Collaborative reading before a flipped class
This case study is from Francisco (Paco) Rodríguez-Fortuño, Reader in Physics at King’s College London. Paco teaches a core module on Electromagnetism to around 160 second year undergraduate Physics students. The format is flipped, which […]
Decolonizing the classroom with online image search – Christoffer Guldberg
This case study is authored by Christoffer Guldberg, and builds on his article, Using Google Images, Maps and Earth to teach critical thinking – Decolonising the curriculum and beyond, as published in the Journal of PGR […]
Group synthesis task in a workshop on academic writing
This post is authored by Mariam Ghorbannejad, Learning Developer based at King’s Academy. She worked alongside Doctor Laura Gibson, Lecturer in Digital Content Management Education, who runs the Introduction to Digital Asset and Media Management […]
Quizlet for learning vocabulary
This post is authored by Eman Sudik Ismael. Overview Eman Ismael teaches Arabic for postgraduate and undergraduate students as well as evening courses at King’s College London. She is based at the Modern Language Centre, […]
Everyone raise your hand
Authored by Dr Darren Harvey, Lecturer in Law (Education), Dickson Poon School of Law. What is it? A question is posed by the person leading the teaching session, who then instructs everybody participating in the […]
Visual organisers (also called ‘graphic’ or ‘advance’ organisers)
What is it? Visual organisers are ways in which material (concepts, facts, ideas) can be represented in a visual format. They have roots in Ausubel’s cognitive learning theory (Ausubel, 1960) and were originally known as […]
Using Icebreakers to Build Rapport
A ‘Common Ground’ project post. What is it? Icebreakers and re-energisers are short activities designed to ‘break the ice’ between participants by building connections or breaking down barriers. Why do it? Research indicates that improving […]
The LARA method for tense talks
What is it? As outlined in ‘Creating safe spaces and brave spaces‘, university learning often involves encounters between students with different social viewpoints. If these discussions are overwhelmed with emotion, students will find it hard […]
Creating safe spaces and brave spaces
What are they? Safe spaces came into existence to give people from a marginalised or persecuted group a way to meet, sometimes with political purposes, without having to defend themselves against prejudice or abuse. The […]
Cognitive control in an age of digital distraction
What is cognitive control? Cognitive control is crucial to deep, purposeful learning and is achieved through the following functions (Gazzaley and Rosen, 2016, p80; Parry, 2019): attention – a mental spotlight which needs to be […]