Reflections on HE Teaching: A Microteaching Case Study Sarah Waters @srawaters

Teaching and Twitter, really? Personal response otherwise tricky in large class size Interaction between students and those outside of HE context with course hashtags Reimagining literary texts via social media e.g. Dickens OMF (Birkbeck, London, see here for more on this) Awareness of dangers as well as benefits

Microteaching Session Interdisciplinary student group Opened with group activity Audio-visual and tactile material provided for students to engage with Learning outcomes linked to all activities Audio-visual material used in this session can be accessed here.

Kolb’s Cycle and Audio-Visual Shakespeare Defining Appropriation/ Adaptation in Groups Seeing the video of how this works in practice and applying theory individually Considering this in the light of Shakespeare studies Hearing about the way this works in theory

Learning Outcomes Learning Outcome: By the end of the seminar, and supplemented with individual study, students will be able to define appropriation in the context of Shakespeare’s works and illustrate this with example of The Tempest and other recent publications. The student will be able to understand the way in which Shakespeare and his canon are written into many areas of contemporary culture and see the impact his plays have beyond the theatre. Above and beyond: Keen participants will be given additional titles to explore both of appropriation in action and critical material on this area of Shakespeare studies.

Brookfield’s Lenses: 2,3 & 4 Lens 2: Learners’ Eyes Written feedback Verbal feedback Lens 3: Colleagues’ Eyes Written Feedback Verbal Feedback Lens 4: The Critical Literature FSLT Guidance on pedagogical practice in HE teaching esp. reflexive practice

Reflection and Implementing Feedback Build on positive comments Take a Brookfield’s reflective approach to my teaching Implement useful techniques suggested by colleagues, critical literature, and students (where appropriate) so that learning is collaborative

References Brookfield, S. D. Becoming a Critically Reflective Teacher (San Francisco, Jossey-Bass, 1995) Chickering, A., Gamson, Z., ‘The Seven Principles for Good Practice in Undergraduate Education’ American Association for HE Bulletin (March, 1987) 3-7 Line, Harriet, ‘Twitter’s not Literature, but it can be a novel teaching tool’ Times Higher Education 29 Jan 2015 <https://www.timeshighereducation.com/news/twitters-not-literature-but-it-can-be-a-novel-teaching-tool/2018184.article> Accessed 24 Feb 2016 Kolb, D.A. Experiential Learning (New Jersey: Prentice Hall, 1984) Oxford Brookes University (2015) Graduate Attributes [online], Oxford, Oxford Brookes University. <https//www.brookes.ac.uk/OCSLD/Your-development/Teaching-and-learning/Graduate-attributes> Accessed 24 Feb 2016 Rich, Emma & Andy Miah, ‘Can Twitter Open up a New Space for Learning, Teaching, and Thinking?’ The Guardian 13 March 2013 <http://www.theguardian.com/higher-education-network/blog/2013/mar/13/twitter-transform-learning-higher-education> Accessed 24 Feb 2016