Author Archives: Michelle Lin-Braby
Research Methods
The action research cyclical process of Kemmisand McTaggart (1981) was adopted through the steps of (1) Plan, (2) Act, (3) Observe and (4) Reflect. Action Research workshop planning: The workshop aim is to promote and/or foster the development of a deeper … Continue reading
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Action Plan
This is my actual research timeline with milestones Ethics form – DONE Draft activity plan/brief – DONE Run pilot with colleague/student – DONE Get feedback – DONE Refine activity – DONE Draft in colleagues to observe – DONE Prepare observation … Continue reading
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Rationale
I am currently teaching on the CertHE programme. The action research was inspired by the Inclusive Practice unit. In the Academic Year 2022/23 we enrolled for the first time home students in the Level 4 cohort. It was intriguing to see … Continue reading
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Workshop 1
Am I not answering your questions properly?’ Clarification, adequacy and responsiveness in semi-structured telephone and face-to-face interviews PDF Link The paper “‘Am I not answering your questions properly?’ Clarification, adequacy and responsiveness in semi-structured telephone and face-to-face interviews” by Irvine … Continue reading
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Inclusive Practice Unit 2 – Blog 3
illustration by Cynthia Kittler A reflection on Hahn Tapper’s “A pedagogy of social justice education: social identity, theory and intersectionality” Hahn Tapper’s work on a pedagogy of social justice education offers a fascinating insight for developing and fostering inclusive learning environments. In … Continue reading
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Inclusive Practice Unit 2 – Blog 2
A reflection on Kwarme Anthony Appiah Reith’s lecture on ‘Creed’ Kwame Anthony Appiah’s Reith lecture offers a thought-provoking exploration of the complex nature of religious belief and its place in contemporary society. Appiah highlights the importance of recognizing the diversity of … Continue reading
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Inclusive Practice Unit 2 – Blog 1
A reflection on the work by Christine sun Kim. Christine Sun Kim is an inspirational artist whose work challenges the conventional boundaries of sound. Her works explore an unconventional visual interpretation of sound, language and communication. Following her journey as a Deaf artist … Continue reading
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Teaching Reflection Model
The reflective practice is an important and integral part of teaching. To be able to step back from a teaching practice experience and begin to analyse and examine it and then introduce new ideas. Pretty (1998) states that, ‘Mistakes are not only … Continue reading
Assessment – Part 2
Summative assessment Assessment that is used to measure the extent of learning, which has taken place at the end of a period of learning, is referenced to as summative assessment. This approach is frequently contrasted with ‘formative assessment’ – Studies have … Continue reading
Assessment – Part 1
Formative assessment Assessment offers a way of checking that learning has taken place. It occurs at the beginning of learning, from time to time during learning and to identify learning needs and retention for learning. It uses feedback comments rather than marks … Continue reading