What do we mean?

IPT: to enable all students to engage with in-person activity should they wish to, there should be two ‘pathways’ for delivery:

On campus pathway: Students are physically present for a 4hr scheduled session.

Online pathway: Students are remotely present for some/all of the 4hr scheduled session.

Delivering IPT in GTA spaces

We need to ensure that in-person teaching (IPT) for students is both integral to their education and seen as such by them. Course teams must make sure every student is able to engage with in-person time if they wish to, and provide an online alternative for students not able to attend in-person. In person teaching provides an opportunity for staff and students to interact, establish community and develop their sense of belonging.

To enable all students to engage with in-person activity should they wish to, there are two ‘pathways’ for delivery:

On campus pathway: Students are physically present for a 4hr scheduled session. Students will be able to see their room in MyTimetable.

Online pathway: Students are remotely present for some/all of the 4hr scheduled session. Remote students have been allocated to sessions taking time differences into account.

Students are predominantly expected to be working in pairs or small groups during these sessions. We recommend that the whole class is involved in any introductory briefing and wrap-up discussion. You may want to share any pre-reading, information about IPT exercises and feedback with students via Moodle.

For any technical issues in the teaching spaces, the AV team will still be your first point of contact, and will be available on ext 4846.

The different scenarios for delivering both pathways for IPT are listed below with general teaching guidance, along with practical steps for using the technology in the GTA rooms.

Whichever pathway you choose, it's important to be flexible with the session schedule and timings. IPT is a collaborative community activity and students should be reminded that it is not a traditional lecture.

Different Teaching Scenarios

At the start of the IPT session:

  • Provide additional time for yourself to set up the session once you are in the room and for students to connect to the Wifi and session (if required).
  • Remind students of the University guidelines for social distancing and the wearing of masks.
  • Remind students that they should wipe down their desk before they begin and that they cannot move desks during the session.
  • Make sure you plan in breaks during the session. Staff and students are allowed to take food and drink into IPT sessions.

At the end of the IPT session:

  • If delivering to multiple cohorts, offer a whole-class wrap-up and ensure that those joining online have a chance to contribute as well as those on-campus. Be firm but fair when it comes to timing during these discussions.
  • Share the key outcomes of the session via Moodle after the session. This could be a recording of the wrap-up discussion, a follow-up podcast from you, a copy of the documents/Padlet/whiteboards which were used during the session, a document written by you summarising the key points, or some combination thereof.
  • Remind students that they need to tidy up after themselves at the end, including clearing any food/drink that they’ve brought in, and wipe down their workspace with the cleaning products provided.

In September 2020, during a CLT webinar, the AV team demonstrated how to use Teams, Zoom, Panopto and visualisers during an IPT session on campus. An edited version is available below:

For technical support in the GTA rooms, contact the AV Team
For general support, contact the TEL team

Updated on: 07/10/2020