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Author Archives: Andrea Marfo
Inclusive Practice – Feedback, Exchange and Feedback
Feedback and Comments from Shani-Louise Osei: Lecturer in Learning and Teaching Development (Notes taken from my 1-1 tutorial on Teams call on 21/06/24) Shani’s feedback provided clear guidance on how to proceed with the intervention. Shani suggested narrowing and prioritising … Continue reading
Inclusive Practice – Reflective Report
Reflective Report – Taking Digital and Manual Notes Introduction As a computer aided design and computer-aided manufacturing (CAD/CAM) specialist technician in the School of Fashion, I work across eight courses interested in learning CAD/CAM software or those seeking to incorporate … Continue reading
Inclusive Practice – Blog Post 3 – Race
RACE Having read the videos and resources: Bradbury’s journey speaks about Critical Race Theory (CRT) and how it can be used as a framework for examining educational policies. Key points raised: Garrett’s Journal examined how racism can affect career progression … Continue reading
Inclusive Practice – Blog Post 2 – Faith
Faith After watching Appiah’s video, I found it quite challenging to understand the main points he wanted to convey about religion. One of the main concepts was that because religion cannot be accurately and consistently defined, it therefore does not … Continue reading
Inclusive Practice – Blog Post 1 – Disability
Disability My reflection on three video resources. “I am disabled because society has not allowed me to shine and not because of my disability” (Adepitan, 2020) Adepitan’s quote highlights how breaking systemic barriers will allow individuals with disabilities to shine … Continue reading
Inclusive Practice Unit: Intervention Outline
Taking Notes (Digital Notes and Manual Notes) May 2024. Some students can be put at more of an advantage or disadvantage due to their individual privileges when they are engaging in the learning and retaining of information. This can be … Continue reading
Case Study 3: Assessing learning and exchanging feedback
Contextual Background Before I prepare a workshop, I make sure to check it against the unit brief, so that I am informed on how I will need to structure the students’ formative assessment.(Nicol, Macfarlane-Dick, 2021).Reviewing the brief, also ensures … Continue reading
Case Study 2: Planning and teaching for effective learning
Contextual Background In the last year, being able to consistently plan for improvement in the effectiveness of my teaching practice hasn’t always been easy. This is because a lot of my technician role involves being physically available for students, and … Continue reading
3: Observation of my teaching practice by my tutor
Record of Observation or Review of Teaching Practice Session/artefact to be observed/reviewed: Teaching students from various linguistic backgrounds CAD/CAM software, Gerber,Lectra and Optitex Size of student group: Variable between 5-25 Observer: Lindsay Jordan Observee: Andrea Marfo Note: This … Continue reading
2: Observation of my teaching practice by my peer
Record of Observation or Review of Teaching Practice Session/artefact to be observed/reviewed: BA Fashion Design and Development Lesson & Demo workshop: Pattern Scanning & Marker Making on Lectra & Nscan Software Size of student group: 18 Students Observer: Kira … Continue reading