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

2. 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

3. 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.

4. 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

5. 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.

6. 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

7. 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

8. 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 < 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// 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 < Accessed 24 Feb 2016