/inquiry/asking-inquiry-based-learning-questions [Accessed 20/11/2020]

People

Warren Berger, A More Beautiful Question

Dan Rothstein, co-director, the right question institute

Luz Santana, co-director, the right question institute

Jennifer Murrihy, education specialist, Area Cooperative educational services

Kim Sergent, Instructional Specialist, Kentucky Vally Educational Cooperative

Joel Pardalis, 6-12 Humanities Coordinator, New Fairfield School, Connecticut

My name is Petra Metzger. I am originally from the Black Forest in Germany. Beyond my professional background as a dressmaker, fashion designer and founder of EINE ltd,

I have developed my teaching practise over the last 10 years. Places and courses include

• Central Saint Martins: Short courses in design, styling, draping, portfolio and concept work
• London Arts Portfolio: Fashion, one to one and small group
• Norwich University: Fashion final year
• Central Saint Martins: Foundation in Art and Design, Fashion pathway
• Orbita, Centro-br Brazil: Postgraduate Fashion course
• Fashion Tuition: Private tuition

During this PG Cert I want to explore the question, ‘How do we teach in this time of change?’ How can we teach emotionally difficult facts kindly? How does kind and inclusive teaching look like and what methodologies give learners ownership over their learning experience?

My interest in teaching methodologies

• Joanna Macy – General systems theory and deep economy
• Paulo Freire – Pedagogy of the Oppressed
• Judy Chicago, Donald Woodman, Fassinger, Linda Forrest – feminist pedagogy, non-hierarchical teaching, inviting students on an inquiring and curious journey, building trust in the creative exploration
• bell hooks – Teaching in community

Proposal

When teaching emotionally triggering subjects such as the devastating impacts of the fashion industry on our environment or climate catastrophe the way the information is taught can make a big difference in the experience of the learner.

Very often students or participants have a traumatising experience during presentation, which leaves them disempowered or depressed. I have noticed students checking out physically or mentally during an offload of challenging information. The learners get burned and therefore loose the willingness to engage with the subject afterwards.

How can a learning space resource the learner to stay present and engaged and feel inspired to move forward?

How can we teach the difficult stuff while helping the students to be resourced enough to stay engaged?

Aims

An online workshop about the impacts of the fashion industry on our environment with a trauma-informed framework.

The aim is to create a teaching frame that includes techniques, tools and exercises that help the student to stay present and leave the workshop informed, inspired and in some way empowered to move forward. This framework could then be applied to various topics.

• I want to create an online workshop that teaches kindly the devastating facts of the fashion industry and the crisis in which we are in.
• The aim of the online workshop is to inform the learners about important facts and impacts of the fashion industry in a kind way.  The tools given help the learners to move through difficult emotions and leave with an empowered sense of direction and inspiration to move forward.

• 

• 

Objectives

• I want to create and hold an online workshop on the environmental impact of the fashion industry with a trauma informed teaching frame. The tools in the workshop are aimed to help the learner to resource themselves and their nervous system to be able to stay present and engaged in the learning process. Therefore, I want to investigate the following questions:
• What can cause disassociation and trauma? What are trigger signs?
• How can we take the trauma awareness, consent and awareness of the nervous system into teaching?
• What structure, tools and exercises can help the learner to stay present and engaged?

Plan to gain deeper understanding and collect ideas

Areas of research are Trauma Informed Teaching practises, Nervous system and Consent work and Future-oriented and wholesome teaching practises

Methodology

Start

• Conversation with colleagues, practitioners and activists, what are their experiences when teaching potentially triggering subjects?
• Documentation of experience including my own observations

Research and Preparation

• Research relevant knowledge and specific existing techniques for trauma informed teaching. This includes watching documentaries, reading journals and books, listening to podcasts, reviewing workshop participation

Workshop Planning

• Design and prepare the workshop. This workshop needs to be suitable for various audiences.

Delivering and Evaluation

• Documentation of workshop
• Design an evaluation format for feedback and learn about the experience of the participants

• 

• 

Feedback from group

• Is the term ‘Trauma informed Teaching’ accurate or is there a way to phrase it in a more positive way?
• Inclusivity elective unit which is run by Aisha Richards and Terry Finnigan give warnings when it gets uncomfortable. They are very transparent how they teach challenging subjects.
• Interactive activities in online teaching (Book: 53 interesting things to do in your lecture) and note down on Lesson Plan S->T , T->S
• Am I looking at the subject that I am teaching or am I looking at the pedagogy and the way that I am teaching it? Even though I need to put the lecture together I am more focused on the pedagogy and the way of teaching

Action Steps

• Look at varieties of activities, teacher to student, student to teacher, student to student activities. Book: ‘53 interesting things to do in your lecture’
• Look at lectures from Inclusivity unit by Aisha and Terry
• Activities from ‘Earth Logic’ workshop
• Workshop content check with Alice Welby, not the focus.

A framework for online teaching

My observation and experience of online teaching

Over the previous 6 months a lot of the in-person teaching has shifted to online teaching. The familiar way of monitoring learning by reading body language and observing student’s work progress is therefore less accessible and requires a different form of engagement. The digital learning environment brings a different set of requirements for students’ needs and learning capacity. Therefore, the pedagogy and technical awareness moves into a more central place in teaching. The online teaching brings certain challenges but also opens a whole set of possibilities in learning.

In this blog post I want to explore potential challenges and present tools to work around these challenges to create a positive experience for students and teachers.

Pillars in online teaching

I found the Inclusive Distanced Teaching video from Terry Finnigan, Liz Bunting & Carole, the UAL Inclusive Blended Learning, the Core Practise for Inclusive Online Teaching and the Inclusive Core Practise very informative for adapting in person teaching to online teaching. The exchange of experiences from my PG Cert colleagues which is gathered on the Padlet pages from the September T&L session was very useful.  I will also draw on my own experience of online sessions and show examples from an online portfolio workshop that I created and held.

The table below identifies some of the key themes, their risks and benefits and suggestions of responding actions.

Theme	Risk	Benefit	Action
Setting the frame	– confusion during the session – overwhelm for students	– students can focus on the activities and session – simple to follow for students and teacher	– at the beginning of the session clear announcements verbally and written what the session will be covered in the session and how it will work. – review at the end of the session – students feel relaxed and present knowing the ‘what’ and ‘how’ with what will happen
Well being	– poor mental health and wellbeing – poor attendance – students might be shy to show work or contribute to the class – students might feel lonely or isolated – social component after class does not automatically exist	– opens space for students to be present in the session and have fun – joy and learning – students can stay in their familiar physical and social environment – students feel enthusiastic about their work – some students feel more comfortable to contribute in an online setting that in real class	– check in at the beginning of the session, i.e. emoji, chat, whiteboard. What is going on in the room – check out at the end of the session – reminding students of selfcare – build in activities away from the screen i.e. outside – listening to students and saying what students’ reaction tutor notices – encourage students to take part in online community platforms to support each other – build in fun exercises in between – remind students of self-care/breaks in needed
Attention span	– Students are mentally not present – Stress and anxiety can arise – it is much harder to be online for a long time	– students can digest the information – Students enjoy and feel motivated to continue learning	– regular breaks away from the screen – build in interactive activities where students participate in a simple way – simple activities away from the computer to ground learning in their environment – keep sessions short
Technology	– internet connection might drop – students have limited access to devices – students might struggle to find information – it can take more time to arrange i.e. breakout groups	– students can access information to a time that works for them and repeat information – can make learning more inclusive to various learning types – With asynchronous teaching (video recording, links, readings) students can access material when it works for them	– make recordings of sessions available for students – majority of the session low tech to make it inclusive – think of back up in case some tech fails – give ample time to test technology before hand – very clear and simple organisation of where links, recordings and resources are accessible – usage of possible tools: whiteboard, slides, pre-recorded video, breakout rooms, Padlet, link to websites, workflow, life demos
Group connection	– feeling of loneliness or low motivation	– group work does not depend on geography	– encouraging buddy systems and peer work – ice breakers at the beginning of session – structure for peer feedback/work – online platforms like Padlet are accessible outside the session for connection in the group
Monitoring Learning Outcome	– tutors might not notice if students are absent or struggle with activities – visible and audio disconnect from students and tutor – students don’t automatically see and learn from peers	– student is less exposed in the class and might feel more comfortable to experiment and take risks	– regular check in with students T->S/G or S->S – students uploading images of work on platform i.e. Padlet – sharing screen and visiting student’s Padlet page – Group feedback sessions in between for students to see the level of other students work – in between peer feedback sessions – T/S check in in break out groups – deliberate check ins to invite students to show their work
Check in with students	– Students might feel shy or put on the spot	– very useful for the group how others are doing – important and helpful for tutor to hear how the group is doing to monitor session	– rounds of check in at the beginning and end of session – check in with individual students in breakout rooms – check in with individual students in the main space, other can listen in and learn – encourage questions as they help to build a sense of connection in the group
Design of Lesson Plan	– too many activities might be confusing or overwhelming – planned activities might not work	– permission to keep it simple	– Clear structure, clear communication – plan a core activity to cover LO then have surplus activities – build in more S->S learning – keep checking in, listening and adapting planned activities – reverse classroom, students prepare material. Use the time in the session for practise and discussion – importance to build in physical activities away from the screen – build in regular breaks (better too many) for self-care
Inclusivity	– students with diverse learning needs or limited tech access might not be able to follow the course	– high geographic inclusivity	– keep it simple – keep it low tech – check in regularly with students – be aware of time zones – ideally verbal, written and visual content for diverse learners and tech differences – leave slides up – give warning when changing the slide, space… – mention that tutor will read out comments in chat (mention own limitations) – cartoons or fun visuals can help building the bridge to session content
Activities	– tendency for disembodied activities – students learn in different pace and might need help with various things. Challenging to manage as tutor	– potentially a wider spectrum of activities possible	– End in mind, output in mind – 10’ videos no more – Accessible resources – No-screen tasks – Quiz / games – Study sets, buddy system, invite feedback – prepare core activities and extra activities for fast learners – breaking up students into pairs they can help each other – studying alone together – in between sessions arranging a time for feedback on uploaded work
Synchronous activities	– poor internet connection might exclude some students -visual quality of life demos might be poor	– sense of connection in the group	– back up of various channels i.e. video, chat, handout, pre-recorded video
Asynchronous activities		– Students can monitor their own learning and time, review session and jump unnecessary information	– flipped classroom, students prepare content. The life course time is used for discussion, Q&A, exercises
Structure	– unclear structure causes confusion for students – it takes much more time to plan a session and all supporting material	– a bite-sized structure helps students to digest the information – repeating frame helps students to relax and build trust into the learning container. It is enough to adapt frame structure.	– Keep sessions very focused on one activity – 30min – 1h followed by a break – make it FUN
Relationship	– students might feel disconnected	– the importance of relationship between s/s and t/s becomes more important	– deliberate activities that build relationship and connection – more peer work for students to support each other

In Action

How does that play out in teaching?

Below are a few examples of my online teaching experience together with my learnings from it.

The students responded to a repeating frame very well. Repeating activities framed the activities of each day in the beginning and in the end of each session. As I usually walk around in the room and observe how students were doing the monitoring in online teaching was not as easily accessible.

We had a check in at the beginning of each session where the students could share how they were doing and bring any reflections about the previous session. That created an emotional space for the students and helped to get a sense of how the group is doing. The use of various platforms and mix of activities helped the students to stay engaged and keep up the motivation in the group. I needed to build in regular breaks for the student recharge. Deliberate activities away from the screen was perceived as very energising from the students.  

Various platforms and activities got good resonance from students

This is a landing page for the course. It allows students to prepare a session, download hand outs, recap some of the work and exercises from the session, look at inspiration and other sources, see examples of students’ work, information about the tutor and the link to the life session.

The interactive activities where the group works together engages the students. It brings a sense of team work and engages also for the more quite students. The writing is anonymous which allows the students to take risks. It is also possible to contribute verbally and in the chat. The screenshot of the session is saved on the course Padlet page

At the end of the course the students give each other feedback. In order to help the students understand the value on constructive feedback we break down how to give constructive feedback.

The learning they gain by looking and reflecting on each other’s work is very encouraging.

They then take these questions and visit a Padlet page from a peer there they leave a min of 5 comments. Afterwards I share my screen and we review some of the feedback given.

Conclusion

How a session framework together with possible platforms could be helpful to create an online session.

Template framework for online teaching session

The focus for the Micro Teaching session is on Curiosity.

Curiosity is one of the first motors that drive us to learn new things. With that comes the art and the courage to asking questions.

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Workshop content

During my years of teaching at the foundation in Art and Design I often noticed that the continuous curiosity of students on a chosen subject, much more than the subject itself is the key for a personal and thoroughly developed project. The commitment to investigate and find out in more and more detail, visually and contextually help the students to find their own approach to a subject. Therefore curiosity is a key driver.

Asking a good questions, is the act of executing curiosity, as Dan Moulthrop, in TED talk ‘the art of asking questions’ points out.

Curiosity begins with a thought and typically what follows is a question and ultimately what follows from that is a lot of learning. The points that he highlights are the following

1. Don’t be afraid
2. Be curious, Why things are the way they are?
3. Try to ask the obvious question
4. Words you use matter a lot by Karen Maeyens
5. A sincere questions that seeks to understand

These points are the starting point for my micro teaching session.

The Teaching Format and Structure

The initially there were two possibilities for the workshop. Regarding the short time window, I decided to refine the second version.

Draft Version 1

One was the participants were invited to find an object in their surrounding that they were interested in. Through blind drawing of the object the physical connection to the object is built. From that the participants were invited to collect arising questions and through a short talk on the bandwidth of questions the learners would then explore deeper questions in relation to the object.

Draft Version 2

The second option was with a digitally displayed image and the brainstorm of questions would take place without the physical engagement.

As the teaching session is an online format it holds some restrictions and possibilities of how to create an engaging experience for the participants.

the technical variety of whiteboard use, breakout groups, group discussion, Padlet and physical work as well as the variation from the teaching direction i.e. teacher to student, student to student, student to group, student to teacher creates an engaging change in the teaching format.

The session should have the following structural elements of

Introduction– framing the workshop and preparing the participants what will happen in the workshop, ‘How?’ as well as giving context to the subject, ‘Why?’

Enquiry – Learners explore the subject area and have the chance to find their own answers

Conclusion – Bringing the learning together to a conclusion, the exploration of the enquiry gets evaluated in a constructive feedback.

To make this workshop work in the 8min frame, I decided to simplify the workshop even further. The participants were all working with the same set of images from one chosen object. The workshop had the following structure

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The detailed lesson plan includes how to check the learning progress of the participants and detailed structures.

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Reflection after the workshop and feedback

The time planning of the workshop was very tight and it would have needed another 2-3 minutes to complete the workshop. In the 8 minutes we went through the workshop structure and gathered some interesting and engaging questions on the whiteboard. The conclusion was very rushed.

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The feedback from the group included following points

• The use of Padlet and the breakout groups worked well for the participants
• The lesson plan was useful to participants who lost part of the session due to failing internet connection. So they could follow the lesson independently
• The participants structure of the session, that the participants were encouraged to ask questions and tied it back together with the theory
• With more time meant that the conclusion was missing
• Some participants could not access the images on Padlet

Conclusion and learning

Following the workshop and the feedback, the next workshop will need to give more time for activities with a potential back up activity in case there is time. When teaching on line a technical back up is important so students can download and find the relevant course information in various places.

The structure of the introduction, exploration and conclusion in a theory works well. Also the changes in format with breakout rooms, main group space and individual work resonated well with the participants.

All in all that mini workshop worked well and with a little bit more time I will be able to use it as an introduction piece for various courses and projects with my students.

Reflection on ‘Understanding Enquiry-based Learning’ Peter Kahn and Karen O’Rourke

Why I read the paper? Following the reading from Kirsten Hardie on ‘Wow: the power of objects in object-based learning’ I had several questions in mind and felt that the OBL is a specific tool in a larger technique. In her references she mentions Kahn and O’Rouke’s paper on Enquiry-based learning.

My own personal reference I had on OBL / EBL was in a workshop offered by the academic support at UAL by Richie Manu ‘Maintaining Curiosity’.

An exercise stayed in my mind where we got given random objects. In pairs we started to ask questions about the object. The questions started with surface level questions about the object, then started to highlight various aspects of the object.

I had curiosity on how EBL / OBL can make my teaching practice more relevant and can enhance the learning experience of my students.

After reading the title, introduction, and chapters of the paper I had following questions about EBL

1. What are approaches to EBL?
2. How can I ensure or guide the learning to help students to achieve the Learning Outcomes they need to achieve?
3. What tools and techniques are important to facilitate EBL?
4. How can I establish and design a EBL session successfully?
5. What do I need to know about facilitating EBL?
6. How to assess EBL Learning Outcomes?

Making it relevant: How and where can EBL be useful for the students at FAD and in design? What are practical ideas for workshops and sessions?

Reflection to question 1. What are approaches to EBL?

There was not much mentioned in detail. From an online video following various levels of enquiry got highlighted: What is Enquiry based learning https://www.youtube.com/watch?v=u84ZsS6niPc

Levels of inquiry

Structured, teacher mainly directs the enquiry. Teacher provides question, give step by step instructions that can help the students to discover the answers. This helps the students to develop the ability to conduct open-ended enqury

Guided, teacher generally chooses the question. Students have more responsibility on the method and direction of enquiry. Teacher guides the enquiry through feedback or further questions

Open, The students take the lead in guiding the question and methodes. Teacher takes on the supportive role. Requires higher order thinking

Coupled inquiry i.e. Guided + open according to the need of the students.

Reflection to question 2. How can I ensure or guide the learning to help students to achieve the Learning Outcomes they need to achieve?

• The tutor will broadly determine such factor as the time available, the nature of any interactions with peers and access to resources. In addition, the person facilitating the enquiry may find that they need to intervene to ensure that it remains relevant.
• the nature of the product that are required from the process will significantly influence the learning that occurs during the process

Reflection to question 3. What tools and techniques are important to facilitate EBL?

• Support students in concentrating efforts where they need to undertake further work is part of the tutor’s work that facilitates the learning process.
• Tools of facilitating EBL
• small groups of learners
• fostering appropriate environment where learning can take place
• advice, opinion and guided needs to be available from tutor at times
• Balance of enough tutor intervention and not too much
• Tools to facilitate EBL
• regular, specific and comprehensive feedback from peers and tutor

Reflection to question 4. How can I establish and design a EBL session successfully?

• In small groups EBL is the best support. Students can support each other and reflect, guide, motivate through asking questions
• If using student groups, allowing time for them to ‘gel’
• Explain the role of the facilitator
• The starting point for an EBL session needs to be a clearly defined enquiry open enough for enquiry to take place. Freedom is essential for genuine enquiry to take place.
• Teach tools to students that can help them navigate in EBL such as: time table sessions, interactive lectures, workshops, research session, peer assisted study schemes, peer assessment and feedback sessions

Reflection to question 5. What do I need to know about facilitating EBL?

3 and 5 are very similar questions

Reflection to question 6. How to assess EBL Learning Outcomes?

– assessment needs to align with the range of abilities that are being developed in the EBL

-Self-assessment by students should be generated as a natural product of the enquiry rather than a separate task

– assessment criteria need to reflect the nature / area of enquiry as well as the method of enquiry

Other -> relevant for ‘Learning for Sustainability’ workshop evaluation:

Knowledge can come from many different sources. There is no hierarchy in teaching. The teacher is facilitating the learning. The information comes from many different sources. The students can find their own way of learning and ‘truth’

‘All of us hold a key to loads of information. We are all sources of information as much as the bookshelves and the tutor.’

Additional information

What is Enquiry based learning

The student is engaging with the content that they learn

Constructive Theory, Construct own knowledge through experience

Ask questions, investigate solutions, create new knowledge as they gather information, discuss their experiences and discoveries and reflect on new knowledge

What is the teacher’s role?

Teacher acts as a facilitator,

Develop an open-ended question (devised by student, teacher or both) relevant to topic of the curriculum, design exploration type activities that activates prior knowledge

• Students than discuss questions and investigate in research
• Present and discuss
• Reflect on learning

Making it relevant: How and where can EBL be useful for the students at FAD and in design? What are practical ideas for workshops and sessions?

• Get pairs of students to source an object they are curious about. Place on table, students draw and describe object, walk round, students write questions on posted notes, from there the students expand their own questions, brainstorm where they can find various information, HW do research, group feedback

Note: project needs to set clear task, requirements, outcome

Questions following from the text

How to facilitate EBL?

What different types of questions are there?

What are techniques to help students to formulate questions that facilitate their learning?

Reflection on ‘Innovative pedagogies series ‘Wow: The power of objects in object-based learning and teaching’ by Kirsten Hardie

The technique described in the paper seems like an interesting tool that can be integrated in teaching. As Hardie describes in the paper, the techniques seem very specific to her personal experience, her access to objects and her personal preference.

Generally, OBL is an engaging tool for Enquiry Based Learning. In order to make the insight of her studies more applicable to other subjects, examples of different approaches of OBL, the learning process itself would be useful. The paper is at parts very vague and does not give enough information in order to apply the content of the paper in a wide variety of courses and contexts.

On further research on Enquiry Based Learning the paper from Peter Kahn gave a wider context where OBL sits within the Enquiry-based Learning.

Exercise 1

In the section ‘the power of wow’ Hardie talks about the impact of the chosen object.

In this exercise the students present their chosen object to the group without words. The object speaks for itself and only instantaneous, authentic responses like ‘wow’. This confirms the success of the student’s choice. Then a discussion will take place. Hardie further explains

… learners are invited to consider the impact that designs can have; the messages that they can communicate, and how objects can be interpreted. Students are encouraged to think creatively; to explore their own experiences and responses to objects

• The students spend thought and preparation time to find and choose an interesting object. This in itself is an important process where the students consider, investigate and question various aspects of a number of objects. They will go through a process of asking what and why they find something interesting.
• By presenting their chosen object to the group the students get an honest initial reaction from their peers where they can measure their own thoughts and levels of interest and curiosity against.

The students are asked to write a detailed consideration of the object and complete an object identification which asks the students to look at the following

what is its function, age and target audience? Who designed and manufactured it? Is it ergonomically designed? What does the object communicate and what values do you think it has? (E.g. financial, social, historical or cultural).  

Followed by more in-depth and context questions that will reveal further aspects of the object.

… Where did they come from? Who did they belong to? What are they worth? Why? Identification of the material that the object is made from and the key contextual information that I provide – the object’s provenance (its backstory) – can enrich the learning and further intrigue learners

• By exploring these questions and aspects to an object the students get various angles to the object they might not initially think of by themselves. In this way the students have the chance to learn about various subjects which could be history, physics, chemistry or many more.

Exercise 2

On the role play ‘Design crime mock trial’ selected design objects are put on trial and investigated whether they are ‘guilty or not guilty’ to be flawed or failed design. In this setup the students can explore playfully their judgement on design. Relevant research was seen as evidence to the case.

• In this playful activity the students engage with various aspects of an object and learn how to argue for or against their opinion on an object. This helps to learn about the complex angels one can highlight to an object.

Exercise 3

In the project ‘the love of graphics exhibition’ the students get the chance to curate in small teams an exhibition of various objects with the focus on graphics. Here the students have the chance to take ownership of their learning. This gives the students some agency over their learning.

making space for students to take control of and responsibility for their learning can greatly enhance their ability to learn from experience (Kolb and Kolb 2005, p. 209).

Each student contributes one object which they love and writes a short text about the object. This exercise is designed for learners to develop their skills in team work, group decision making, research and at the same time they learn about each other’s passions of design.

• This is a good ice breaker exercise as it brings something personal from the individual student to the group, something that they love. The students can discuss this object without talking about the person itself. It gives them the chance to relate to each other, discuss similarities and differences and make these visible in the curation of their exhibition.

What I like about the OBL approach is that the learning is led by the curiosity of the student. The outcome of the learning is open and shaped by the object, the group and the individual student itself.

How I can apply OBL to my teaching?

OBL Session for Foundation in Art and Design

An exercise using OBL can help with the introduction of research with my foundation students.Preparation: Inviting students to bring an object or ’their jar of curiosity’*, which they feel a strong ‘wow’ factor about or an object they love. Each student writes a short text about their object as description.

Session structure:

• Group of tables with 6 students each. The object can be placed on the table together with a printout of their descriptive text placed next to the object.
• Each student gets 5 posted notes. The students walk around place questions near the object that they are intrigued about. No question can be repeated. (this could also work as an online workshop using Padlet)
• Brief talk about ‘curiosity and asking questions’ content-based question to essential question (more info on separate sheet)
• On the table of 6 start to ask each other questions about the objects, note the questions down, 3-5min each student. As a group try to find essential questions
• On their tables students now pair up. In their pair they now review the questions that they have gathered and start to think where they can find information and answers for their questions. The students will work together throughout the on-week project
• Observational drawing of their object. Variation of drawings, drawing aspects that they are curious about, details that they are interested, surface, texture, shape
• The questions that they noted down will help them guide throughout the weeks research. Looking at as many different sources as possible

Outcome: presentation of the research they have both gathered in various media, photography, selection of related objects and materials, drawings, collage, moodboard and other.

The OBL research project will be a good icebreaker and starting point to explore their curiosity in research. By researching one single object from many different aspects they will understand in-depth research better. A workshop on questions can help the students to come up with lead questions that help them to guide their search during this one-week research project. This can be a starting point for a one-week project in part 2 at the foundation when the fashion and textile students come together with the diagnostic students.

For an icebreaker the ’Jar of curiosity’ would work well, where the students are invited to create a jar with the things that they feel curious about. This will give the students the chance to talk about their curiosity, passion or love without needing to talk about themselves.

Object-based learning, UTA MMU, University of Manchester

My Learning Experiences

When I started to read the text, I noticed an initially resistance as the text that I was asked to read appeared to be very academic and distant.

I could also sense some interesting content in it as it involved an innovative and creative form of education.

As I am dyslexic the most common form of learning through reading text is not very accessible to me nor it is for a lot of my students. I could sense the relevance for me in this modality.

I felt frustrated when I first read through the paper as the way it was written is very case specific and I initially could not relate to the text.

Doing some further reading on Enquiry-based Learning helped me to put the OBL in a wider context which helped me to make Hardie’s work more relevant for me.

This is when I had ideas how I could implement the OBL in my teaching and how my students could benefit from it.

The learning I take for me is, that I learn new things when I see how they are relevant for me.Over the last week I started to develop ‘My Learning Manual’ which captured the key points which make learning relevant, fun and accessible for myself.

Further notes and sources on OBL

Video on Object-based learning, Phoenix Art Museum

https://www.youtube.com/watch?v=HPvLQ2o3vHY

First step is to observe; use words to describe the object. Do you come up with similar words to describe the object? i.e. material, weight, associations, cultural refereces,

Second step ask a question. This is the first step to learn. Write down questions and compare. What is it?

Third step is to research. Where do you go to find the information? Library, online, museum’s catalogue. Record what you find out and record the process where new questions came up in the process.

Fourth step is to make a conclusion. Summarise your observation and findingsWhat is Enquiry based learning

by Richie Manu, Academic Learning Support 30th Jan 2020

How does curiosity work? Key characteristics, what is curiosity?

Asking questions  

Entry level questions / diversive language, directly about the object or situation itself – WHAT?

Epistemic level questions, the deepening understanding – WHY/HOW?

Further levels by asking about the background, fictional questions. The core/deeper questions that take in account various contexts. Bringing it in context of culture, systemic, symbolism, various aspects of the object/subject itself in different contexts, conditional questions

Observation of lesson

Introduction

The introduction and agenda of the session was given, slightly vague orally, not visually.

Good how he engaged with the students individually, noted down name, subject area and other relevant details where he could then draw in people in direct conversation. He used these notes to help him remember names or other details of the students. He remembered very well who said which comment, question or voiced specific interest.

The session itself

I was wondering who was it for and what relevance it had as learning support as it was very theory heavy less practical.

Initially it felt rather self-promoting which would have been more suitable at the end of the session once people had a better understanding of the subject.

The beginning was very quote heavy and references of books -> generally good to give pointers for people who want to read up on more detailed information after session

The visual of the core area of interest / creative bandwidth was very useful.

He could have referred to the draft/visual again to help understand the various levels of question asking better

The question asking exercise was very good and definitely something that I want to take further

End of session

He overran slightly with the time. He checked if people were ok to stay 5-10 min longer.

At the end of the session he did a summary of what we went through in the session and gave suggestions on how we could use the practise of asking questions to help us in our own research and learning.

What I have learned from the session

For my teaching

• At the beginning of a class, if the size of the group allows it to go through one by one and let them introduce themselves, take notes that I can go back to during the session
• Ask engaging questions and encourage the learners to explore together
• Go through content and show visuals to support the oral content, ask questions to make sure that the learners are following the content.
• Introduce clear tool for learners to help them through the exercise
• Get people to work in pairs to engage in conversation and help learners to learn through each other’s thought process
• Have a simple exercise to make it easy to understand the process, then verbally go through how this can be implied in a different context
• The summary at the end of the session helps to bring the learning back together, make a conclusion of the content that we went through in a session and anchor the learning.

For my academic learning

• Write a mind map of questions that help me with the research
• Allow myself to ask more questions and practise asking more questions
• Feel into my curiosity first and let that lead me in my learning

There are two layers to my motivation why I decided to start a PG Cert.  One is more personal and the other is more practical and professional.

The personal motivation is the possibility for personal development.  I see the chance of going back to academic learning for myself as a very big challenge and also a chance for personal growth. I have struggled with learning academically ever since I first went to school.  Despite my BA and MA studies I was deeply traumatised by my time at school.  For a very long time I believed that I am ‘stupid’ and that I cannot learn any new knowledge.  Through a neurodiversity test I found out that I am dyslexic.  I see the studies of my PG Cert as a big opportunity to change my relationship to learning.

The PG Cert will also give me more background knowledge on what I already do intuitively when I teach and help me with more practical tools and techniques. I hope it will give me the chance to evaluate my ways of teaching and refine it. I also hope that it will help me to engage with the academic language and translate it to more practical and inclusive language for myself and my students.

On a wider perspective, I understand that a spectrum of teaching techniques to engage a large variety of people in learning is a very important skill that I want to expand on.

Over the last year I got involved in Extinction Rebellion, activism and the social change that brings.  In particular looking at the climate and ecological crisis that we are facing I see it part of the responsibility in education to prepare especially young people for a more realistic future that we are facing, rather than an idea of the future that for what ever reason we are clinging on to.  The more flexible and skilled the more inclusive the change that we all need to shape together.  This is vital for me in order to make education relevant for the future.

I very much look forward to the learning and expansion of this year through the PG Cert.