Developing your Teaching Workshops

• Session details: 10am-12noon (on campus)
• Who is it for? This session is relevant to all colleagues
• Facilitators: Harriet Cannon

This session provides colleagues with an introduction to the concept of neurodivergence. We’ll talk about what the terms ‘neurodiversity’ and ‘neurodivergence’ mean and then look at the commonality of difference shared across different neurodivergences.

The session is rooted in neurodiversity-affirming approaches, giving practical strategies to counter the disabling impact of the HE environment on neurodivergent students, and applicable to any staff member involved in student education practice, regardless of their role.

This session covers the following topics:

• Definitions: neurodiversity and neurodivergence.
• "Commonality of difference" – Spiky profiles, Monotropism and executive function, - Information processing, Communication and the Double Empathy Problem, Sensory processing, Rejection Sensitive Dysphoria (RSD) and perseveration.
• Common challenges created by the HE environment.
• Strategies to support and work with neurodivergent students
• Top tips for working with neurodivergent students.

• Session details: 1-3pm (on campus)
• Who is it for? All colleagues involved in teaching
• Facilitators: Dr Clare Tweedy and Dr Alexandra Holmes

This interactive workshop is designed for those who are curious about, planning to adopt, or already experimenting with the flipped classroom model.

Through activities and structured discussions, participants will explore both the possibilities and pitfalls of flipped learning. Drawing on real examples from our own practice, we’ll explore shared challenges such as student engagement, expectations, and accessibility – as well as discussing practical strategies for making flipped learning work in your own practice.

What is flipped learning? Flipped learning is a pedagogical approach that reimagines the traditional classroom model. Instead of content being taught in the classroom, students engage with relevant learning materials and theory independently before class. This frees up classroom time for active learning through discussion, collaboration, problem-solving and application of knowledge. The approach promotes student ownership of their education, encourages deeper learning and makes more effective use of face-to-face time. However, the reality of implementing flipped learning often differs from the theory.

• Session details: 10-11am (online)
• Who is it for? All colleagues involved in student education practice, regardless of role. This could be at programme or module level, but also at class level by teaching assistants, technicians and professional services staff.
• Facilitators: Maria King,

Do you want to reflect on and evaluate your practice and identify areas for improvement or where changes need to be made? Do you want to collect and use feedback from students and colleagues more effectively?

This online session will support attendees to identify evidence available to them to evaluate their student education practice, and how to collect it effectively.

The session will also cover how to use that evidence to critically evaluate your student education practice with the aim of making improvements or changes. This reflective approach to your practice can improve the experience for your students, help you to address NSS results or other quantitative module and programme data, as well as being an approach that underpins applications for professional recognition and recruitment and promotion processes.

• Session details:30-3pm (on campus)
• Who is it for? Colleagues with teaching responsibility.
• Facilitators: Rachel Myers, Eleanor Cope, Emily Webb, Maria King, Isabel Archer

This workshop, co-delivered by colleagues from OD&PL and the Library, will introduce participants to a new toolkit designed to support academic colleagues in diversifying and enriching their reading lists.

The workshop will explore:

• The importance and impact of diverse reading lists for students and staff.
• The challenges and opportunities of engaging in diversification and decolonisation work, offering colleagues a chance to reflect on current and future practice.
• How the Library can work with colleagues to support diversification, and practical tools to begin or continue this work.

It will also be an opportunity for participants to provide feedback on the new toolkit before it's formal launch later this year. For this session, we ask all participants to bring a laptop, tablet or phone to participate in some of the activities.

• Session details: 2-3pm (online)
• Who is it for? This workshop will be relevant for anyone involved in teaching and
• Facilitators: Emily Haikney

In this session we will explore how academic integrity forms a key part of our teaching and assessment practices.

We will discuss the approach at Leeds to developing students’ understanding of academic integrity. We’ll also consider how teaching staff can support students to demonstrate good study practices, reducing the risk of plagiarism or misconduct.

We will look at some of the resources we can use in our conversations with students, including online tutorials, discussion prompts and ideas for activities. We’ll also discuss how academic integrity issues arise during assessment, and how they should be addressed.