(MR266, Dr Martin Barker, School of Biological Sciences; Professor Patience Schell, MacRobert School of Language, Literature, Music & Visual Culture & Professor Marco Building) Thiel, School of Natural & Computing Sciences Facilitated by Formative feedback is both provided to students and received from them whilst Dr Tim Baker, courses are running. Summative feedback (such as SCEF, NSS, and SSLC) can be Convener of invaluable but it can occur too late to benefit students or staff in real time. the Feedback This session will focus on the particular features of formative feedback that are & Assessment effective in promoting learning and review the ways to receive and provide formative Task Force feedback. In this interactive session, we will explore some important opportunities of formative feedback. These include: informal interactions, body language, mid-term polls and surveys, social media, peer review, feedforward, praise, and random acts of kindness. For each of these, we will collect responses, anecdotes and examples from the audience. Group B “To Flip or Not to Flip – That’s the Question” (MR268, Dr Mirjam Brady-Van Den Bos, School of Psychology & Dr Agni Connor, MacRobert School of Language, Literature, Music & Visual Culture Building) The session will explore the ‘nuts and bolts’ of an innovative and increasingly popular Facilitated by approach to teaching, ‘Flipping the Classroom’. The flipped classroom is a teaching Dr David model in which the typical lecture and post-lecture elements of a course are reversed Muirhead, (compared to traditional lectures), leaving class time free for more active Lecturer, engagement with the learning material and interaction with peers and the lecturer. School of Geosciences The presenters will share their experiences (empirical and personal) with implementing the Flipped Classroom in their courses. The questions this approach has raised will be explored with the audience in an interactive session.
(MR266, MacRobert Building) Facilitated by Dr Tim Baker, Convener of the Feedback & Assessment Task Force Dr Martin Barker, School of Biological Sciences; Professor Patience Schell, School of Language, Literature, Music & Visual Culture & Professor Marco Thiel, School of Natural & Computing Sciences Formative feedback is both provided to students and received from them whilst courses are running. Summative feedback (such as SCEF, NSS, and SSLC) can be invaluable but it can occur too late to benefit students or staff in real time. This session will focus on the particular features of formative feedback that are effective in promoting learning and review the ways to receive and provide formative feedback. In this interactive session, we will explore some important opportunities of formative feedback. These include: informal interactions, body language, mid-term polls and surveys, social media, peer review, feedforward, praise, and random acts of kindness. For each of these, we will collect responses, anecdotes and examples from the audience. Group B (MR268, MacRobert Building) Facilitated by Dr David Muirhead, Lecturer, School of Geosciences “To Flip or Not to Flip – That’s the Question” Dr Mirjam Brady-Van Den Bos, School of Psychology & Dr Agni Connor, School of Language, Literature, Music & Visual Culture The session will explore the ‘nuts and bolts’ of an innovative and increasingly popular approach to teaching, ‘Flipping the Classroom’. The flipped classroom is a teaching model in which the typical lecture and post-lecture elements of a course are reversed (compared to traditional lectures), leaving class time free for more active engagement with the learning material and interaction with peers and the lecturer. The presenters will share their experiences (empirical and personal) with implementing the Flipped Classroom in their courses. The questions this approach has raised will be explored with the audience in an interactive session.