Practice and Pedagogy

The forward testing effect

In February of this year, the LSE Teaching and Learning Centre’s Academic Developer Mark Baltovic attended the annual HEA Conference on STEM education, which this year looked at creativity in teaching, learning and student engagement. In this blog post, Mark discusses one of the interesting ideas discussed during the conference, the forward testing effect, and considers its practical potential […]

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Structuring learning differently

In this post, the Teaching and Learning Centre’s Dr Ellis Saxey considers how the structure of a course can impact on student learning.

When I taught undergraduate students, at the end of my seminars, one of my departing students would often say goodbye, and add: ‘I didn’t do the reading for this week, but I will now – it sounds […]

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    Hearing Voices: introducing the spoken voice into assessment and learning

Hearing Voices: introducing the spoken voice into assessment and learning

by Dr Colleen McKenna
Speak the speech, I pray you … trippingly on the tongue           
Hamlet, Act 3, Scene 2
Recently, Maria Bach (an academic in the Economics department at the American University of Paris and a participant on the LSE PGCertHE) produced a podcast as an assignment. We had negotiated this as an alternative to a written piece, and it […]

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Proportionate reflective practice

In today’s post, the Teaching and Learning Centre’s Dr Erik Blair considers how reflective practice can be structured to support the development of teaching practice.

Marcus Vitruvius Pollio’s major work, De Architectura (circa 15BC), helped define Roman architecture by expressing the ratio of a building’s parts to each other. This proportionate and balanced perspective is why Roman architecture and many […]

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For Whom (or What) The Bell Tolls

Today, the Teaching and Learning Centre’s Lee-Ann Sequeira asks: Is there no place for powerful emotions and experiences on university campuses today?

A conversation with a colleague at a recent conference set the ball rolling. He remarked on how there was not enough outrage in our classrooms, and that outrage wasn’t being cultivated among our students. His observation resonated with […]

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