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Recent Posts
- Reflective Blog Post 5 (Additional) Gregersen, T. (2007). ‘Language learning beyond words: Incorporating body language into classroom activities’
- Reflective Blog Post 4 – Hardie, K. (2015) ‘Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching’
- Record of Observation or Review of Teaching Practice Observed by a PGCert Tutor
- Record of Observation/Review of Teaching Practice Observing a PGCert Peer
- Case Study 3 – Assessing learning and exchanging feedback
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Author Archives: Emilia Netto
Reflective Blog Post 5 (Additional) Gregersen, T. (2007). ‘Language learning beyond words: Incorporating body language into classroom activities’
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
Reflective Blog Post 4 – Hardie, K. (2015) ‘Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching’
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
Record of Observation or Review of Teaching Practice Observed by a PGCert Tutor
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
Record of Observation/Review of Teaching Practice Observing a PGCert Peer
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
Case Study 3 – Assessing learning and exchanging feedback
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
Experimental Design Micro-teaching
Summary of feedback and reflection This sessions aim is to provide students with a way of creating a drawing and sample in a short space of time. This also enables “students to be independent learners through their development and testing … Continue reading
Case Study 1 – Knowing and responding to your students’ diverse needs
Introduction On the BA Fashion Jewellery and MA Artefact course we have a diverse student group. Supporting the learning of international students who have English as a second or third language when delivering specialist technical workshops using technical terminology that … Continue reading
Reflective Blog Post 3 – Rosenburg, M.B. (2005) Nonviolent Communication: A Language of Life
I read chapter three of Rosenburg’s, Nonviolent Communication: A Language of Life, in preparation for observing a peer. In this chapter they distinguish between observation and evaluation. They refer to this as NVC, short for Non-Violent Communication. They state that … Continue reading
Record of Observation or Review of Teaching Practice Observed by a PGCert Peer
Session/artefact to be observed/reviewed: Core Skills Disk Cutting and Doming BAFJ Yr1 Size of student group: 20 Observer: Clare Bannister Observee: Emilia Netto Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert … Continue reading
Case Study 2 – Planning and teaching for effective learning
Introduction and Background Within the third year of the BA Fashion Jewellery cohort, we have a diverse group of students with different levels of technical ability and experience, many of which have English as a second or third language. Teaching … Continue reading