This page has a variety of different teaching strategies that include: co-creation exercises with students and case-study examples relating to course content; strategies that implore students to hypothetically contextualise themselves within their course content; lastly, peer assessments as a way to promote social cohesion and diversify student's perspective.

This pedagogy happens in a traditional large lecture theatre space to around 50-100 students. Students are asked to arrive at 5 minutes past the hour, I have typically a few minutes between finishing logging into the computer and preparing my notes and the target arrival time. To create a welcoming atmosphere, whilst simultaneously bridging the gap between the previous lecture and this one, I will field questions to the students and encourage them to answer by offering small sweets and chocolates as prizes! The students have told me directly that they love this component of the lecture and they feel it ‘breaks the ice’ and simultaneously switches their minds to the topic in hand.

Encouraging students to contribute to a community glossary on moodle (or any similar website). This pedagogy supports the creation of a community of learning, particularly within the virtual setting.

Use of polling software such as Vevox to promote engagement. Being able to utilise software that encourages the whole classroom or lecture hall to engage can be an effective way for staff members to gauge progress and participation. But also, students are able to take part in an enjoyable and creative exercise that diverts from the traditional didactic teaching method. Furthermore, it is an inclusive approach that allows students who are less willing to e.g. putting their hand up, to participate, generally in an anonymous fashion.

To be used in lecture classes of around 100-130 students but also with class sizes of 14 students. In two hour sessions, the teacher delivers the first half of the session, pauses and gives the students a choice as to whether they would like to take a break, and for how long, or whether they would like to continue so that they can finish the session early.

To support students when reviewing material, presentations are accompanied with an audio recording and transcript. During the pandemic, when video recording became more common, these were also accompanied with a transcript of the presentation. A transcript is important for inclusive and accessible learning as it allows students to read the presentation.

Dr Bryan Brazeau has a background in various cultural and linguistic academic settings, which has helped him devise this concept and subsequent pedagogical practise. The idea seeks to encourage learning across ‘neighbourhoods’ or linguistic boundaries. In an academic setting, this looks at tapping and utilising the existing pool of linguistic and cultural variation within the classroom on a given topic. Interdisciplinarity is at the heart of this practice tied with the idea of linguistic hospitality, coined by Paul Ricoeur, the notion of welcoming foreign cultures and languages into one’s own. This practice is very much in the embryonic stages, but presents the opportunity to take a different perspective on language in western education while merging the borders of subject-based teaching.

Providing the choice of different kinds of assessments on different modules to enable students to choose a path that most suits them but also gives them variety. This can additionally involve creating assignments different from the traditional essay or exam. It hopes to relieve stress by spreading assignments throughout the year rather than having them all at the end.