A6 Journal to note things down and ideally that structured 'template' of Bortons questions. The So What? and Now What? Are key.

You can become practiced in reflecting and they diminish in necessity this gets you started but are also useful.

Help to stop reflecting and get on though???

#lthechat

A5 Great question. I think it's important for me to not just "feel" students were learning or to think an approach was effective but to have that validated with another source. Strengthens the impact.

#lthechat

a close up of a rainbow colored light on a black background Alt: a close up of a rainbow colored light on a black background with a prism

A4 Students learning, but as @hintondm.bsky.social great blog post suggests it's using the lenses as a prism. If we can use all in combination? What an illuminating experience.

#lthechat

A3 Using a "template" of Terry Bortons's "What, So What, Now What?" reflective model.

Pebblepad provided great reflective prompt templates which even with experience are helpful to remind us to reign in that description!

#lthechat

A2 I tend to use feedback from students on the usefulness of the approach...when I can also consider the nuances of how did that appear to impact the content and/or quality of their assessment...which I'll be doing this year through a minor change in practice...a little action research.

#lthechat

A1 the challenges of

1. Describing actions and not the resulting student learning
2. The complexity of educational research and isolating variables and results...which many in the "hard sciences" find difficult
3. Remembering to write notes and/or capture immediate feedback from learners
#lthechat

What a great topic helping educators to demonstrate evidenced based practice through critical evaluation K3, V3 of #PSF2023!
#LTHECHAT

@maritag.bsky.social and @Steve McHanwell's book on evidencing achievement is also a great supplement to the topic.

www.routledge.com/Evidencing-T...

Why professional development in graduate supervision matters Graduate supervision is not an innate byproduct of research excellence; it is a pedagogical practice that must be taught, learned, supported and refined, writes Katerina Standish

Graduate #supervision is not an innate byproduct of research excellence; it is a #pedagogical practice that must be taught, learned, supported and refined, writes Katerina Standish: https://ow.ly/NQLi50YzfcC #Academia #HigherEd #AcademicSky

Dog standing in sand

A6 walking with this little one. Listening to music which uplifts me #lthechat

A4 showcase those who are effective and reward this practice.

Encourage effective pastoral support at all levels for all students.

Signpost to UKAT training and other key resources supporting PGR supervisors.

#lthechat

A3 at Programme Leader level, understanding what is going on for their colleagues ..where challenge is appropriate and where holding back and gently supporting staff feeling under pressure.

#lthechat

Q3. Where do you see emotional intelligence making the biggest difference?

Q3. Where do you see emotional intelligence making the biggest difference?

Reply with A3 #LTHEChat and your response

A2 Enthusiasm for initiatives

Proper recognition understanding efforts, not lip service

#lthechat

Q2. What leadership behaviours create positive energy?

Q2. What leadership behaviours create positive energy?

Reply with A2 #LTHEChat and your response

I particularly like @tihe.bsky.social tagline

"This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students."

A1 One which has a
healthy degree of desire to advance, enhance, create,
is supportive of innovation
Respects work life balance
Remains enthused to support learners rather than seeing it as a burden or source of frustration #lthechat

Q1. What does a “well” academic community look like to you?

Q1. What does a “well” academic community look like to you?

Reply with A1 #LTHEChat and your response

Not to be missed! #LTHEchat

PhD student wins international dance competition Dina Haddad wins chemistry category of world-famous 'Dance your PhD' competition

I do offer interpretive dance as one option as assessment but fortunately no one has taken that up!

I share Dance My PhD as an example

www.ceb.cam.ac.uk/news/dance-y...

Also a clip from Amazing world of Gumball...that's a funny one.

A6 structure like the Playful Learning Association, #CreativeHE could be encouraged at local levels...communities of practice? #lthechat

I'm not going to go as far as "Open Mike" night ...but certainly not a BGT event 😂

Oh definitely the funny!

‘I'm neither entertaining nor charismatic …’ negotiating university teacher identity within diverse student groups This paper focuses on the ways in which lecturers in two universities negotiated their identities as teachers of students from diverse backgrounds within the context of the changing nature of high...

A5 be honest with students and say it's part of who you are but is not intended to offend anyone...but if it does you should encourage feedback and adjust and apologise l.

Peer observation? Trusted student panel? To check acceptability and not be Afraid to say it's not working #lthechat

‘I'm neither entertaining nor charismatic …’ negotiating university teacher identity within diverse student groups This paper focuses on the ways in which lecturers in two universities negotiated their identities as teachers of students from diverse backgrounds within the context of the changing nature of high...

I always refer to this in my sessions but Hockings etc al. www.tandfonline.com/doi/full/10....

And note we each have the identity we are comfortable with...but it can change with experience

Pretending to be a satellite, arma out zooming around and jumping up and down. !

A5 that's a really hard one since there may always be circumstances that the joke may touch upon which has been a cause of upset for the learner. Above all be respectful of everyone, try to find out about backgrounds, be culturally aware of e.g. festivals at the time.

#lthechat

A4 Anything racist, sexist etc or if it's an "in joke" between those teaching...marginalises learners to feel they aren't included and can lead them to mistrust #lthechat

A3 when it's used as a "hook" within eg. A story to draw students in to the topic of the teaching session #lthechat

A2 it's a long time ago!
For some it was subtle and you never knew if they were being serious or sarcastic. For others being "physically funny" did I think help us engage....well at least remember those lecturers and them.
#lthechat

A1 It can be a key part of who they are, their identity, but they shouldn't force trying to be "funny" and be careful of the diversity of the students, the "audience". Some may just not get it #Lthechat