Category Archives: Unit 1 – Assessment

  Session/artefact to be observed/reviewed: Interim Review – Afternoon session Size of student group: 8 Observer: Tim Stephens Observee: Andrea Francke   Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship … Continue reading →

Record of Observation or Review of Teaching Practice     Session/artefact to be observed/reviewed: group crit with MAIVM students – 12th March Size of student group: 8 Observer:  Andrea Machicao Francke Observee: Emily Woolley   Note: This record is solely for … Continue reading →

Record of Observation or Review of Teaching Practice         Session/artefact to be observed/reviewed: AV Cultures Session – 20th of Feb Size of student group: it varies around 15 to 4 Observer:  Emily Woolley Observee: Andrea Francke   Note: This record … Continue reading →

Unstable Concepts – A Cross-Year Lecture Strand Experiment Teaching Context I’m a 0.8 Senior Lecturer on Y3 of the BAFA course at Chelsea College of Arts. I’m a Tutor Group Leader to around 30 students and offer general support to … Continue reading →

On Pedagogia de La Ternura (roughly translated as Pedagogy of Tenderness/Care/Affection) This week, I was talking with one of my PG Cert colleagues about how the British teaching system seems to be focused on teachers’ boundaries, on not getting too … Continue reading →

Microteaching – 3 of Feb 2024 Plan: To examine the “feedback” sticky note to explore abstract ideas around how power works in a classroom and the difference between teaching for learning and teaching for producing affects. I referred to larger … Continue reading →

One of the exercises in our first workshop was to distribute different ‘events’ related to higher education according to decades. The events varied from general historical events (like COVID-19) to technological developments (like Miro) to specific changes in HE policy … Continue reading →

Teaching context I’m a 0.8 on the Chelsea BA FA. This role means I do regular formative assessments, as well as summative assessments. I’m first marker for the 31 students in my tutor group practice work and second marker for … Continue reading →

Teaching Context As a 0.8 on the Chelsea BA FA, I’m a tutor group leader for Year 3, I manage 31 students, oversee open sessions, lectures, admin, and curriculum planning for the entire cohort. I’m also involved in the revalidation … Continue reading →