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Author Archives: Frances Barry
Intervention for Inclusive Practice
Improving self-efficacy of ADHD students I have been a Specialist Study Skills Tutor since 2012, employed by the Disability Team at UAL. When I was doing my initial teaching training, the emphasis was on neurodivergent differences such as dyslexia and … Continue reading
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Let’s talk about Race
The concept of Intersectionality was born from a need to identify that while all black people suffer discrimination and all women suffer discrimination, black womens’ lived experience due to other structure bias, exacerbates the effects of this discrimination. (Crenshaw, 1990). Structural … Continue reading
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Intervention – summary proposal
Promoting Self-Efficacy in students with ADHD More and more students are presenting with ADHD (stats). This increase has caused some controversy in the field and attracted a lot of negative media attention. UAL has embraced this increase and, leaning even … Continue reading
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Religion, Belief and Faith
Do we need more space for faith? Religion is complicated. Not always easy to start a conversation about. Even when people share the same doctrine they may interpret and practice this in very different ways often influenced by other intersections: … Continue reading
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UNIT TWO INCLUSIVE PRACTICE – Intersectionality and disability
Crenshaw originally used the concept of intersectionality to denote the various ways in which race and gender interact to shape the multiple dimensions of Black women’s experiences. Her objective was to illustrate that many of the experiences Black women face … Continue reading
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MICRO TEACHING
MICRO TEACHING – Object Based Learning 3rd February 2025 One of the most challenging tasks to date on the course was the 20-minute micro teaching activity. Not the activity itself, as I went on to discover, but the anticipation. Object … Continue reading
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1st Case study
Knowing and meeting the needs of diverse learners Navigating neurotypical spaces Introduction & Background I am a Specialist Tutor working with students who are neurodiverse. This term was first introduced in the late 1990s and groups together a whole range … Continue reading
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2nd Case study
Planning and teaching for effective learning Planning in the face of crisis Introduction Students access Specialist Study Skills as and when they need it. The best scenario is when students access at the start of term and can focus on … Continue reading
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3rd Case study
Assessing learning and exchanging feedback Promoting metacognition using feedback Introduction Metacognition is the skill of thinking about thinking (Mortimore,2008). Being more aware of how you think is a skill that aids critical thinking and problem solving, crucial for academia and … Continue reading
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1st Reflection
1st Reflection: Induction Day What’s in a name! I was absolutely delighted when I got the news that I have been accepted onto the PCGE Teaching Art, Design and Communication. When I was applying, I had my doubts as I … Continue reading
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