{"id":1918,"date":"2021-07-27T09:40:16","date_gmt":"2021-07-27T08:40:16","guid":{"rendered":"https:\/\/blogs.manchester.ac.uk\/itl\/?p=1918"},"modified":"2026-04-01T16:42:17","modified_gmt":"2026-04-01T15:42:17","slug":"5-things-to-read-as-suggested-by-you","status":"publish","type":"post","link":"https:\/\/blogs.manchester.ac.uk\/itl\/2021\/07\/27\/5-things-to-read-as-suggested-by-you\/","title":{"rendered":"5 things to read… as suggested by you!"},"content":{"rendered":"

[et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” next_background_color=”#000000″ global_module=”322″][et_pb_fullwidth_menu global_parent=”322″ _builder_version=”3.0.106″ menu_id=”7″ submenu_direction=”downwards” fullwidth_menu=”off” background_layout=”dark” module_class=”main-navigation” \/][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”on” prev_background_color=”#000000″ next_background_color=”#1d1d1d”][et_pb_column type=”2_3″ specialty_columns=”2″][et_pb_row_inner locked=”off”][et_pb_column_inner type=”4_4″ saved_specialty_column_type=”2_3″][et_pb_post_title _builder_version=”3.17.6″ featured_placement=”above” locked=”on” parent_locked=”off” featured_image=”off” comments=”off” \/][et_pb_text _builder_version=”3.17.6″ background_layout=”light” parent_locked=”off”]<\/p>\n

Freddie Gent is\"Freddie\u00a0an HE Admin Intern in Academic Development, with a particular interest in inclusion and the student voice.\u00a0 He works across a broad range of ITL projects and areas including the recent\u00a0Inclusive Teaching Workshop series, supporting the development of an inclusive education framework.\u00a0 Here Freddie brings us the latest \u20185 things to read on\u2026\u2019, which this month focuses on topics suggested by you, our readers.\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

Every student deserves an equal opportunity to succeed during their time at University, which means that we must aim to be as inclusive as possible. We should put aside some time to reflect on our teaching practices and consider whether they unintentionally hinder our students\u2019 ability to reach their full potential. To aid reflection, planning and teaching, the Institute of Teaching and Learning is leading the drive towards the creation of an Inclusive Education Framework.<\/p>\n

Over the past two months, staff and students from all parts of the University have come together to discuss inclusive teaching and learning as part of a series of Inclusive Teaching workshops<\/a>. Our initial workshop identified five key areas which we went on to explore further: Curriculum, Teaching Practice, Environments and Communities, Assessment, Feedback. These workshops and the discussions had within them have provided a strong platform on which to begin building our framework, including resources that have been generously shared amongst colleagues and pulled together in an open Padlet. Here is a selection of articles from the Padlet, as suggested by you!<\/p>\n

Take your teaching online<\/h5>\n

This free, 8-week course from The Open University was first recommended during the initial pivot to online learning in March 2020, but continues to receive commendation from colleagues. Take your teaching online<\/a> requires no sign-up and covers themes including \u2018Supporting learners with different needs \u2013 accessibility in online teaching\u2019, \u2018Finding, using, and sharing educational materials online\u2019 and \u2018Evaluating changes and enhancing practice\u2019. We also link to this training through the Institute\u2019s Delivering Blended Learning toolkit<\/a>.\u00a0 The course itself is self-paced and recommends up to 3 hours of study each \u2018week\u2019.\u00a0 While it is important to remember that online learning is not blended learning<\/strong>, it nevertheless should help you to understand how to create and evaluate approaches to online teaching that are appropriate for you whether in an online or blended context.\u00a0<\/p>\n

Decolonising the curriculum through digital archives<\/h5>\n

As part of an extended examination of decolonisation and the representation of ethnic minority voices in curriculum planning, PGCE Historians used the National Archives to locate records that could form the basis of lesson planning<\/a>. Whilst the inclusion of non-white voices in curricula is important, the testimonies of the PGCE students themselves attest to the need for these to be used in a variety of ways; rather than serving Western or Eurocentric stereotypes of oppression and injustice, these voices can be explored through a lens of rich culture, tradition and individuality.<\/p>\n

D-Place<\/h5>\n

In addition to our PGCE Historians searching the National Archives for diverse voices and examples, our workshop conversations highlighted D-Place<\/a> as a good resource to use when creating a variety of inclusive case studies and examples. Recognising that information is often dispersed – and preserved – only within particular communities, D-Place aims to bring this information into one database so as to allow individuals to contrast their own cultural practices with those of other societies. To aid users with referencing and locating information temporally, all cultural descriptions are tagged with the date to which they refer and with the ethnographic sources that provided the descriptions.<\/p>\n

British Dyslexia Association<\/h5>\n

The British Dyslexia Association website provides a dedicated page for Educators<\/a>, offering advice on identifying students with dyslexia and suggested actions that can be taken to support these students through your teaching practice, in the classroom environment and through assessment. Within the employer section of the website, the Association provides a useful dyslexia friendly style guide<\/a> which can support best practice when designing documents, presentations and other teaching resources.<\/p>\n

Responsible Research and Innovation<\/h5>\n

Many staff will engage in research alongside their teaching responsibilities. Students will often take an interest in their lecturer and their field of research; in some instances students might even contribute to that research. While this introduction to Responsible Research and Innovation<\/a> (RRI) relates to the sciences, it raises an important point that \u201cresponsible innovation creates spaces and processes to explore these aspects of innovation in an open, inclusive and timely way\u201d. As is the case with inclusive teaching, RRI is a collective responsibility drawing on the input and support of all stakeholders. When tackling difficult issues, it is important to engage in clear and open dialogue.<\/p>\n

[\/et_pb_text][et_pb_post_nav _builder_version=”3.0.106″ in_same_term=”off” show_prev=”on” show_next=”on” prev_text=”Previous” next_text=”Next” locked=”on” parent_locked=”off” \/][et_pb_comments _builder_version=”3.17.6″ show_count=”off” header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_text_color=”#ffffff” button_use_icon=”off” locked=”on” parent_locked=”off” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” button_text_color__hover_enabled=”off” button_text_color__hover=”null” button_one_text_color__hover_enabled=”off” button_one_text_color__hover=”null” button_two_text_color__hover_enabled=”off” button_two_text_color__hover=”null” button_border_width__hover_enabled=”off” button_border_width__hover=”null” button_one_border_width__hover_enabled=”off” button_one_border_width__hover=”null” button_two_border_width__hover_enabled=”off” button_two_border_width__hover=”null” button_border_color__hover_enabled=”off” button_border_color__hover=”null” button_one_border_color__hover_enabled=”off” button_one_border_color__hover=”null” button_two_border_color__hover_enabled=”off” button_two_border_color__hover=”null” button_border_radius__hover_enabled=”off” button_border_radius__hover=”null” button_one_border_radius__hover_enabled=”off” button_one_border_radius__hover=”null” button_two_border_radius__hover_enabled=”off” button_two_border_radius__hover=”null” button_letter_spacing__hover_enabled=”off” button_letter_spacing__hover=”null” button_one_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover=”null” button_two_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover=”null” button_bg_color__hover_enabled=”off” button_bg_color__hover=”null” button_one_bg_color__hover_enabled=”off” button_one_bg_color__hover=”null” button_two_bg_color__hover_enabled=”off” button_two_bg_color__hover=”null” \/][et_pb_text admin_label=”Related posts” _builder_version=”3.0.106″ background_layout=”light” locked=”on” parent_locked=”off”]<\/p>\n

Related<\/h1>\n

Related posts:<\/h3>
<\/div>
<\/div>
<\/div>

Using photography as an inclusive approach to hearing students\u2019 voices<\/h2><\/div><\/div><\/a>
<\/div>

Making teaching and learning accessible - upcoming workshop<\/h2><\/div><\/div><\/a>
<\/div>

5 things to read in... Disability History Month<\/h2><\/div><\/div><\/a><\/div>
<\/div><\/div><\/div>\n

[\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=”1_3″][et_pb_sidebar _builder_version=”3.0.106″ area=”sidebar-1″ orientation=”left” show_border=”off” background_layout=”light” locked=”on” \/][\/et_pb_column][\/et_pb_section][et_pb_section bb_built=”1″ admin_label=”Connect Title” custom_padding=”0px||0px|” _builder_version=”3.0.90″ background_color=”#1d1d1d” module_class=”footer-section” prev_background_color=”#ffffff” global_module=”380″][et_pb_row admin_label=”row” global_parent=”380″ locked=”off” allow_player_pause=”off” parallax=”off” parallax_method=”on” parallax_1=”off” parallax_method_1=”off” parallax_2=”off” parallax_method_2=”off” parallax_3=”off” parallax_method_3=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” make_equal=”off” module_id=”footer-row” _builder_version=”3.0.89″][et_pb_column type=”1_3″][et_pb_text admin_label=”Contact Us Title” global_parent=”380″ background_layout=”dark” text_text_color=”#ffffff” parent_locked=”off” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\n

Contact Us<\/h4>\n

[\/et_pb_text][et_pb_text admin_label=”Contact Us” global_parent=”380″ text_text_color=”#aaaaaa” parent_locked=”off” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid” module_class=”contact-us” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\n

+44 (0) 161 306 6000<\/p>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_text admin_label=”Find Us Title” global_parent=”380″ background_layout=”dark” text_text_color=”#ffffff” parent_locked=”off” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\n

Find Us<\/h4>\n

[\/et_pb_text][et_pb_text admin_label=”Address” global_parent=”380″ background_layout=”dark” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid” module_id=”address” parent_locked=”off” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\n

The University of Manchester
Oxford Rd
Manchester
M13 9PL
UK<\/a><\/p>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_text admin_label=”Connect Title” global_parent=”380″ background_layout=”dark” text_text_color=”#ffffff” parent_locked=”off” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\n

Connect With Us<\/h4>\n

[\/et_pb_text][et_pb_code admin_label=”Social Media” global_parent=”380″ parent_locked=”off” _builder_version=”3.17.6″]<\/p>\n