Archaeology students submit an formative piece, “What will I get from my degree?” near the start of Semester 1. Find out more from Dr James Gerrard in this Case Study.
Dr James Gerrard used formative tests with postgraduate students which helps to encourage engagement with resources and contributes to better summative assessment grades.
The ‘You are what you make’ Archaeology module uses a mix of online videos and physically engaging practical activities to create an effective and engaging learning environment.
Dr Philip Garrett has introduced a series of podcasts for all students on the ‘A Survey History of Japan’ module. You can listen to a section of one of the podcasts for some inspiration.
Students in Dental Sciences are taking part in peer review. Discover how this is working and how PeerMark has helped make the process easier.
Team Based-Learning (TBL) was used in the MBBS curriculum helping students to develop team working skills and providing a forum for meaningful discussion.
Dr Helene Tyrrell, Northern Law Awards Law Teacher of the Year, focused on engaging students with working cases during lectures. This has resulted in lots of positive feedback and student marks have also increased.
This case study describes how formative tests are used in the School of Engineering to scaffold students learning prior to summative assessment.
Fiona Holdsworth from the FMS Graduate School explains how discussion boards are used to shape learning around a difficult subject.
Tom Astley, winner of the Outstanding Contribution to Feedback Teaching Excellence Award shares his approach to providing continuous feedback to students.