Author Archives: Georgina Goodman
CONNECTING THROUGH CRAFT
Finding strategy to manage different learning challenges through craft community! INTER WOVEN Like many neurodiverse people I find comfort in repetative craft activity anything that distracts, but also allows me to focus. My daughter Silva, who is dyslexic loves repairing, … Continue reading
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ON THE SPECTRUM – Reflection
A Reflection on: Spark: UAL Creative Teaching and Learning Journal / Vol 3 / Issue 1 (2018) ‘On the spectrum within art and design academic practice’ – Luca M. Damiani. In the article On the spectrum within art and design academic … Continue reading
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CASE STUDY 1: Knowing and Meeting The Needs of Diverse Learners:
INCLUSIVE COURSE CULTURE THROUGH COMMUNICATION CONTEXTUAL BACKGROUND: In my role as Senior Lecturer on MA Fashion Artefact I am part of a teaching team and until now have been personal tutor to a proportion of the cohort. I have been … Continue reading
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BELONGING
Ideas: Compassion – Love – Inclusion – Belonging – Meaningful Relationships BEING COMPASSIONATE TO MYSELF AND OTHERS I start my journey of enquiry regarding my own teaching (and learning experience) with Maslow’s hierarchy of needs. Still considered as a psychological … Continue reading
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CASE STUDY 2: Planning and Teaching for Effective Learning:
ENCOURAGING CONNECTION TO STUDIO PRACTISE CONTEXTUAL BACKGROUND:As Senior Lecturer and personal tutor, within MA Fashion Artefact, I will become Unit1 leader for 24/25 and will have the opportunity to structure and deliver aligned studio workshops, to support Unit aims. … Continue reading
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CREATIVITY AND DIVERGENT BRAIN
A QUESTION: Can CREATIVITY be taught? As an educator and creative practitioner, I am fascinated to question, how and what facilitates the ‘learning and teaching of creativity’, (not really possible in a sort blog post! – but here goes…..) Afterall, … Continue reading
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CASE STUDY3: Assessing Learning and Exchanging Feedback
DESIGNING INCLUSIVE ASSESSMENT – ALIGNING COMMUNICATION CONTEXTUAL BACKGROUND:Within the MA Fashion Artefact, I will be taking on the responsibility of Unit leader and re-formulate the brief for UNIT 1 24/25. I see this as an opportunity to consider how to … Continue reading
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OBJECT BASED LEARNING WORKSHOP
BACKGROUND AND CONTEXT: This OBL microteaching session was delivered digitally and as such I researched ways that OBL has been utilised in virtual and physical space, and in various contexts: Studies supporting positive learner experience and association to wellbeing (Kador, … Continue reading
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TUTOR REVIEW of My Teaching Practice
Session Reviewed: SCAVENGER HUNT WORKSHOP Brief and ‘The Found Object’ intro. slides. Size of student group: 20-30 people Observer: Rachel Marsden Observee: Georgina Goodman Date: March 2024 Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and … Continue reading
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PEER REVIEW of My Teaching Practice
Record of Observation or Review of Teaching Practice Session Reviewed: MA Fashion Artefcat – Scavenger Hunt Workshop Size of Group: 20-30 people Observer: Emma Hamshare Observee: – Georgina Goodman Date: March 2024 Note: This record is solely for exchanging developmental feedback between … Continue reading
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