Monthly Archives: March 2025

Reflective Blog Post 5 (Additional) Gregersen, T. (2007). ‘Language learning beyond words: Incorporating body language into classroom activities’

Posted on 18th March 2025 by Emilia Netto

After my observation by a PGCert tutor in my feedback there was a suggestion that I look further into how my body language can impact my teaching and to consider writing a reflective blogpost on this topic. The feedback mentioned … Continue reading →

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Reflective Blog Post 4 – Hardie, K. (2015) ‘Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching’

Posted on 17th March 2025 by Emilia Netto

In this journal, Dr Kirsten Hardie gives an overview of their teaching practice, focusing on one distinct area of their pedagogy, Object-based learning (OBL). In which she uses design objects in student-centred learning activities to “to develop their theoretical and … Continue reading →

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Record of Observation or Review of Teaching Practice Observed by a PGCert Tutor

Posted on 17th March 2025 by Emilia Netto

Record of Observation or Review of Teaching Practice          Session/artefact to be observed/reviewed: ‘Core Skills: Hinge’, BA Fashion Jewellery (Year One), at London College of Fashion Size of student group: 24 Observer:        Catherine Smith Observee:       Emilia Netto Note: This … Continue reading →

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Record of Observation/Review of Teaching Practice Observing a PGCert Peer  

Posted on 10th March 2025 by Emilia Netto

Session/artefact to be observed/reviewed: GCD (Graphic Communication & Design) Yr2  Size of student group: 15  Observer: Emilia Netto  Observee: Clare Bannister  Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, … Continue reading →

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Case Study 3 – Assessing learning and exchanging feedback 

Posted on 4th March 2025 by Emilia Netto

Introduction & Background  I assess learning and exchange feedback in three contexts: in the workshop during supervised studio hours, during timetabled technical consultations and taught sessions. Within these contexts I am limited to assessing and giving formative feedback verbally, often … Continue reading →

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