Category Archives: Unit 1

How do you assess and/or give feedback for learning? “To ensure good evaluations one had to ensure that students felt good.” (hooks, 2010, p. 85) Context (ca. 50 words) As an academic staff member I am involved in regular assessments[1]. … Continue reading →

How do you plan for and support student learning through appropriate approaches and environments? Context (ca. 50 words) I run the second semester unit on BA Design for Art Direction in which students work on analogue and digital objects, produce … Continue reading →

How do you use evidence-informed approaches to know and respond to your students’ diverse needs? Context (ca. 50 words) I teach all 3 years of BA (Hons) Design for Art Direction. The sessions I run are varied and involve working … Continue reading →

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed: Patchworking an Otherwise (MA Fashion Module) Size of student group:  53 Observer: Adam Gibbons Observee: Christin Yu Note: This record is solely for exchanging developmental feedback between colleagues. … Continue reading →

  Image of some objects used in my object-based learning micro teach Context I developed this Object Based Learning (OBL) micro-teaching session in relation to a unit I’m running with year two BA Design for Art Direction students. For their … Continue reading →

Accessing Access – Different and Conflicting Things “I frequently have difficulty sorting out how to think about a number of issues in my life. The problem is not so much that I do not know what I think and feel. … Continue reading →

Developing an object-based learning micro teaching session Context I approached planning this micro teaching session in relation to a year two unit I’m running. In this unit[1] students work on a speculative brief. They individually produce a collection of analogue … Continue reading →

Reading and Discussing Teaching practices for creative practitioners Books invite us to imagine” bell hooks (2010) Reading Reading is an act of resistance and self-empowerment that is unsurprisingly privileged by the activist-writers such as Ursula K Le Guin and bell … Continue reading →

Becoming a Student (again) “It matters how we arrive at the places we do” Sara Ahmed (2006) Context (student) Taking on that newcomer feeling and reinhabiting the position of the student – finding the right door, stepping into the classroom, … Continue reading →

PgCert Blog 2025 I am an artist, editor, and educator based in London. I lecturer on BA (Hons) Design for Art Direction at London College of Communication, UAL. Together with Eva Wilson, I am a commissioning editor of the book … Continue reading →