philrace.bsky.social
Interests include education, AI, classical music and science.
61 posts
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An acronym quiz (scored) would also help. Turn it into a game? The best learning often happens in games.
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You’re never too old for #LTHEchat!
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Well done!
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I have written an acronym quiz for new academics in HE and is 5 pages long! #LTHEchat
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Very good chat.
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A6. There is a need for students to engage meaningfully with their programme, including taking responsibility for their learning. We need to support them and scaffold this throughout the programme. The programme should promote growth & change in students, including initiation into field
#LTHEchat
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Very well put!
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A6. Students should feel completely free to ask if something isn't clear and we have to listen and respond. Our aim should be to reach a point where students shouldn't have to ask for anything to be explained.
#LTHEchat
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A6 Students working together can play a huge part. They need to know that they’re searching for the ‘true’ meaning of the task or question, and that they can really contribute to finding this. #lthechat
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A5 Exactly Sally, I still see so much of this, it’s at the heart of the issue with assessment. Imagine building a house without clear criteria. I remember @philrace.bsky.social using a similar example in a workshop at Brunel University (2011) when I attended his workshop. #LTHEChat
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A5 Get active discussion going online and face to face about what questions really might mean. I’ve had to re-focus many of my questions following this #lthechat
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A4 live marking videos where I do a talk aloud as I mark exemplars explaining what I am looking for to try and demystify the marking process. Feedback workshops with student partners to try and teach students how to make the most of their feedback #LTHEchat
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I can understand this fear but I really couldn't understand what was being asked in some instances until I saw exemplars! I think giving examples of some "less good" work can be helpful too, though - and discourage imitation... #LTHEchat
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www.qaa.ac.uk/news-events/... ❤️❤️❤️❤️ #LTHEChat
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Absolutely!
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A4. instead of working to demystify the hidden curriculum, let's take active measures to stop the hidden curriculum from existing. For example: NO MORE ACRONYMS! Just use the words! (please please please) #LTHEchat
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A4 Providing a key word definitions list by module. I remember one PGCert HE I taught on, where the course leader thought it was novel to provide such information. FFS I thought, I added it myself. Another example, writing reflectively 🤔🤷♂️ #LTHEChat
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A4 In face to face sessions show a question and ask students to explain what it might really mean, and stages by which they might answer some of these? #lthechat
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A3 We used to refer to the first year as the ‘de-schooling year’ and design work and projects and assignments around that idea. #LTHEchat
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Let's get started on the (r)evolving definitions of "continuation", "completion" and "progression". Effectively hidden from many heads of department. #LTHEchat
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"Crack the code" is such a neat way of summarising this! #LTHEChat
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A3 I think it can create a feeling that everyone else is in on a secret that they're not. Students often overemphasise other people's knowledge and underemphasise their own, but existence of a hidden curriculum (where some students genuinely do have more insider knowledge) doesnt help that #LTHEchat
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I think this is very true - the exam factories with the strict behaviour rules don't prepare students well for university #LTHEchat
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A3 I think the hidden curriculum has a huge influence on disadvantaged students. Until they take real steps to crack the code. #lthechat
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Fortunately my chemistry teacher was also a pianist and conductor? We clicked.
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A2 Talk to as many students as possible? Electronically? Get their ideas as to what counts. #lthechat
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Yes! -- like do we ever actually tell students what a "seminar" is? Or what happens in a "lecture" and what is required of them in these different settings? www.qaa.ac.uk/news-events/... #LTHEChat
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Spot on!
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A1 It’s often the set of ‘rules’ that define who goes on to a 1st (not me!). #lthechat
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Great chat thanks. Whistle on your way. #lthechat
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A6 I think learners should assess all outcomes. Their assessment should not necessarily be counted? #lthechat
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A6. Playful learning should be purposive and grounded in learning outcomes which should make it possible to assess how far these have been achieved through effective plenaries as well as student feedback eg clarity points and muddiest points #LTHEchat
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Yes! I will use Post-It notes next week to get students ideas on peer review assessment design - co-creation is my goal 🤞
Thanks for the reminder @philrace.bsky.social - A5. #LTHEchat
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*throws whistle in the bin* 😂