Author: Phoebe Stringer
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The Outcome
This is my reusable template for making unit briefing more accessible and clear for independent learning, accommodating second language students, neurodiversity and general anxiety. The ‘Pocket guide’ template I’ve made above is the culmination of the small-scale research I’ve done in this unit. It includes: visuals, redirection to the larger Moodle page, contact information, bullet…
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ARP Reading Data #3
Upon reflecting on my students’ data I gathered from the questionnaire, the recurring feedback was that students wanted these features in their briefs and LO documents: As independent reflection and study are vital to an accessible brief, I think having an additional “TLDR” (Too long didn’t read) addendum template that can be attached to the…
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ARP My Data Collection
For my personal data collection, I decided to create a questionnaire and hand it out to 10 students. The parameters were: The questionnaire focused on My main takeaways from this questionnaire are: The Students gave mixed feedback; it seems they understand the LOs and what’s required of them most of the time, but when it…
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ARP Reading Data #2
Reflections and Criticality: Reflecting here, it seems the main takeaways from this reading are: ‘Cognitive Load’ is a key term in this batch of reading, again this is such a helpful term to further communications with students and staff during formative assessments; it’s especially helpful in a mindfulness sense when we talk about diverse student…
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My ARP research question
My research question PGcert ARP: I am looking to research project briefing templates, the outcomes of overly academic language, confusion among students, and ultimately make a reusable project brief template that is data-backed to be as succinct, legible, and informative as possible. I plan to research learning outcomes and how they’re communicated, and how to…
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ARP Reading Data #1
ARP PGcert Reflections and Criticality: At this stage with this initial research being done these seem to be the main takeaways: I especially found the ‘Zones of Confusion’ to be a sticking point for me, it gave me insight into my own learning and how ‘positive confusion’ and ‘negative confusion’ can give tutors a wonderful…
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Reflective Report IP Unit
Positionality When writing my initial intervention plan I gave a brief rundown of my relation to the subject of my intervention plan and the way in which the matter was not being addressed in early education had an impact on me. I have something called ‘Dyscalculia’, which is a learning disability similar in nature to…
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Blog Task 3
When reading the sources for this blog post, I immediately was reminded of two other but highly relevant situations; one being the ‘creation’ of IQ testing, and the other of how it feels to suddenly be perceived (both internally and externally) of being stupid when communicating in a new or 2nd language. The first situation,…
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Formative assessment IP Unit
Formative Assessment Action Plan PGCERT IP unit ‘The Dyscalculia /Dyslexia Board” I’ve been softballing this idea in my head for at least a year or so for a variety of reasons- one of which is my own personal struggle with Dyscalculia (a learning disability that hinders the individual’s ability to comprehend and utilise mathematics- consider…
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Blog Task 2
My initial response to the given materials is to reflect upon the large Islamophobic but also general anti-theist ‘Athiest +’ online movement that happened whilst I was a young teen. The ‘Athiest +’ movement was a large online subculture that focused on actively trying to ‘debate people out of their faith and belief’ and would…
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IP 2A Pre-Reading
IP 2A Pre reading; What do these resources add to your understanding of intersectionality? What are the implications for your teaching practice? Compare and contrast the perspectives offered in these resources. How many new terms can you identify from these resources? Are there any implications from these resources for your own practice? What is the…
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Blog Task 1
Disability The intersection of multiple marginalisations as spoken by Miss Major. Miss Major Griffin-Gracy- known as Miss Major- is a lifelong activist, author, and community organizer. She speaks about her intersecting identities as a disabled, black, trans woman and her work in both Stonewall and as an HIV/AIDS and disability advocate. Being born in the…
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IP Preliminary thoughts
Starting this unit, two main factors jumped out to me: first, the large amount of pre-reading and, second, my slight concern about how the unit will be addressed. The first concern regarding the reading is once again ‘how am i going to manage this with my preexisting work load? Will every week look like this?’…
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IP – Reactions to required pre-reading & Videos
PART 1: Readings: Crenshaw, K. (1990) Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Colour. The first text I read was ‘Mapping the margins: intersectionality, identity politics and violence against Women of Colour’, which I found very engaging. I myself am an avid feminist and spend my free time in conversation with…
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ROT John > Me
Record of Observation or Review of Teaching PracticeSession/artefact to be observed/reviewed: XXXXSize of student group: XXXXObserver: Dr John O’ReillyObservee: Phoebe StringerNote: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal…
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PGCert Case Study 3
Case Study 3: Background: During my Co-Lab unit that I ran this year ‘The Feast’, I oversaw the LO’s for this assessment and feared that one would be very hard for my students to organically meet, LO1. LO1 in this unit was focused on discussing and researching a social justice topic, which I feared wouldn’t…
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Reflections on Required Reading Part 6
I chose to read ‘Formative Assessment and self-regulated Learning: a model and seven principles of good feedback practice’ I was especially drawn to the segment about the benefits of peer feedback, the text spoke of the recorded benefits of peer conversations about their academic studies but my lived experience was vastly different. During my primary…
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ROT Me > Jacob
Record of Observation or Review of Teaching Practice Session/artefact to be observed/reviewed: Size of student group: Observer: Phoebe Stringer Observee: Jacob Wu Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for…
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ROT Jacob > Me
Record of Observation or Review of Teaching Practice Session/artefact to be observed/reviewed: Size of student group: 2 Observer: Jacob Wu Observee: Phoebe Stringer Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended…