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Avoid Jargon

Avoid Jargon. Peer Teaching Opportunities. Empower Students. 2. 3. 1. Group Work. Encourage Self-reflection. Provide Resources in Advance. 4. 5. 6.

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Avoid Jargon

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  1. Avoid Jargon Peer Teaching Opportunities Empower Students 2 3 1 Group Work Encourage Self-reflection Provide Resources in Advance 4 5 6

  2. Empower students to take responsibility for their own. Work alongside students as co-creators/co-produces of learning. Give choice of content/modules so students can create their own learning journey. Don’t use unnecessary jargon or cultural references that may be unclear to particular groups of students e.g. international students, mature students etc. Explain appropriate terminology. Peer teaching allows those who understand a topic or concept to explain it to others. Can draw on own experiences. Group work that allows students from different backgrounds to work together, bringing their varying strengths and life experiences to the groups and improving a sense of community and belonging. Provide resources in advance e.g. upload resources in advance of the session to allow students to familiarise themselves with the content etc. Encourage self-reflection so they think about how their background, biases, personal identity, beliefs and experience may affect their learning and assumptions.

  3. Personalised Pathways Choice Variety in Delivery 7 8 9 Asynchronous Tasks Regular Feedback Variety of Resources 10 11 12

  4. Use a variety of teaching delivery approaches so which build on individual’s different strengths e.g. group work, tutorials, presentations, projects etc. Allow choice in aspects of learning, teaching and assessment to build on individual’s strengths and to recognise other differences egprior knowledge, current situation, priorities and career aspirations. Provide personalised learning pathways, recognising that people learn at different paces and in different ways and may navigate their way through content differently. Use a variety of teaching resources so students can learn in different ways, e.g. mix of academic papers, books, videos, blog posts etc. Provide resources that are customisable, where possible, to suit individual’s needs. Provide opportunities to test knowledge, access to support material, re-take tests, regular feedback on progress. Regular low stakes and/or formative assessments. Asynchronous tasks will allow students to work at their own pace and a time and place to suit them to fit round other commitments.

  5. Clarity Model Diversity and Inclusion Provide Alternatives 14 15 13 Celebrate Differences 16

  6. Provide alternative mechanisms to access the curriculum e.g. lecture capture; alternative arrangements for students not able to go on field trips. Provide content in a format that they can customise. Be clear in expectations and requirements and encourage requests for clarification. Provide material that is inclusive in terms of the way perspectives/standpoints. Ensure difference is represented. Inclusive Curriculum 16 cards that support inclusivity through curriculum design and delivery. Recognise and value your students by approaching teaching sessions with an ethos of dialogue. Find ways to connect with and learn about the uniqueness of all students e.g. ice breakers, personal reflection activities. Use peer-to-peer discussions to encourage students to support each other.

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