Category: Uncategorised

How do you assess and/or give feedback for learning? “To ensure good evaluations one had to ensure that students felt good.” (hooks, 2010, p. 85) Context (ca. 50 words) As an academic staff member I am involved in regular assessments[1]. I provide feedback throughout workshop sessions, and in longer written form. To ensure students get… Continue reading Case Study 3.

How do you plan for and support student learning through appropriate approaches and environments? Context (ca. 50 words) I run the second semester unit on BA Design for Art Direction in which students work on analogue and digital objects, produce a magazine, and explore modes of distribution. The project culminates with a public-facing event at… Continue reading Case Study 2.

How do you use evidence-informed approaches to know and respond to your students’ diverse needs? Context (ca. 50 words) I teach all 3 years of BA (Hons) Design for Art Direction. The sessions I run are varied and involve working with groups of up to 60. Students come from a wide range of cultural, social… Continue reading Case Study 1.

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed: Patchworking an Otherwise (MA Fashion Module) Size of student group:  53 Observer: Adam Gibbons Observee: Christin Yu Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation… Continue reading Observations of teaching practice

  Image of some objects used in my object-based learning micro teach Context I developed this Object Based Learning (OBL) micro-teaching session in relation to a unit I’m running with year two BA Design for Art Direction students. For their speculative design project, my students’ brief is to make digital or analogue assets using bodily… Continue reading Micro teaching Reflection

Accessing Access – Different and Conflicting Things “I frequently have difficulty sorting out how to think about a number of issues in my life. The problem is not so much that I do not know what I think and feel. Instead, it is that I think and feel many different and conflicting things and I… Continue reading Blog Post 4.

Developing an object-based learning micro teaching session Context I approached planning this micro teaching session in relation to a year two unit I’m running. In this unit[1] students work on a speculative brief. They individually produce a collection of analogue or digital objects and collaboratively develop a section of a magazine. The brief asks students… Continue reading Blog Post 3.

Reading and Discussing Teaching practices for creative practitioners Books invite us to imagine” bell hooks (2010) Reading Reading is an act of resistance and self-empowerment that is unsurprisingly privileged by the activist-writers such as Ursula K Le Guin and bell hooks[1] who inform my understanding of what it is to learn and to teach. Engaging… Continue reading Blog Post 2.

Becoming a Student (again) “It matters how we arrive at the places we do” Sara Ahmed (2006) Context (student) Taking on that newcomer feeling and reinhabiting the position of the student – finding the right door, stepping into the classroom, figuring out which desk to sit at – all the trepidation, the sensations of being… Continue reading Blog Post 1.

PgCert Blog 2025 I am an artist, editor, and educator based in London. I lecturer on BA (Hons) Design for Art Direction at London College of Communication, UAL. Together with Eva Wilson, I am a commissioning editor of the book series “ ” published by Nero, La Becque, and Kunstverein München. I was a founding… Continue reading Adam Gibbons