Presentation on theme: "Practitioners’ Perspectives: Teaching in the Context of Diversity Teresa Elmes, Library Liaison Manager Sonya Lipczynska, Library Liaison Manager Anna."— Presentation transcript:
Practitioners’ Perspectives: Teaching in the Context of Diversity Teresa Elmes, Library Liaison Manager Sonya Lipczynska, Library Liaison Manager Anna Mountford-Zimdars, Lecturer in Higher Education, King’s College London
Context: PGCAP programme Two years part-time Compulsory for new lecturers Optional for others with teaching responsibilities Intake: 240 (2013), 140 (2014) Core first year course, two option modules in second year Assessment and Feedback, Curriculum Design, Technology Enhanced Learning, Employability, Laboratory Teaching, Leadership and Management, & Teaching in the context of diversity (since 2013)
Diversity Module Learning objectives: introduce participants to the context of higher education facilitate informed reflections that enhance practice Delivery five seminars, 3 hours each (now changed) Written assessment, 2500 word reflective essay or review (now changed) Graded (0-100) (now changed to pass/fail) Year 1 (2013) and 2 (2014) each around 24 participants Year 3 (2015) around 45 participants (2 runs), 10 Brilliant Club tutors
The Special Issue King’s College in-house journal HERN-J 1x annual standard issue, this is an additional special issue Best essays from year 1 and 2 8 essays selected, four reflections, four reviews Additional feedback and peer-reviewing Additional section on ‘top tips’ for practice to make pieces more useful for others Accessibility Content accessibility Design, pictures Online version, large print ….room for further improvement?
Teresa Elmes: My topic Higher Education admissions & success: What is the value of cultural capital?
Impact on admissions Decision to apply Choice of institution, course & qualification Application process Entrance tests Interviews
Impact on student experience Orientation Culture Communication with tutors Understanding the Student role Expectation of support & resources
Changing my practice Reassess value of Library induction Awareness of environment Promotion of voluntary Library classes Use of language Being explicit in instruction Self reflection....
Sonya Lipczynska My topic: Adopting inclusive strategies to reach students with non-disclosed disabilities
‘Invisible disability’ Not all disabilities are visible Epilepsy Partial vision Mental/learning/behavioural disorders Easy to impose an identity of ‘wellness’ on a student if no visible markers are present
Why students may not disclose We rely on students to disclose their disabilities to accommodate their needs. However— Desire to integrate/not to be treated differently Poor initial disclosure experience Fear of stigmatism All these factors may mean that affected students remain silent
Inclusive practices A method of delivering live teaching, and learning materials which reach all participants No need for students to disclose unless they choose to Proactive rather than reactive Promotes equality in the classroom as far as possible
Teaching materials Create a ‘toolkit’ of materials in a variety of formats Print E-learning Material set up to be re-formatted if required Ensure that the students have access to this toolkit prior to the session so they can manage the resources according to their needs and learning style
‘Live’ teaching Consider your ‘script’. Do you use colloquialisms, abbreviations or other constructions which could be hard to understand? Rewrite in simple, instructional English Make sure you are speaking clearly Create a range of in-class activities which cover different learning styles and potential difficulties Peer support through group work Live polling and feedback Hands-on individual activities – e.g. worksheet or online task
Above all… Be friendly, approachable and encouraging Create activities and materials which are helpful for all students – any changes should be unobtrusive Don’t make assumptions about the students’ understanding or difficulties or single out individual students Do make clear that students can ask for help, and when those periods are during the class
Other Articles …peer-labelling …minimal diversity …student carers …unseen disabilities Top Tips Online version: http://www.kcl.ac.uk/study/learningteaching/kli/research/her n/hernjvol9.pdf http://www.kcl.ac.uk/study/learningteaching/kli/research/her n/hernjvol9.pdf Large Print version: http://www.kcl.ac.uk/study/learningteaching/kli/research/her n/HERN-J-Accessible.pdf