If you are interested in writing a blog post for ALDinHE, you will be supported with a mentor to provide guidance and editing supporting.
Our blog posts act as a pick up and go teaching tips for time poor lecturers
Take5 is designed to help all of us to share our passion for teaching and learning; helping our students to (learn how to) act powerfully within this strange beast that is higher education. Take5 is also for anybody working in urban, diverse spaces – and in emancipatory ways. We want you to share your passion and your ideas!
CPD note: Take5 can be a valuable part of our CPD – and participating can generate evidence for PRD and for HEA Fellowship applications.
A thumbnail of what we aim to cover in Take5 is:
Embedding Academic literacies and Learning Development: Typically seen to include: notemaking, reading, group work, presentation & seminar skills, positive thinking, memory, revision & exam techniques, reflective learning…
Developing a digital student: The learning landscape is digital – and we want our students to operate successfully in a digital world. We make suggestions on how to develop digital literacies with our students.
Visual and creative strategies: *All* students (not just art and media ones) benefit from being stretched visually and creatively – it develops digital literacy, supports analytical and critical thinking, builds self-esteem – and practically helps with notemaking and things like poster presentations.
Simulations and role plays: We have found that simulations and role plays early on in any course help students to think – to speak – and to bond with other students – thus improving behaviour in class – and promoting happier and more successful students who really *get* analytical and critical thinking.
Promoting discussion: talking with others does not come easily for many of our students: this is just an opportunity to fail – to show their weaknesses… So building in activities like Topic Mediated Dialogue, Image Mediated Dialogue and Debates really help our students to conquer their fears and find their academic voices.
IBL & PBL: Problems and Projects: Rather than ‘teaching’ the whole course, we recommend that staff set problems, challenges and projects that cover key Learning Outcomes. When challenged in this way, students exceed expectations – and lose the idea that teaching is about spoon-feeding.
Writing – Writing in the Disciplines/Writing Across the Curriculum: Building in many short, meaningful – and not remedial – writing tasks helps students discover the art of writing to learn – and breaks down their fear of writing and fear of failure.