Category Archives: Until One: Theories. Policies and Practices

I have found Unit 1 of the PGCERT to be enjoyable, stimulating, and challenging. I really enjoyed the in-person workshop days though have preferred them when they are spaced out a little more. I found the teaching and group dynamics … Continue reading →

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed: CCW FAD (Foundation Art and Design) Painting   Size of student group: 2 x 1:1 tutorials   Observer: John O’Reilly  Observee: Tommy Ramsay  Part One  What is the context of … Continue reading →

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed: CCW FAD (Foundation Art and Design) Painting   Size of student group: 2 x 1:1 tutorial   Observer:   Amba Sayal-Bennett  Observee: Tommy Ramsay  Part One   What is the context … Continue reading →

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed: Final Major Project seminar groups Drawing and Conceptual Practice FAD (Foundation Art and Design) CCW  Size of student group: Total group size = 18 students, each seminar … Continue reading →

Contextual Background   As a tutor on the CCW Foundation Painting course, we assess students at the end of each term. These assessments are done via an online platform called Workflow. Students use Workflow as a diary like construct to track … Continue reading →

Learning Outcomes and Assessment Objectives We started off by discussing a series of Aphorisms: 1)Education is not preparation for life; education is life itself (John Dewey) 2)School is the advertising agency which makes you believe that you need the society … Continue reading →

Contextual Background  As a tutor on the CCW Foundation Painting course, I often come across a wide range of students. For this case study, I will focus on how I plan to support students that I believe may fail the … Continue reading →

Contextual Background  For this case study, I am going to focus on how gather and communicate the contextual reference points that I offer to students and how I prepare for running short courses. I am going to consider how I … Continue reading →

For the micro teaching session, I had a very lengthy mental block/mild existential crisis on what I was going to do and only really fully formulated my lesson plan the night before. I ended up deciding to facilitate a life … Continue reading →

Having read the What is contemplative pedagogy? and listened to the A Short Introduction to Contemplative Pedagogy, I felt that the Drawing Lab text by Michelle Salomon was a good fit for considering how develop students thinking in an experiential way. … Continue reading →