Reflecting on a peer’s micro teach I considered the term ‘no fixed outcome’. My peer introduced a task, with written prompts and verbal instruction and I found my self slightly confused at their comment that there is ‘no fixed outcome’. As a creative practitioner I am accustomed to experimentation and discovery however in a learning situation I found it difficult initially to make sense of what I was being asked to do, if there was no tangible end goal. Feedback from my tutor on a workshop I delivered (please see case study 1) brought my attention to the performative aspect of learning: in traditional learning we are asked to do something, we do it and are then assessed on how well we perform said task. I am beginning to understand that HE is much more nuanced than taking a behaviourist approach to teaching and learning, and that constructive alignment is a more desirable approach if we want to engage deep, meaningful learning that can take student thinking beyond the classroom/studio/workshop. A ‘no fixed outcome’ approach encourages student autonomy and inclusivity within diverse student cohorts. This approach is evident in the instruction delivered by my peer, that presented information in a non-traditional format . It is an approach I aim to incorporate into my pedagogy in future.