Cover slide saying "Assessments: Letting students choose" and "MicroCPD UCL"

Assessments: Letting students decide

This is a link to a UCL MicroCPD video that explains how in my module we are letting students decide on how they want to be assessed.

Embodied Inquiry as a research method

This is an extract from a guest post Dr Jennifer Leigh and I wrote for the SAGE MethodSpace to outline some of the principles of Embodied Inquiry. 

Supervising PhDs: Atypical in more than one way

This is an extract from a guest post on the Supervising PhDs Community Blog. In the post, I discuss what research supervisors can do to support doctoral students who may have disabilities, chronic illnesses and/or neurodiversities.

Chapter: The embodied academic

In this chapter I explore my journey from a secondary teacher to teacher educator to lecturer, a journey that signifies for me the transition from a teacher interested in embodiment to an embodied teacher and finally to an embodied academic.

Workshop: Using creative methods in research

In this interactive workshop participants explore creativity within research, experiment with and explore opportunities for creative methods in research.

Simulation of cognitive dysfunction

This is a brief simulation of what cognitive dysfunction and brain fog feel like.

Teaching with artefacts

Artefacts can be used to get students interested in a lesson, but artefacts can do more than just represent an engaging hook. In this post I am discussing the use of artefacts in lessons based on questions that I have been asked in teacher training sessions.

Writing an action plan

How to write an action plan in order to improve teaching practice. An action plan should include targets, next steps and success criteria for it to be meaningful.