Here are the main slides I used in our afternoon together. Thanks for inviting me back – you were a great group to work with. Easton and Otley College: 11th March (5)
Thanks for asking me up for the Summit on ‘Learning outside the lecture: developing students’ social and cultural capital’ Based on the premise ‘if we don’t try hard to measure it, it won’t happen’, I helped you towards working out (1) what does the evidence of achievement look like? and (2) How best should we try to measure it? Here are the main slides I used. GCU Summit (20)
For anyone who didn’t get a copy of the ‘Cultural Inclusivity’ booklet, here is the pdf of the booklet: Cultural inclusivity (17)
I’m drafting a piece about the pros and cons of using track-changes to get feedback to students. Now improved, thanks to Rob Reed, Simon Thomson and Louise Naylor for very helpful suggestions. More suggestions welcome. Track changes feedback (65) Right file this time!!
Here’s an agenda for discussion, which can lead to better performance in written exams. What do exams really measure (77)
Great to be back in Bury St Edmunds today. Now home in Newcastle after a busy but punctual train journey, despite the weather. Here are the main slides I used in my two workshops with you. West Suffolk College (28) (Don’t tell other people about the four letter word).
Thanks for a great day at your college. Here are the main slides I used in my morning keynote, and in the very short workshops on smarter feedback. There really wasn’t nearly enough time in 45 minute workshops to get our teeth into feedback (and the last workshop was only 30 minutes), and I necessarily did some different things at the three different workshops, but I hope the slides I have added to those of the morning session will server as reminders of some of the ideas we played with. Making learning happen: smarter feedback (50)
Way back last spring I posted (and Tweeted) a link to a one-page summary of the UK Professional Standards Framework, and the link is buried way back in my posts and Tweets. 431 folk seem to have downloaded it to date, so there may be more folk who could use it now. Just in case anyone who is currently trying to make sense of the overall scheme, I’m re-posting it here. UKPSF grid (476)
I’ve today updated the download on my discussion of seven factors underpinning successful learning, including many of the slides I often use at workshops, and my criticism of the learning cycles approach. Ripples model seven factors (20410). This is written up in ‘Making Learning Happen’, in the 2010 version and the forthcoming 2014 version, and mentioned in several other things I’ve written.
I know that maintaining order can be difficult, but I am worried about the proposed punishments the Minister mentions, such as picking up litter, tidying up after meals, and writing lines. This is very demeaning to those people who are paid to pick up litter and tidy up after meals – are they being punished? (They are probably not paid much for the work they do anyway). What would happen to anyone who pointblank refused to write lines? You might want to print out this file (if you agree with me) and stick it to notice boards!! lines (37)
Great working with both large groups of you today – I was very well looked after. Here are the main slides we used: Carlisle College (51), and for anyone who wants to use the ‘robbery’ exercise with your students, here’s the sheet: Statements exercise sheet (47). Please do raid my website for anything else which is useful to you – that’s what the site is for. I got the feeling that there’s a great atmosphere at the College – your students are very fortunate.
Those of you who know me will know that I am very critical of traditional time-constrained (hand)-written exams for all sorts of reasons. However, many people still need to write exam questions and marking schemes, and the download here may be helpful to them. (This is adapted from the 3rd edition (2007) of ‘The Lecturer’s Toolkit’ [London: Routledge] and I am working up the ideas for the forthcoming 4th edition – do email me with suggestions for improving this topic. Designing exam questions and marking schemes (70)
Students (rightly) grumble that they don’t get feedback on their assessed work quickly enough. How fast can we do it? Within 24 hours? This is an extract from the forthcoming 3rd edition of ‘Making Learning Happen’ due to be published by Sage in May 2014. It’s based on the existing edition (2010) but with a few tweaks. 24 hour feedback (139)
Here are the main slides I used in our day together. They’re not, of course, in the same order as we used them, as I was dipping in and out of a wide range of items. Great working with you all, Swansea University (34) You might also find the following link about learning styles gives good food for thought: http://tinyurl.com/qz4g3lk
Since the workshop, I’ve also been working up the following ideas relating to exams: Designing exam questions and marking schemes (70)
How can we know whether our feedback is working? The attached piece may throw some light on this Feedback versus marks (136)
After my workshop in Edinburgh last month, Hazel Christie wrote (and Tweeted) a lovely blog about what we did with post-its. You can access it here: http://wp.me/p3SRWf-2m
Great working with you all. Here are the main slides I used Harper Adams (64). Sorry to rush you at the end, but I wanted to start you off on an activity which can easily take an hour. I look forward to your homework submissions by 14th Januaary, as explained in the slides. Posted at Sheffield on the way back home.
PS: I’ve just been playing with an electronic post-it tool from www.Padlet.com. You may like to try it too. Could easily be used in lectures.
Here are the main slides I used in my one-day workshop with you on 11th December. Making Learning Happen (70). The content-free test can be found separately on the ‘archived downloads’ page of the site, where you can also download the Word file for the ‘Statements’ exercise.
Here now also are the main slides I used in my workshop on ‘Smarter Feedback’ on 12th December Smarter Feedback (54), not (of course) including pictures or video-clips. Wonderful room to work in – we could not stick flipcharts to beautifully decorated walls, and the view out of the windows was stunning.
Here are the slides which Sally and I used in our joint session with you this afternoon. We are very pleased to be in Luxembourg for the first time, and look forward to working with you again tomorrow. Joint keynote (22)
Here are the main slides from my morning workshop on 5th December. Making Learning Happen (57). Here also are the slides from the afternoon workshop. Developing Effective Curricula (33). I wish you all well in developing these ideas at Luxembourg, and hope to see you again before long. Thanks for making Sally and I so welcome throughout our visit.
Here are the main slides I used. Don’t let on about the four-letter word! You were a great group. Smarter Lectures (72) Do raid my website for other things which may be useful to you. After my workshop, Hazel Christie wrote and Tweeted) a lovely blog about what we did with post-its. You can access it here: http://wp.me/p3SRWf-2m