Video on emotional responses to objects – part of the ‘presearch’ in advance of the ‘object based learning’ group lecture.
Showing objects in a interdisciplinary way! Object engagement isn’t discipline specific but rooted in student engagement.
Application to my discipline: Intro 2 research session – students to bring in an object represent them – swap? More thoughts on this – will consider it as a way to enhance my case study 1, ‘know and respond to students diverse needs.’
Multi-sensory object based learning most successful.
Haptic handling and feel objects
Team teaching can be very effective
Finally – setting some intentions to follow up on after conducting this ‘presearch’:
To participate in the group lecture on 24th January 2024
To research suggested theorists mentioned in Judy’s youtube video
To research female theorists out of curiosity (as all Judy’s suggestions are male).
As a ‘neurotypical’ person, I selected this article to aid my understanding of ‘neurodiversity’ and how it may be felt and experienced, to better comprehend my students, or at least make a start which should (in theory) then help me to better support them. The included quote, ‘although it is argued that there is no typical mental capacity, no ‘normal’ brain to which all other brains should be compared (Armstrong, 2012) because my thoughts regarding the labelling of differences in neurological thinking have in the past questioned how that can be possible, when we are all so different.
However, upon reading the article and after a recent conversation with my cousin, who was diagnosed with ADHD, I can appreciate the use and helpfulness in a ‘label’ to aid with personal, self-awareness and to enable them to access disability support services, of which can help in the planning and executing of daily life (for both neuro-diverse and neurotypical persons)[Further reference: Disability Inclusion Toolkit UAL] . The author pointed out,’ Educational dialogues around neurodiversity focus on it according to abilities and not ‘disabilities’’, as it really helped to clarify for me that neurodiversity is not necessarily a ‘disability’, rather something that could in some circumstances be advantageous, especially in my cousins career development as she is a natural performer and has an extraordinary voice, a gift that she should share.
Diagram describing the different attributes associated with the different seasons of the menstrual cycle.
It was particularly insightful to read, ’An individual with autism is often labelled a certain way, depicted as the isolated individual who struggles to communicate, has learning difficulties, is socially peculiar and who in certain cases, is a “genius” of some kind.’ because in the past I believe I have been guilty of making this assumption myself. If I were to analyze the reasons why, it would be due to the portrayal of neurodiversity in the media (Imitation Game, 2014, Good Will Hunting, 1997 ). It was striking to read that the author has used his knowledge of his diversity to gain a better self-awareness that enables him to avoid or embrace situations which utilize or exacerbate his autistic qualities. Comparing this to my own reflective journey since becoming a mother in 2020. Although I am not neurodiverse, I recognize a monthly pattern of mood and feelings attributed to my menstrual cycle in which I have different abilities connected to mood patterns which can affect my overall wellbeing, anxiety etc. Towards the latter part of my cycle, I am much more introspective, self-critical, have increased imposter syndrome and find social or outward facing situations more challenging. Whereas, in the middle part of my cycle, I am comfortable being social, and much more confident. Since reading, ‘Wild Power, Alexandra Pope, 2017.’ I have begun tracking and utilizing the different ‘seasons’ of my menstrual cycle to my advantage and have experienced a huge transformation in my overall well-being and productiveness.
Reflecting on this piece and my own self-awareness, I recognize the importance of self-awareness and wonder if more can be done to support students in their own mindfulness journeys, whether divergent or not, to help their interaction with the world on a daily, weekly, monthly and yearly basis and in expressing their individual needs to their tutors and peers nurturing individual journeys in a considerate learning environment.
Hello PGCERT! My name is Emily Sunnucks and I teach on the BA Cordwainers Footwear course at London College of Fashion. I feel enormously privileged to work with young people and even more privileged to teach on the course that I studied, albeit many moons ago (2012 to be precise).
Me, in 2012 on my graduation.
My journey into teaching happened accidentally. Before becoming a lecturer (and during, during my early days at LCF) I ran a sustainable clothing company called, ‘Zola Amour LTD’. I used to take on interns whilst I was running my company and as part of one of my interns placement requirements a tutor visited her in our workspace. I got chatting to her tutor who told me a little bit about herself and it transpired that she had also ran a clothing company and been invited to teach her craft, over time developing a love for it. This sparked a curiosity and interest for me and I set to investigating. Asking my degree tutors (including, Sarah, who is now my boss) for advice on how to get into teaching. My lovely tutor, Ian (who sadly passed away this Summer 2023) advised me to gain as much experience as possible and to if I got the change do a PGCERT. After gaining a bit of experience working for the university connected to my intern, UCA, and unfortunately, narrowly missing out on being selected for a position teaching on the ‘Cordwainers Footwear’ course twice following interview; I was absolutely delighted to be invited in as a HPL to teach first year design and the adobe suite. I have developed such a love and passion for teaching over the past four years, that I closed my business down and am focusing on building lecturing as a new career.
Since beginning my job at LCF, I have had a strong desire to undertake the PGCERT and was delighted to be accepted this year, which was my second year applying. I really hope it helps me to contextualise my teaching practise and that I learn methodology on how to support my wide array of different students, with different needs.
I truly believe education has the power to change lives and even to change the world.
