Teaching outcomes take priority despite digital context

Haley Rogers
15th September 2020

This reflection was contributed as a submission for a 2 Star Badge in Accessibility (Adopting)

Give a brief description of your work context and responsibilities, e.g. your teaching background, experience, type of organisation (e.g. FE college, ACL), subject/curriculum you teach/lead, your learners (skills level, any particular inclusion needs, age range of group, size of group)

I am the Study Support Mentor for an FE college supporting all subjects in the curriculum. I have about 80 students who are of many different ages, some with learning differences, all with varying digital contexts.

How did you use the learning from this module in your teaching context?

I have started creating videos with a downloadable transcript in order to make my text resources more accessible, which I feel has been overall the most inclusive practice. However, this module reminded me about the importance of providing those fundamental basics as part of good teaching, so that even if a few of my students have disadvantaged digital contexts, they still have the possibility... more

What worked well?

Although the student was very grateful for the printed resources I supplied to him, the indirect exposure to the tech-based resource as I was showing it to another student, allowed for the removal of barriers to his learning. Because I was focused on the priority of good teaching, his learning outcome was good because he was provided with the expectations in printed format. I could share this... more

What would you do differently next time?

Next time, I would include a step by step set of instructions on the printed resource of how to find that same resource online. That way he would be able to see where the resource was located and be able to follow the instructions on how to find the tech-based resource in his own time without fear of being overwhelmed.

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