We have over ten years’ experience each in teaching at Higher Education institutions in the UK, and we are still employed on a flexible basis at local universities. We can support you with:
- designing modules;
- delivering interactive lectures;
- leading seminar groups;
- planning and developing teaching objectives and reading material;
- supervising, assessing and marking papers and oral examinations;
- providing productive feedback to the students;
- supporting with the supervision of dissertations,
We have taught many different modules in Arts & Humanities and Sciences.
Approach to Education
Our approach to education is Problem Based Learning, which is a constructivist approach to learning and differs from didactive approaches that traditionally focus on conveying information. The attention is on training students to identify problems within texts and let them seek creative solutions to these problems by relating to their own experiences. The aim of this approach is to deliver a high standard of education in the classroom by applying complex theories to practical cases. Our premise is that a constructivist approach to knowledge is better suited to Higher Education, aiming not only at a better understanding of the topic through ‘deep learning’ but an engagement between students and teachers that generates an ‘ability to learn’. In this manner, students do not only memorise certain aspects of the course literature, but through an active engagement with their own and others’ experiences understand the deeper rationale behind the theories/concepts. The constructivist approach to knowledge thus fosters a method of learning in which knowledge is not transferred ‘passively’ from teacher to student; instead, knowledge and understanding is generated by students themselves through an active engagement with the material.
In order to achieve this aim, we encourage presentations by students, detailing potential difficulties with the course material prior to discussions taking place. Students learn to overcome their fears of presenting in public, and deliver material for discussion to other students. They also develop their presentation skills at an early stage of academia, preparing them for the future regardless of the profession they have in mind. When leading seminar or group sessions, we prefer to give space for the students to engage with problems directly with their peers, which leads to a diversity of views towards which students create their own critical attitudes and which builds their research interests. With this approach we also ensure that the students practise and develop collaboration and communication skills. Additionally, engagement with the provided material proves to be substantially improved as it becomes students’ responsibility to find solutions. Not relying on the teacher for answers, the students are actively looking for answers in the course material. Overall, teaching at Higher Education and teaching privately, it is our finding that this approach leads to higher student satisfaction and provides the students with a sense of responsibility appropriate to Higher Education, which in turn prepares them better for their future careers (either in academia or other professions).
Finally, we encourage, where possible, development of core academic skills – research, critical and analytical thinking, presentation, reflective and academic writing – by designing assessment that requires these skills and gives students the necessary practice.
It is certainly the case that no institution or student is identical, and our aim is to adapt to your needs by reviewing our practice frequently.