Mrs Schofield’s GCSE

#becomingeducational Christmas 2016
Wishing you all peace and joy – and oh – some hope!!
For Christmas – and for 2017.

Take a pause from the catching up – from the frenzy – from the movies and the box sets (oh – please let me get all six series of The Walking Dead!! – now *that’s christmassy!!).
Take a break
From mince pies and hangovers…

And enjoy this poem – and reflect – on life – love – education – passion…
All those good things.

All the best,

Poetry Feed HE

William Shakespeare portrait image from

You must prepare your bosom for his knife,
said Portia to Antonio in which
of Shakespeare’s Comedies? Who killed his wife,
insane with jealousy? And which Scots witch
knew Something wicked this way comes? Who said
Is this a dagger which I see? Which Tragedy?
Whose blade was drawn which led to Tybalt’s death?
To whom did dying Caesar say Et tu? And why?
Something is rotten in the state of Denmark – do you
know what this means? Explain how poetry
pursues the human like the smitten moon
above the weeping, laughing earth; how we
make prayers of it. Nothing will come of nothing:
speak again. Said by which King? You may begin.

Carol Ann Duffy
Printed in The Guardian, 6 September 2008

On December 7, the lunchtime poem was Education for Leisure by Carol Ann Duffy. In 2008, the poem was withdrawn from the school…

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FLEX 15/30 [Creativity for Learning] 2016/17 >>> join us! #creativeHE

#becomingeducational gets all #creativeHE

JOIN IN with the five day, open, online, free course that explores the role of creativity and creative practice in HE teaching and learning.

The programme will run 16-20 January 2017:
Day 1: Introduction to creativity in HE, enablers and barriers, theory and practice
Day 2: Learning through play and making
Day 3: Using story for learning and teaching
Day 4 : Learning through making
Day 5: Sharing learning and next steps.

With further creative activities across the term – including ‘Make with Paper and Paint’ sessions at LondonMet.


Looking forward to seeing you in January!

Learning & Teaching News

This unit provides participants with a flexible, practice-based approach to teaching practice enhancement. A special version of FLEX with a focus on creativity will be offered by CELT in collaboration with London Metropolitan University during 2016/17. Colleagues from both institutions and elsewhere will have the opportunity to learn and develop together within a diverse and distributed community of higher education practitioners who are involved in teaching, supporting learning or development of others with an interest in creative teaching and learning, who would like to explore innovative learning and teaching.

Within this unit, enablers and barriers to creativity in higher education will be explored together with related pedagogical theory and literature. Participants will experience learning through play, games, models and stories and actively experiment with such approaches. This will help participants to further develop their understanding, knowledge, skills and practices in these areas and become more adventurous in their teaching. Participants…

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The Flow of Looking, Making and Learning

#becomingeducational It’s W11, 2016-17
‘Where has the time gone?’ you are all crying as you dash off and away – far from university and its cares and travails…
Here’s a brilliant blog on more ways to bring creativity to your TEACHING and LEARNING – the LOOK-MAKE-LEARN event supported by the ASSOCIATION FOR LEARNING DEVELOPMENT IN HIGHER EDUCATION ( – and dripping with #creativeHE (…
… all at Huddersfield last week!
Hope you enjoy this – and happy Christmas – peace, love and joy…
All the best,
Sandra & Tom

Tactile Academia

Last Friday’s Look, Make and Learn event at the University of Huddersfield for me ended up as a reminder of ‘flow’ – and the joy of having time and space to just explore.

Sarah Williamson started us off with a session on “Bookmaking for visual thinking, recording and reflection”.  As readers of this blog will know reflective bookmaking is a wonderful tool of exploring thoughts and while working on mine (not quite finished yet, but see below for some pictures of its current state) I realised how long it has been since I actually took the time to make one.

Sarah showing how to make an Instant Book Sarah showing how to make an Instant Book

Sarah started us off with nice and easy by showing us how to make an Instant Book (sometimes also called Beak Book) out of an A3 photocopy of a map. (If you want to make your own Instant Book, check out…

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Education for Leisure 

Another powerful poetry blog from #poetryfeedhe.
Read it through…
What does it make you think about?
What does it make you want to *do*?

Poetry Feed HE

Today I am going to kill something. Anything.
I have had enough of being ignored and today
I am going to play God. It is an ordinary day,
a sort of grey with boredom stirring in the streets.

I squash a fly against the window with my thumb.
We did that at school. Shakespeare. It was in
another language and now the fly is in another language.
I breathe out talent on the glass to write my name.

I am a genius. I could be anything at all, with half
the chance. But today I am going to change the world.
Something’s world. The cat avoids me. The cat
knows I am a genius, and has hidden itself.

I pour the goldfish down the bog. I pull the chain.
I see that it is good. The budgie is panicking.
Once a fortnight, I walk the two miles into town

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Article Review ‘Field/Work, Site, and Other Matters: exploring design practice across disciplines’ by James Benedict Brown and Anne Pirrie

#becomingeducational W10 2016-17
Thought you might love this blog post that explores knowing and practice and all those good educational things – from the perspective of the discipline of architecture.
When reading this – what similarities and differences do you see between Education and Architecture?
What new insights to learning theory do you gather from thinking about this review?

Space for Learning

Architecture is a peculiar thing. It is a professional practice (of accuracy and specificity, straight lines and window schedules) and it is a discipline of contingent knowledge gained through interaction and interpretation between architect and place. These two kinds of knowledge are rooted in quite separate epistemologies yet must somehow be brought together in architecture schools.

This review is of an article entitled ‘Field/Work, Site, and Other Matters: exploring design practice across disciplines’ by James Benedict Brown and Anne Pirrie. The article neatly summarises the two different aspects of architectural knowlege. In writing it I became aware how applicable this kind of whole brainapproach is also to unschooling. I reviewed this article as a teacher because we have to find ways to help students do projects which engage with all the types of knowledge required for architectural practice.I have posted the review here as a parent because it has…

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When I Heard the Learn’d Astronomer

It’s that time again in the week when I invite you to share in #poetryfeedhe and it’s lunch time poem.
As so many of these poems are on the topic of teaching and learning – why not pull up a chair, grab a bite to eat and drink…
And have a few moments with this week’s poem?
All the best,

Poetry Feed HE

When I heard the learn’d astronomer,

When the proofs, the figures, were ranged in columns before me,

When I was shown the charts and diagrams, to add, divide, and measure them,

When I sitting heard the astronomer where he lectured with much applause in the lecture-room,

How soon unaccountable I became tired and sick,

Till rising and gliding out I wander’d off by myself,

In the mystical moist night-air, and from time to time,

Look’d up in perfect silence at the stars.

This poem is in the public domain

This poem was written in 1865 by the American poet Walt Whitman, and as a university lecturer I find that it challenges me. The language that is used in this poem is incredibly eloquent, but it is also merciless. Whitman is having absolutely none of it as the astronomer in questions stands in his pulpit and preaches at his audience…

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What makes for good teaching? The students’ perspectives

As you are all students who are becoming educationalists… We thought that you would be interested in this thoughtful and useful post.
AND… perhaps just may be if you have not yet thought of your own dissertation projects – this could be something to investigate yet further?
All the best,
Sandra & Tom


One of the great things about our students’ association, EUSA, is its commitment to affirming and celebrating the fantastic teaching that takes place here at the University of Edinburgh.  This is recognised in the annual Teaching Awards in which students are invited to nominate their best teachers in a range of different categories.  Shortlists are drawn up and winners duly selected and announced at a special awards ceremony.


There’s a lot of data out there about the teaching awards – after all, over 3,000 nominations come in each year – and that raises interesting questions about what we can learn from the survey responses.  What can they tell us about who has been nominated and why?  With these questions in mind, EUSA undertook some research on the Teaching Awards to ask what exactly students define as good teaching.  To do this they took all the responses from the nominations made…

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