Lightning Workshops T1 2024

Lightning Workshops are hands-on 1 hour sessions that develop your teaching and course in a collaborative environment! In each workshop, you will have the opportunity to design, refine and implement strategies to improve the student learning experience. Open to all teaching staff, each workshop begins with a 10 minute presentation on common student and staff concerns before engaging in discussion and collaborative work. The sessions are highly collaborative, informal and have a community atmosphere. Participants include academic staff, educational developers and support staff. Casual staff are welcome to attend. Sessions such as those on assessment design have educational technology support assistance available. After each session staff are free to utilise the drop-in session time to collaborate further, ask questions or discuss blue sky ideas in teaching and learning. This term we introduce several new topics and will be joined by special guests from a range of specialist educational services at UNSW, so keep on the lookout for our continually updated offerings.
 
Staff are asked to bring with them resources relevant to each session such as, their course outline, a learning activity and the highest weighted assessment they are currently using in the course or alternatively an assessment they have identified an issue with.  
 
Please review the sessions below, select those that suit your schedule.

O-Week
  • Tuesday 6 February at 12pm - Creating Belonging in Your Course
  • Tuesday 6 February at 2pm - Teacher Presence
Week 1
  • Tuesday 13 February at 2pm- Scaffolding learning for Diverse Student needs
    • Explore strategies to communicate with students and build quality classroom relationships to support learning.
  • Wednesday 14 February at 2pm- Unpacking Disciplinary Language Knowledge with your Students
    • In this session, we will explore simple strategies to boost students discipline specific literacy so they can better understand the terminology including the pedagogical language of the discipline.
Week 3
  • Tuesday 27 February at 10am- Designing Rubrics that Work
    • Design a new rubric or refine an existing rubric in this popular session.
Week 4
  • Tuesday 5 March at 2pm - Designing Authentic Assessment for Learning
Week 5
  • Tuesday 12 March at 10am - Writing Effective MCQs
    • In this session, you will explore effective questioning strategies for use in the classroom and assessment. Follow up drop-in sessions will be run specifically for hands on assistance in designing Essay Questions. 
  • Wednesday 13 March at 2pm - Integrating Group Work and Teamwork Assessment in your class
    • In this session, you will design a group or teamwork-based task based on evidence-based teaching practices.
Week 7
  • Tuesday 26 March at 10am - Writing Effective Essay Questions
Week 8
  • Tuesday 2 April at 10am - From Feedback to Feedforward
    • Use efficient feedback practices to get better quality student learning and assessment. 
Week 9
  • Wednesday 10 April at 2pm- From Feedback to Feedforward (Repeat workshop)
Week 10
  • Tuesday 16 April at 2pm - Implementing Autonomy Supportive Teaching Practices and Self-Regulated Learning

Please register for the sessions you wish to attend. You are welcome to register for as many sessions as you would like.

 

Facilitators

Ben Phipps headshot
Dr Ben Phipps, Educational Developer, EF Development

Ben completed his PhD in Ethnomusicology and Jazz Studies at UNSW and has published on curriculum design and online learning in music education. He currently works as an educational developer in EF Development improving learning experiences and building teacher efficacy in our learning community. Prior to this role he has ten years’ experience teaching at university, school and vocational settings. 

 

Clem Wong headshot
Clem Wong, Senior Education Designer

Clem has been teaching in both primary and secondary schools for a decade and is currently Senior Education Designer with the PVCESE. Clem has a keen focus on supporting students with diverse learning needs and sees the student learning experience as one that is student centred, enables student voice, extends student’s problem solving and thinking, embeds adequate support mechanisms, and encourages an interactive learning environment. He loves being able to enable and empower staff in their learning and teaching with these key areas; and enjoys the collaborative process of solving new challenges in the classroom.