- Peer feedback - teacher instruction
- Tutor assessment & feedback using technology for
- Peer feedback using technology
- Cutaway
- Disabled - non disabled team work
- Ttutor feedback - mixed gender pair
- Male black x2- learning from peers
- Male black x2 - identity
- Male female white - knowing each other
- Male female white - transforming thinking
- White males disabled x1- Challenges of learning from diverse students
- White males disabled x1- Challenges of learning from diverse students
- White males disabled x1-Identity & prior experience
- White males disabled x1 - transforming thinking & being
- White female x2 - challenging negative views about mixed ability group work
- White female x2 - knowing & questioning
- White female x2 - peer feedback self questioning
- Connecting lives & theory
- Sharing knowledge and experiences
- Coordinating interaction
- Student left out from the group
- Student female black - Challenges for students working in mixed groups
- Student female black - Knowing students
- Student female black - Learning from others' experiences & backgrounds
- Student female black - Topic relevant to students lives & identities
- Student male white - benefits of working in diverse groups
- Teacher - Strategies for coordinating interaction
- Teacher - Strategies for relational equity
- Teacher - Value of personal experiences
- Changing Physical Environment
- Mixed group problem solving
- Female group problem solving
- Mixed group problem solving
- Mixed group problem solving 2
- Noticing group dynamics in all female group problem solving
- Students diagnosing mistakes
- Public articulation of thinking
- Whole group problem solving
- Collaborative approach
- Deepening understanding & sharing ideas
- Working with strangers
- Intro to session on professional skills
- Professional skills - vocational identities-interacting with diverse public
- Professional skills - vocational identities – The ideal pharmacist class
- Coordinating interaction in pharmacy session
- Professional skills - tutor small group interaction
- Professional skills & vocational identities - small group interaction & tutor feedback
- Knowing students
- Connecting theory & students knowledge & experiences
- Benefits and challenges of teaching diverse groups
- Giving voice & connecting with students future lives
- Engaging students -reflexivity, observation, listening
- Engaging students - learner responsibility & relational equity
- Knowing students backgrounds
- Connect with future vocation and focus on similarities
- Curriculum design-Learning outcomes - Taking a critical view of the subject
- Safe environment - articulating thinking- being wrong or uncertain
- Assessment - Aligning with life
- Assessment - Developing shared understanding
- Formative assessment in groups
- Assessment - Summarising & justifying priorities
- Assessment - articulating different approaches
- Subject relevance to students lives
- Setting inclusive ground rules
- Safe space - knowing students
- Engaging diversity - challenges & advantages
- Reflexive & intuitive- sensitive to diversity and ground rules
- Diverse knowledge & experience
- Being reflexive & intutive
- Reflexive and intuitive - coordinating interaction
- Institutional factors - ideal inclusive conditons
- Curriculum – critical view of Sport
- Sensitive subject – setting ground rules
- Instructions for a debate
- Facilitating group discussion & debate of sensitive issues
- Setting up a debate of sensitive issues
- Peer to peer questioning – debating sensitive issues
- Student and tutor summing up moral debate- consciousness raising
- Encouraging reflection on sensitive issues through on line forum
- Overview inequalities in sport
- Material for teaching theory & sensitive topics
- Sensitive to individual differences & building trust
- Knowing students - introducing sensitive topics objectively
- Anticipating & handling anxiety, tension, extreme views
- Developing criticality - Seeing different perspectives
- Group formation - creative conflict vs comfortable consensus
- Using film to raise, address, critique extreme beliefs- Being sensitive to 'othering'
- Handling offensive stereotypical views. Not silencing minority views
- Student engagement. Small group inclusion
- Critical awareness. Applying theory to see & address real world inequalities
- Several videos joined together for module
- Inclusive content - simulated experiential -reasonable adjustment
- Whole group - minority participation
- Inclusive content - whole group reflection
- Inclusive content - individual task
- Tutor intervention - linguistically diverse - small group
- Facilitating - co-construction of meaning - tutor positon
- Performing, critiquing, analysing & reflecting in safe environment
- Aims of social action video module
- Sensitive intervention & facilitation of group work
- Deaf student experience of learning in university
- Benefits of working with students from different linguistic and cultural backgrounds
- Coordinating interaction between different students
- Support worker role in challenging activities
- Teacher preparation - reasonable adjustments
- Support worker perspective - challenges & benefits of working in linguistically diverse groups
- Skills learnt in culturally & linguistically diverse groups
- Tension between creative process & inclusive practice
- Deaf awareness among teachers
- Understanding different cultural norms
- Techniques for coordinating interaction in small groups
- Managing power dynamics in small diverse groups
- Whole group questioning
- Role of support workers in small groups - humour
- Inclusive content - simulated experiential -reasonable adjustment
- Whole group - minority participation
- Inclusive content - whole group reflection
- Inclusive content - individual task
- Tutor intervention - linguistically diverse - small group
- Facilitating - co-construction of meaning - tutor positon
- Performing, critiquing, analysing & reflecting in safe environment
- Aims of social action video module
- Sensitive intervention & facilitation of group work
- Deaf student experience of learning in university
- Benefits of working with students from different linguistic and cultural backgrounds
- Coordinating interaction between different students
- Support worker role in challenging activities
- Teacher preparation - reasonable adjustments
- Support worker perspective - challenges & benefits of working in linguistically diverse groups
- Skills learnt in culturally & linguistically diverse groups
- Tension between creative process & inclusive practice
- Deaf awareness among teachers
- Understanding different cultural norms
- Techniques for coordinating interaction in small groups
- Managing power dynamics in small diverse groups
- Whole group questioning
- Role of support workers in small groups - humour
- Treshold Concept Interview
- Deaf Awareness Clip
- Clips by issue: Deaf Awareness
- Clips by issue: Academic engagement
- Clips by issue: Safe space
- Clips by issue: Students as individuals
- Clips by issue: Inclusive activities - Harnessing students’ experience & knowledge
- Clips by issue: Connecting lives & theory
- Clips by issue: Coordinating interaction
- Clips by issue: Ground rules for collaborative learning
- Clips by issue: Facilitating uncertainty
- Clips by issue: Anticipating difference
- Clips by issue: Teaching flexibly & reflexively
- Clips by issue: Handling sensitive topics - situations