One way to understand what is required for good teaching is to analyse the different kinds of knowledge a teacher needs. This analysis then allows a teacher to identify the areas where they are strong and the areas in which … Continue reading
Sometimes we think we have a profound understanding of teaching, when actually our ideas are so vague and abstract that they are practically meaningless. For example, we might think that we have a deep understanding of teaching because we have … Continue reading
I recently organised a panel session on teaching failures. Three teaching award winners—Roslyn Kemp, Anthony Robins and Clinton Golding—shared some major failures in their teaching with a group of c.25 academics, and then we discussed what we might learn from … Continue reading
This blog is inextricably intertwined with my academic development practice. It is the result of my previous academic development work, it is my current personal academic development, and it leads to further academic development work for others. The blog … Continue reading
Here is a blog I wrote for Times Higher Education on writing a convincing thesis.
Sometimes giving feedback on student writing is straightforward. They have missed something important, so we tell them what they didn’t know, or we tell them to do what they missed: for example, “criterion is singular and criteria plural”, or “You … Continue reading
Why am I interested in learning about some things (movie history) but I couldn’t care less about other things (motorcycle engines)? If we can crack the secret of intellectual curiosity we can make our teaching engaging for any student.