Welcome to my blog – a space where I share insights, reflections, and discoveries from my PgCert journey, blending innovation, teaching, and the dynamic world of fashion education!
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A Journey Through the First PgCert Unit
This first unit of the PgCert has been a fascinating and thought-provoking journey, allowing me to step back and critically engage with my teaching practice in ways I had not previously considered. The process of reading, learning, and engaging in deeper discussions about learning and teaching has made me far more conscious of the theoretical…
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CASE STUDY 3: Implementing a Structured Mid-Unit Checkpoint for Equitable Learning
This case study explores the implementation of a mid-unit checkpoint in Unit 3: Situating Innovation within the MA Innovation Management course at CSM. It examines how structured feedback supports student progress and equitable participation in assessing and giving feedback for learning. Additionally, it aligns with the A3 (assess and give feedback for learning), A5 (enhance…
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REFLECTIONS ON BEING OBSERVED BY A PGCERT TUTOR: Innovation, Engagement, and Future-Proofing Pitches
This post reflects on a seminar in which I was observed by a PgCert tutor, focusing on engaging students in collaborative innovation and critical thinking while facilitating rapid idea development and pitching. See the observation notes in this link. Delivering a seminar for the MBA from LCF around Innovation and Fashion Business Futures was an…
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REFLECTIONS ON OBSERVING A PEER: Review of a Briefing Deck
This post is based on an observation of a session deck rather than a face-to-face session. As such, the level of detail and insight into actual delivery, student engagement, and facilitation techniques is not present. Additionally, as I am not familiar with the broader context of this course, my ability to fully grasp the depth…
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CASE STUDY 2: Navigating Cultural and Educational Diversity in Collaborative Learning
This case study addresses the importance of adapting teaching strategies to accommodate students’ diverse academic experiences, ensuring an equitable learning environment. It aligns with the Professional Standards Framework, specifically addressing A2: teaching and supporting learning through appropriate approaches and environments and V1: respecting individual learners and diverse groups of learners, while also incorporating elements of…
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The Art of Mediation: How Voice, Objects, and Art Shape Engagement – Insights from the Workshop Readings
For the last few posts here, I’ve been thinking about how voice—so central to my exploration of communication—operates not just as a tool for presence but also as a means of moderation and balance in dialogue. In conflict resolution, voice is more than volume or authority; it is about ensuring that expression does not become…
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REFLECTIONS ON BEING OBSERVED BY A PEER: Facilitating Team Collaboration and Conflict Resolution
This post is a reflection on a one-hour tutorial in which I was observed by a peer as part of my ongoing PgCert journey, focusing on facilitating team collaboration and conflict resolution. See the observation notes in this link. Facilitating collaboration is never straightforward—especially when working with diverse teams where expectations, communication styles, and cultural…
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From Safe Spaces to Brave Voices
Reflecting on my Microteaching session, I see a strong parallel between the ideas explored in Arao & Clemens’ (2021) “From Safe Spaces to Brave Spaces” and the way we use voice in teaching. Their argument—that learning environments should not only be safe but also brave—resonates deeply with my exploration of voice, communication, and assertiveness. In…
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CASE STUDY 1: Enhancing Collaboration through Assertive Communication
This case study explores how I used evidence-informed approaches to know and respond to my students’ diverse needs – addressing V1 (respect for diverse learners), V2 (promoting participation and equality), and V3 (evidence-informed practice) – in a collaborative setting where uneven participation and communication barriers impacted group dynamics. To address this, I implemented a structured…
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MICROTEACHING REFLECTION: The Power of Voice and Presence in the Classroom
Stepping into my Microteaching session, I wanted to explore how voice shapes communication—not just through words, but through tone, posture, and movement. Voice and body are deeply connected; tension can weaken delivery, while openness enhances clarity and confidence. In teaching, this interplay sets the classroom’s energy and engagement. This session was a chance to experiment…
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The Power of Our Voice in Teaching
As I started thinking about my upcoming Microteaching session, I kept circling back to one question: How much do we actually consider the way we use our voice? Voice is something so natural, so automatic, that we often take it for granted—until, of course, we find ourselves struggling to be heard, misunderstood, or simply ignored.…