42 items found in 6 pages
Communicating statistics: overcoming the trouble with p-values and confidence intervals
Seminar of the UCL Network of Applied Statistician in Health (NASH) on 21 May 2024. This was a double bill with Hilary Watt (Senior Teaching Fellow and Stats Teaching Expert at Imperial College) and Peter Martin (Associate Professor in Biostatistics, UCL). The presentations offer conceptual explanations of p-values and confidence intervals that steer away from common poor standards of applied statistical interpretations. If it's your job to teach students hypothesis tests and/or to explain to your collaborators why p<0.05 does NOT mean "Hurray, we found an effect", this seminar is for you! (Presentation slides are available as attachments.)
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5/28/2024
Integrating teaching on ‘sensitive’ topics into your lessons: a framework
Jayne Kavanagh draws on her ten years’ experience of facilitating UCL medical student sessions on so called ‘sensitive’ topics – abortion, FGM and domestic abuse – to open up discussion on integrating teaching on ‘sensitive’ topics into the curriculum.
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3/26/2024
Sam Creighton teaching   writing  with Y5 at Elmhurst Primary School, East London
Sam Creighton teaching writing  with Y5 at Elmhurst Primary School, East London
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12/13/2023
Best Practices in Inclusive Education
In this free event marking the 2023 United Nations’ International Day of Persons with Disabilities, researchers from IOE, UCL’s Faculty of Education and Society and the College of Education at Princess Nourah Bint Abudul Raham University come together to share their research into fostering best practices in inclusive education, to support the needs of all learners.
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12/5/2023
CCCSE Teaching for Sustainable Futures and initial Survey Results launch
Recording of the presentation given at the Teaching for Sustainable Futures and initial results of the Survey the CCCSE conducted in 2022.
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7/18/2023
Behaviour Change models as a way to reflect on our teaching
In this short conversation with UCL Arena, Dr Danielle D'Lima from the Centre for Behaviour Change discusses how higher education teachers might use behaviour change theory to reflect on their teaching practice.
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2/15/2023
Traditional and progressive approaches to teaching: new empirical evidence on an old debate - new version
Traditionalists argue that teachers should carefully sequence the best knowledge from their subject area and deliver it directly to the whole class. Progressives argue that teachers should instead facilitate pupils’ exploration of their individual interests, thereby nurturing curiosity and thinking skills. We test these claims using fixed effect models applied to data on 1,223 pupils (age 11-14) in the German National Educational Panel Study. We find few links between pupil outcomes and their teachers’ orientation. The one exception is that - contrary to progressive claims - pupils develop greater interest in learning when taught by teachers with a traditionalist orientation.
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12/16/2022
Exploring Expertise: Kennedy and Compton
This video is our submission to the UWE Exploring expertise in teaching in HE (The artistry of teaching) symposium (October 2022) We (Dr Emma Kennedy- Greenwich and Dr Martin Compton- UCL) will explore – and invite colleagues to reflect upon – the role of taught programmes (as distinct from, for example, recognition schemes) in making space for this beginning stage in the development of expert teachers. Participants identified the structured, explicit learning space as one in which they were free to play, experiment and throw off ‘old’ ways of thinking (often learned as students, from more ‘traditional’ teachers) – and yet also felt able to bring these new elements back into their own context. We show how participants developed their self-conception from merely teaching ‘the slides’ to becoming able to observe and borrow from others’ practice, and the paradoxical empowerment that came with being identified as a ‘learner’ or ‘beginning’.
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10/5/2022
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