Various versions of the slide sequence I often use in workshops have been posted on this website, and over 24,000 folk seem to have downloaded them over the years. I’ve updated them again, and the link is here: Ripples model seven factors (24536). By popular request, I’ve now added a link to my disk version of Chapter 1 of ‘The Lecturer’s Toolkit; 4th edition’ (2015) which is my latest version of the story of the ripples model in print. Chapter 1 of 'Toolkit' 4th edition (27)
Here are the main slides I used in my morning presentation, and the workshop I repeated twice. I’ve combined the slides into a single presentation. As usual, I had to remove the pictures to make the file size compatible with my website limitations. CNWL slides (59). Please also remember to use the search space at the right hand side of my website to find ‘peer observation’ and ‘ripples model’ as discussed during the workshop. Thanks to you all for joining in so well throughout my time with you, and to Dhani for looking after me.
Here are the main slides Marjon slides (40) minus the pictures and links (to keep file size below my download limit). It looks a bit boring without the added entertainments, but thanks to all of you for making me so welcome, and all the lovely Tweets. My journey home was pleasant and punctual. I hope the additional slides included are useful food for thought for you.
Main slides now up. SHU slides (69) Thanks for joining in so well.
Great to be with you all day today. The main slides I used are here. Evidencing feedback slides (50). I got my train at Bristol – it was 15 minutes late anyway, and had to be taken out of service at Derby where another was waiting. I arrived in Newcastle only 15 minutes late and am now home. I could feel the care and enthusiasm that you pass on to students all day – well done.
Great to work with Wayne Herring and Bill Tipping and CIPS candidates in the Chapter House of Chelmsford Cathedral today, on exam technique, and revision. My main slides are here – and there’s lots more on my website to raid. You were a great group – and of course good luck – we all benefit when this happens. Exam Technique slides (69) (I’ve now corrected the billion on the slide about 18 June. Any more massive errors please?).
Lovely to be back in Cork with Sally, even if only for a day this time. Such an enthusiastic group of participants in my workshop today. Here are most of the main slides CIT slides (96). Please raid my website for lots more on assessment, feedback, and learning.
At this time of year, lots of people are gearing themselves up for exams – perhaps you – or someone you know. Here are three collections of practical suggestions.
The first is on building really useful revision tools: question banks, so you can prepare for just about anything that might come up in an exam.
Next are some suggestions for how best to spend the first few minutes of any written exam: doing sensible things right at the start can pave the way towards much better marks.
Finally, are some suggestions about how best to go about the main task: writing answers to exam questions, and using your wits to squeeze every available mark from whoever is marking your script.
Making and using question banks (80),
Exams: the first few minutes (74),
Answering questions to maximise your marks (74)
Here are the main slides I used in our workshop this morning. Thanks for joining in so well. LSBU slides (74)
Sally was awarded an Honorary D.Litt by Kingston University yesterday. The award was made at a splendid graduation ceremony on May 11th in the Royal Festival Hall. Lesley-Jane Eales-Reynolds (PVC at Kingston) gave a moving and heartfelt tribute to Sally and her work to the packed RFH, and Sally replied warmly and with fun and passion for 5 minutes to the assembled graduates, staff and parents and guests. Sitting in one of the Hall’s boxes, I felt very proud of Sally, and moved by the tribute paid by Lesley.
Too cold for gardening, and Sally’s off to Chelmsford, so I’ve been doing a spot of website maintenance, and re-done my workshop prospectus for the next year or so. I’ve trimmed down my offerings to focus on the things I like doing best. Workshops Prospectus 2015-16 (173).
Well done, enthusiastic group of UWE colleagues for taking part in quite a strenuous day, and making excellent progress towards putting together applications for HEA Fellowships across all the levels. I wish you well in rounding off your applications, and look forward to hearing that they’ve been successful. Don’t leave it for long now, or you’ll lose bits of the thinking you did today.
Sally and I very much enjoyed this year’s ANTF Symposium in the MacDonald Burlington Hotel in Birmingham. Sponsors of the event were Ede and Ravenscroft (who took photos of many of us) and Play-doh (who provided material to help us concentrate during the sessions). It was great to meet up with ANTFs from all over, and in particular with our friends Simon Thomson and Ruth Pickford from Leeds Beckett University, pictured with us here.
Great to be back at Derby after several years. Thanks to so many of you turning up to be with me. Here are the main slides I used (do let me know if I missed anything useful out), minus as always the video clips and pictures. Assessment and feedback (181) As I’m sure you could tell, I’d have loved a whole day at Derby, but hope that I touched on sufficient useful ideas to keep you going. I believe I have now conquered Windows 8 on my new laptop, but not yet microphones and walking about. (As ever, whenever a computer does something really silly, it can be tracked straight back to its user!).
Here are the main slides I used in our day together Newcastle College Masterclass (149). You were a great group to work with, and it was very clear you are really keen that your students succeed. The file was so big I could not get all the slides in the one presentation, so I’m adding those on the literacies here literacies (105).
The National Union of Students has now produced three such tools, on ‘Assessment and Feedback’, ‘Organisation and Management’ and ‘Learning Resources’, all strongly related to aspects of the student experience as gathered annually in the UK in the National Student Survey. These tools provide excellent food for thought and discussion in universities, and can be downloaded from the NUS website, or indeed direct from here: Assessment and feedback (171), Organisation and management (122), Learning resources (136).
Here are the main slides I used today. Thanks for all the Tweets. You were a great group and I hope to see you again before long. Sadly, trains from the South West are awry, and my Edinburgh train is turning round at Birmingham, but I still hope to get home tonight! Enhancement at Bridgwater (149)
I’ve today put together a ‘Digest’ of some quite long extracts from ‘Making Learning Happen’ (3rd edition published May 2014) and the 4th edition of ‘The Lecturer’s Toolkit’ (published this year), from the respective chapters on Assessment. These are the bits focussing on traditional assessment formats such as exams and essays, and I’ve put enough (I hope) of the preceding discussion from each chapter to set the scene. You’ll also be able to see the different styles of the two books, and sometimes compare two different ways of approaching the same topics. (These extracts are of course from my disc versions of the submitted manuscripts, and the published editions have the benefit of copy-editors’ expertise from the respective publishers). If you find this useful, please re-tweet using the button below. Also, any feedback really appreciated – thanks in advance for this. Extracts from 'Making Learning Happen' and 'Lecturer's Toolkit' (622)