assignment 9 reflective review - wordpress.com · assignment 9 – joshua kerley 29/07/2016 2 as a...

PGCHE-EDU130:TeachinginPracticeASSIGNMENT9–JoshuaKerley29/07/2016

1

ASSIGNMENT9

ReflectiveReview

Introduction

Myfinalassignmentwillprovideasummaryofmyteachingpracticewithinthecontextofthe

DimensionsoftheUKPSFatdescriptortwo,withanexplicitfocusonwhatIhavelearntfrom

studyingthePGCHE.Theassignmentwillbestructuredintofivekeysectionsthatreflectthefive

AreasofActivityoftheUKPSF.Therewillbeaparticularfocusonhowmyteachingpracticeand

pedagogicunderstandinghasdevelopedoverthecourseoftheyear.Inaddition,Iwillconsiderwhat

modificationsIwouldliketointroduceintomyteachingpracticeinthefutureandwhatmyCPD

needsaretoachievethis.Iwillcriticallyreflectonthevariousclassactivities,assignmentsand

teachingobservationsandcontinuetoengagewithpedagogictheoryandscholarlyliterature.

AsafairlyyoungandinexperiencedteacherthePGCHEhasbeenanincrediblyvaluableexperience.

Notonlyhasitimmeasurablyexpandedmyknowledgeandappreciationofpedagogictheorywithin

thecontextofcreativeHigherEducation,butithasencouragedmetocriticallyreflectonwhatIdo

inclassroom.LookingbackonmyinitialprofilestatementformitwasevidentthatIwaslackingin

experiencewithinmanyoftheDimensionsoftheUKPSF.However,overthecourseoftheyearI

havedevelopedamuchmorecomprehensiveunderstandingofwhatIteach,howIteachitandwhy

IteachthewayIdo.

A1:Designingandplanninglearningactivitiesand/orprogrammesofstudy

AsaSeniorTechnicianitismyresponsibilitytodesignandplantechnicaldemonstrations,practical

workshopsandmachineinductionswithinmysubjectspecialism(A1).However,thecontent/topicof

mytaughtsessionsisoftendictatedbythecurriculumdesignedbyacademicstaff.Ihavelittleinput

onwhatIteach,justhowIteachit.

PriortostudyingthePGCHEIhadlittleexperienceoflessonplanning.Appendix1isanexampleofa

lessonplanfrommyfirstyearasaSeniorTechnicianonBA(Hons)ContemporaryCrafts(A1).Iwould

uselessonplansastoolstoremindmeofwhatcontent/activitiestodeliver,tokeepmeontrackand


2

asachecklistofresources(A1,A2).Themicro-teachactivityandthesubsequentwrittenassignment

encouragedmetothinkmorecriticallyaboutwhyweuselessonplans(A1,A5,K5).Notonlyarethey

usefulinstrumentsthatensurethesmoothdeliveryofateachingactivity,buttheyarevery

importantindefiningteachingaims/objectives,andtheintendedlearningoutcomesforstudents

(A1,K2).

BiggsandTang(2011)suggesttheconstructivealignmentoflearningoutcomes,teachingand

learningactivitiesandassessmentisintegraltoalearnercentredapproach(A5).Beingabletoclearly

definetheintendedlearningoutcomesofataughtsessionisintegraltotheplanningprocess(A1).

Themicro-teachlessonplan(appendix2)clearlyoutlinedteachingaimsandlearningoutcomes,and

thereforeenabledmetodesignactivitiesaccordingly(A1,A2).Iwaskeenforthecohortto‘gaina

comprehensionoftheprinciplesofscoringandbreakingglass’thereforeIusedeverydayexamples

thatthegroupwouldbefamiliarwithtoillustratehowtheprocessworks(A2,A4,K2).

ThevariouswrittenassignmentsandclassactivitiesofthePGCHEhasencouragedmetoconsider

whatpedagogictheoriesbestdefinethelearninganddevelopmentofpracticalmakingskills(A5).

Kolb’stheoryofExperientialLearning(1984)orlearningbydoinghascroppedupagainandagain

(A5).AsDormersuggests,‘theconstitutiverulesofcraftareonlylearnedbyactuallydoingthe

activity…Youcannotunderstandituntilyoucandoit.’(1994:42)(A5,K1,K3)).Therefore,whenI

designtaughtsessionsIattempttomaximisestudentengagementinpracticalhandsonactivity(A1,

K2).FeedbackreceivedfromDavid(appendix6)followingapeerobservationofteaching(POT)

exercisepraisedthe,‘veryhandsondelivery…whichiteratedthepracticeanumberoftimesto

reinforcelearning.’(A5,K2,K3)

Peerfeedback(appendix4/5/6)andcriticalevaluationofmylessonplanninghasidentifiedareasfor

improvementwithinmydesignofteachingactivities(A5,K5).Assignment5encouragedmeto

criticallyreflectontheinclusivityofmyteachingpractice(V1,V2).Oneofmyrecommendationsfor

developmentwastoincludeagreatervarietyofteachingresourcestocaterforstudentswith

differinglearningstyles/preferences,specificallymoreaudio/visualteachingaids(K3,V1,V2).POT

feedbackreceivedfromSarah(appendix5)andDavid(appendix6)suggestedthatmylessonscould

‘engagestudentsmore’andthatIcoulddesignactivitiesthatinvolvestudentsinparticipatory

activitiesthatpromotegroupdialogueandcheckforunderstanding(A5,K5).Havingreviewedmy

approachtolessonplanningItookthesecommentsonboard.Appendix3isanexampleofalesson

planforamouldmakingworkshopthatincludedanewparticipatoryanalyticalactivityforthe

students,designedtocriticallyengagethestudentswiththesubject(A1,K2).Insmallgroups,


3

studentswereaskedtoanalyseobjectsandcollegiallydiscusswhichmouldmakingtechniquewould

bepreferable.Itencouragedthemtothinkabouttheprosandconsoftwodifferentmouldmaking

techniquesandsuggestwhichwouldmostsuitableformakingamouldoftheirchosenobject.On

thewholethetaskwassuccessful,andwellreceivedbythestudents.

A2:Teachingand/orsupportinglearning

AsaSeniorTechnicianitismyresponsibilityteachstudentstechnicalskillsandmakingprocesses,

specificallywithinthedisciplineofkilnformedglassandmouldmaking(A2).Idelivertechnical

demonstrationsandparticipatorypracticalworkshopstostudentsthroughoutthecourseoftheir

studies(A2).Themainobjectivesofthesesessionsaretointroducestudentstonewprocessesor

techniques.OutsideoftimetabledteachingandlearningactivitiesIprovideddedicatedoneonone

technicaltuitionforstudents,providingadviceandguidanceontechniquesandmaterialsand

supportingthedevelopmentoftheirmakingskills(A2).

Assignment3summarisedmyapproachtoteachingtechnicalskills,whichhingesonensuring

studentscomprehendtheunderpinningconceptsofagiventechniqueorprocess–whywedo

somethingthewaywedo,notjusthowwedoit(A2,K2).Successfuldesignshould‘motivateinquiry

regardingtheunderlyingscience,notonlytheknowledgeofmaterials,methodsandtools,(Pollanen

2009,256)(K1,K2,V3).Iamoftheopinionthatifstudentsengagewithprinciplesor‘rules’(Dormer

1994)ofacraftprocess,higherorderholisticlearningtakesplace(BiggsandTang2011)(A4,A5,K1,

K2,K3,V3).Thisapproachtoteachingequipsstudentswithagreaterunderstandingofmaterial

propertiesandtechniques,whichencouragesactiveexperimentationwithnewandexisting

processes(A4,K1,K3).Forexample,ifastudentfullycomprehendshowamaterialbehavesor

processworks,thestudentismoreinclinedtobeexperimentalandinnovativewithmaterialsand

makingtechniques.

Ioftenuseeverydayexampleswithinmyteaching,buildingonwhatstudentsalreadyknow,to

communicateunderpinningideasandconcepts(A1,K2).Anexampleofthiswasduringthemicro-

teach;Iusedchocolatetoillustratehowwecutglass.Feedbacktothiswaspositive;Stephsaid,‘it

wasanexcellentfirstdemonstration…relatedwelltoyourteachingcontext’(appendix4)(K5).Biggs

andTangdefinethisasaconstructivistapproach,‘buildingtheir(thestudents’)knowledgeinterms


4

ofwhattheyalreadyknow’(A5,V3).Breakingcomplexconceptsandprinciplesdowninthiswaycan

makethemeasiertodigestandmoreaccessibleforstudents(K2,K3).

Inassignment6Idiscussedtheideaofgenericprofessionalismskills(Katz2000,QAA2008)–asetof

transferable/softskills,personalattributesandbehavioursthatconstituteprofessionalpractice(V3).

AsagroupClaire,JoandIpresentedanextensivebutnotexhaustivelistofcross-disciplinary

personalattributes,behavioursandskillsthatwethoughtwerenecessarywithinaprofessional

workplace(V4).InmywrittenreportIproposedtheideathattoteachstudentstobeprofessional,

theteachermustdemonstrateprofessionalismwithintheirteachingpractice(A2,A4).Forexample,

wecannotexpectourstudentstobepunctual,attentiveandpreparedforlearningiftheteacheris

late,unenthusedandill-prepared.Peerfeedbacktotheteachingobservations(appendix5/6)and

micro-teach(appendix4)commendedtheprofessionalismofmyteachingpractice.Comments

included;‘excellentcommunicationskillsevident’,‘thesessionwashighlyorganised’and‘excellent

preparation’(A5,K5).

Assignment5criticallyevaluatedtheinclusivityofmyteaching.Iidentifiedsocialanxietyand

apprehensionasahiddenbarriertotechnicallearninginworkshopenvironments,andrecalledhowI

havepreviouslyobservedavoidanceofworkshopfacilitiesandtechnicalprocessesasacoping

mechanism(V1).Researchsuggestedthatstudentswithteachersthatareclearandimmediateare

lesslikelytoreportsymptomsofanxiety(ChesebroandMcCroskey2001)(A5,V3).Highclarity

teachingbehaviours/practicesmayinclude:

Anoutlineonthescreen,concreteexamples,multipleexamples,repetitionofdifficultideas,

practicalapplications,importantpointsstressed,transitionssignalled,summariesand

highlightsimilaritiesanddifferencesindefinitionsandconcepts.(Rodgeretal.2007:94)

Feedbackreceivedregardingtheclarityandimmediacyofmydeliveryhasbeenoverwhelmingly

positive(A2,A5,V3).Commentshaveincluded;

• David(appendix6);‘clearlearningobjectives’,‘cleardelivery’and‘verygoodrapportwith

thestudents’

• Sarah(appendix5);‘highlyorganised’,‘exampleswereshow’,‘reallygooduseofwhite

board’

• Steph(appendix4);‘useoftheboardwasgreat’and‘veryreassuringdemeanour’


5

Iperceivemyownteachingstyletobeverytolerantandconscientious,andIthinkthisfeedback

demonstratesandawarenessofissuesaboutequalopportunities,accessibilityandinclusivity(A1,

V1,V2).

A3:Assessingandgivingfeedbacktolearners

PriortothePGCHE,IfeltIhadlittleornoexperienceofassessmentandfeedbackinHigher

Education,andasfarasIwasawareIdidn’tassessworkorfeedbacktostudents.Thisisbecauseasa

SeniorTechnicianIamnotresponsibleforformallymarkingassignmenttasksandgivingwritten

feedback.However,itsoonbecameapparentthatbyperceptionsofwhatconstitutedassessment

andfeedbackweretoonarrow.Variousclassactivities,readingtasksandAssignment2mademe

awarethatassessmentandfeedbackisnotconfinedtoformalmarkingofassessedactivities(A5).It

soonbecameevidentthatIdoassessstudents’learninganddevelopment,butitisformative,verbal

andofteninformal–thepolaroppositetowhatIthoughtitwas(A3).

Assignment2requiredmetopickacasestudyofanassessedtaskandusethistocriticallyevaluate

myassessmentandfeedbackpractices.Iusedanexampleofanintermediateparticipatorymould

makingworkshopdeliveredtoStage2students,whichistypicalofmytypeofteaching(A2).Having

reflectedontheactivityInowunderstandthatIcontinuallyformativelyassestechnicallearning

duringthetaughtsession(A3).Iofferfrequentverbalfeedbackandconstructivecommentsonhow

astudenthandlestoolsandmaterials,operatesmachineryandcomplieswithhealthandsafety(A3,

A4).Myfeedbackisrarelycritical,butinsteadfocusesonhowstudentscanimproveanddevelop

theirmakingpractices(A2,A3,A4,V2).Thisisoftendefinedasfeedforwardorassessmentfor

learningopposedtoassessmentoflearning(V3).

ReviewingtheliteratureforAssignment2helpedmeunderstandwhyIchoosetoassesstechnical

learningthewayIdo(A3,A5).BiggsandTang’smodelofconstructivealignment(2011)suggests

thatassessmentmethodsshouldbealignedtothelearningoutcomesandtypeoflearningactivity

(V3).TheQAAguidelinesforassessmentexpandonthisideainpracticalterms;

Assessmentisunderstoodtobevalidwhenitistestingpreciselywhattheexaminerswantto

testbearinginmindthelearningoutcomesforthemodule…Awrittenexaminationcannot

enableastudenttodemonstratethattheyhavemasteredapracticalskill.(QAA,2012:6)


6

PriortostudyingthePGCHEmyassessmentandfeedbackmethodswereunconsideredand

instinctiveopposedtobeingdesignedandplannedintolessons.StudyingthePGCHEhas

contextualisedwhatIdowithinacademicpracticeandpedagogictheory(A5,V3).Whilstmy

methodsappeartobeappropriatewithinmyteachingcontext,POTfeedback(appendix5/6)has

madeitevidentthatIcouldbedesigningandplanninglessonsthatincludemoreopportunitiesto

assessstudents’understanding(A5,K5).ClassactivitiesdevisedbythePGCHEteachingteamhaving

illustratedhowthiscanbeachieved.Forexample;funinteractivequizzes,Q&Asessions,group

activitiesandopendiscussion(K2).

OutsideoftaughtsessionsIfeelthereisscopetoformalisemyfeedbackpractice.Ihavea

permanentpresenceinthestudio,andIamconstantpointofcontactforstudents.Iamconstantly

offeringfeedback,adviceandguidanceonstudents’technicaljourneythroughinformal

conversations(A3,A4).However,asPhilRace(2016)reiteratesthestudentandteachermayfind

verbalface-to-faceexchangeschallengingtorecall.Therefore,Ithinkmyteachingandstudent

learningwouldbenefitfromaformalrecordofwhatwassaidintheseexchanges(A5,V3).In

Assignment2,Isuggestedthataphysicaltutorialrecordformwouldbeausefultooltodocument

conversation,howeverfurtherreflectionhasalsomademethinkabouthowIcouldembrace

learningtechnologies,suchasaudio/visualrecordingequipment,utilisingsmartmobiletechnology

(K4).

A4:Developingeffectivelearningenvironmentsandapproachestostudentsupportand

guidance

Themajorityifnotallofmyfacetofaceteachingtakesinplaceinaworkshoporstudio

environment.Thisisbecauseallofmyteachinginvolvestrainingandeducatingstudentsintheuse

ofcertainmachinery,materialsortechnicalprocesses(A2).Myapproachtoteachingtechnicalskills

isgroundedinKolb’sexperientialcycle(1984)orlearningbydoing(A5,K2).Therefore,mytaught

classescommonlyincludealivedemonstration,andmoreoftenthannotthestudentsalsoengage

withtheprocessortechnique(A2,K2).Forobviousreasons,aseminarroomorlecturetheatre

wouldnotbeanappropriatespaceforteachingtechnicalskills.Themicro-teachexerciseinEDU110

posedachallengehere.Thecohortwasduetodelivertheirmicro-teachesinaseminarroom,

howeverIstruggledtodevisealessonthatreflectedmytechnicalteachingpracticeandcouldbe

successfullydeliveredinaconventionalclassroom.Therefore,Imovedmymicro-teachtothe


7

ContemporaryCraftstudiowhereIhadthespace,materialsandresourcesrequired(A4,K2).Steph’s

andSion’scomments(appendix4)werepositiveaboutmyuseofthespaceandresources;‘you

madesureeveryonecouldsee’and‘excellentuseofspaceandresources’(K5).

Outsideoftimetabledtaughtactivitiesitismyresponsibilitytomaintainanddevelopworkshops,

technicalfacilitiesandmachineryforthebenefitofthestudents.Preservingacontrolledlearning

environmentandimplementingsafeworkingpracticesensuresthehigheststandardsofstudent

welfareandwellbeing(A4,K1,K6).Inturn,maximizingthestudents’potential,boosting

opportunitiesforlearners,andensuringapositivestudentexperience.

InAssignment8Ibrieflytouchedonsomeofthebarrierstolearningwithinworkshopenvironments

(K5).Workshopsandstudiosarenotintuitiveteachingspaces,theyarenotdesignedforlearning

andteaching.Theylackmanyofthehallmarksofatypicalclassroom,e.g.tablesandchairs,IT

facilitiesoraudio/visualequipment.ThisrestrictsthevarietyofteachingaidsandresourcesIcan

utilisewithinlessons,videosandwebbasedmaterialsforexample,whichreducestheinclusivityof

mylessons(V2).InfutureIwouldliketoconsiderhowIcouldincorporatetechnologyinworkshop

andstudiospacesthatcanfacilitatedigitalaudioandvisualcontent(K4).However,workshopsneed

tofunctionasworkshops-whentheyarenotbeingusedforteachinggroupsstudentsareusing

themtomakestuff(A4).Wirelessstreamingtechnologies,mobiledigitalscreensandsmart

handhelddevicescouldbeusedtotransformworkshopsintoeffectivetemporaryteachingspaces

(A4,A5,K3,K4,V2).

PriortothePGCHEIconsideredlearningenvironmentstobephysicalteachingandlearningspaces.

However,Ihavebeenexposedtoavarietyofinnovativevirtuallearningactivitiesandenvironments

throughoutthecourseofstudyingthePGCHE,andIhaveconsideredhowIcouldbetterutiliseVLEs

withinmyownteachingpractice(A4,K4).Assignments5,7and8discussedthepedagogical

principlesofflippedclassroomandhowIcouldutiliseinstructionalvideosandassessmenttasks

deliveredremotelytofreeupteacher-studentcontacttimeforhigherorderexperientiallearning,

criticalreflection,andproblemsolving(A2,A4,K4,A5,V2).

A5:Engagingincontinuingprofessionaldevelopmentinsubjects/disciplinesandtheir

pedagogy,incorporatingresearch,scholarshipandtheevaluationofprofessionalpractices


8

PriortostudyingthePGCHEIhadonlyworkedasaSeniorTechnicianforayear.Therefore,the

PGCHEwasmyfirstforayintocontinuingprofessionaldevelopment(CPD)withinthecontextof

learningandteachinginHigherEducation.ThePGCHEhasencouragedmetoengagewithpedagogic

andscholarlyliteratureforthefirsttime(A5).Asaresult,Ihavemoreholisticdeeperunderstanding

ofmanyaspectsofpedagogyandlearningandteachingwithincreativecontextsandHigher

Education(A5,V3).Thusenablingmetodevelopmyteachingpracticeinwaysthatmaximize

opportunitiesforlearningandstudentpotential(A4,V3).Pedagogictheoryandliteratureof

particularinteresthaveincluded;Kolb’smodelofexperientiallearning(1984),BiggsandTang’s

theoryofconstructivealignment(2011),PeterDormer’sextensiveliteratureoncraft,various

publicationsfromtheCraftCouncilandguidelinesfromtheQAA(A5,K5,V3,V4).

OneofthemostvaluableactivitiesofthePGCHEhasbeentheopportunitytoengageinpeer

observationofteaching(POT)activitiesforthefirsttime(A5).Assignment7reflectedonmy

experiencesofPOT,andhowthefeedbackreceivedhasinformedmodificationsandfuture

developmentstomyteachingpractice(K5,V3).OneofthemostvaluableaspectswasthatthePOT

exerciseencouragedmetocriticallyreflectonmyownteachingpractice,anddissectwhatIthinkI

dowell,andwhatIcoulddobetter(A5,K5,K6,V3).Theopportunitytoobserveacolleagueteaching

withinadifferentsubjectareaandteachingcontextwasparticularlyinsightful.ThisisaCPDactivityI

wouldliketocontinuetoengagewith,specificallyobservingteachersoftechnicalskillswithinother

creativedisciplines(A5).

POT(appendix5/6)andmicro-teachfeedback(appendix4)fromcolleagueshascommendedmy

subjectknowledge(K1).InpartthisisduetomyongoinginformalCPDactivities.Alongsidemyrole

asaSeniorTechnicianIsustainmyownmakingpractice,whichisgroundedintestingand

experimentingwithnewandexistingglasstechniquesandprocesses(A5,K1,V1).Theknowledge,

skillsandexperiencegainedfromthepursuitofmyownpracticebroadensanddiversifiesthe

advice,guidanceandsupportIcanoffertostudents,bothtechnicalandprofessional(A2,A5,K1,

V1).

However,IamawarethatIamstillrelativelyinexperienced,havingonlygraduatedfiveyearsago

andworkedwithinmyfieldforjusttwoyears.HavingstudiedtheContemporaryCraftsdegreeat

Falmouth,allofmyexperiencewithinmydisciplinehascomefromstudyingorteachingatFalmouth

University.Therefore,withinthisyear’sPDRIhavesetmyselfobjectivesthatwillencouragemeto

experiencenewlearningandteachingenvironments,encounteralternativeteachingcontexts,and

researchnewsubjectknowledge(A5,K1).OpportunitiesthatIhaveidentifiedincludeteaching


9

abroad,andvisitstootherHigherEducationinstitutionsandindustrystandardworkshopfacilities

(A5,V4).

Conclusion

Asafairlyyoungandinexperiencedteacher,thePGCHEhasbeenanincrediblyenriching,insightful

andrewardingexperience(A5).Thevariousclassactivities,assignmentsandteachingobservations

haveencouragedmetoreallyreflectonwheremyteachingpracticesitswithinthecontextofmy

academicprogramme,thewiderHigherEducationcommunityandpedagogictheory(K2,V4).Ihave

identifiedwhatIdowell,butmoreimportantlyhowIcouldmodifymyteachingtomaximisestudent

successandopportunitiesforlearning(K5,K6).

Themodificationstomyteachingpracticesuggestedwithinthisassignmentandotherassignments

amounttoonefundamentalchangeinmyapproachtolearningandteachinginHigherEducation.

BiggsandTang(2011)proposethreecommontheoriesofteaching,eachwithadifferentfocus;1.

Whatthestudentis,2.Whattheteacherdoes,and3.Whatthestudentdoes.Wheretierthree

promotesastudentcentred,holisticapproachtoteaching,whichfacilitiesdeeplearningand

maximisesstudentpotential(A5,V3).Peerfeedbackandmyowncriticalreflectionshaveledtome

toconcludethatImypracticeissomewhereintiertwo(A5,K5).ThedevelopmentsIhaveidentified

throughoutthePGCHE,willsupportmeintakingmyteachingpracticetothenextlevel,andteach

withastudentfocusedideology(A4,A5,K2,V3).Although,BiggsandTangsuggest,‘theselevels

describeasequenceinthedevelopmentofateachers’thinking’(2011:15).Therefore,Ican’texpect

tomakethistransitionimmediately,ratheritwillcomewithexperienceandacontinued

commitmenttobethebestteacherIcanbe.

Words:3295


10

References

BIGGS,John.andTANG,Catherine.(2011).Teachingforqualitylearningatuniversity:whatthe

studentdoes.4thed.Maidenhead:McGraw-Hill/SocietyforResearchintoHigherEducation/Open

UniversityPress.

CHESEBRO,JosephL.andMcCROSKEY,JamesC.(2001)‘Therelationshipofteacherclarityand

immediacywithstudentstatereceiverapprehension,affect,andcognitivelearning’,Communication

Education.50(1)pp.59-68.

DORMER,Peter.(1994).TheArtoftheMaker.London:ThamesandHudson.

KATZ,Tim.(2000)‘UniversityEducationforDevelopingProfessionalPractice’pp.19-32.In

BOURNER,Tom.KATZ,Tim.andWATSON,David.ed.NewDirectionsinProfessionalHigher

Education.Berkshire:OpenUniversityPress.

KOLB,David.A.(1984).Experientiallearning:experienceasthesourceoflearninganddevelopment.

NewJersey:PrenticeHall.

PÖLLÄNEN,Sinikk.(2009).ContextualisingCraft:PedagogicalModelsforCraftEducation.

InternationalJournalofArt&DesignEducation,28(3),pp.249-260.

THEQUALITYASSURANCEAGENCYFORHIGHEREDUCATION(QAA).(2008).SubjectBenchmark

Statement:ArtandDesign.[online].Availableat:www.qaa.ac.uk[accessed22May2016]

THEQUALITYASSURANCEAGENCYFORHIGHEREDUCATION(QAA).(2012).Understanding

assessment:itsroleinsafeguardingacademicstandardsandqualityinhighereducation.2nded.

[Online]Availableathttp://www.qaa.ac.uk/en/Publications/Documents/understanding-

assessment.pdf[Accessed:7January2016].

RACE,Phil.CompendiumonFeedback;MakingFeedbackWork–AcompendiumofExtractsfrom

Phil’sBooks.[online].Availableathttp://phil-race.co.uk/downloads/.[Accessed:7January2016].


11

RODGER,Susan,MURRAY,HarryG.andCUMMINGS,AnneL.(2007)‘Effectsofteacherclarityand

studentanxietyonstudentoutcomes’,TeachinginHigherEducation.12(1)pp.91-204

Appendix

Appendix1:Kilnprogramminglessonplan

Appendix2:Micro-teachlessonplan

Appendix3:Multilayeredmouldmakinglessonplan

Appendix4:Micro-teachfeedbackandself-evaluationforms

Appendix5:Feedbackandself-reflectionforteachingobservationbySarahHayes

Appendix6:Feedbackandself-reflectionforteachingobservationbyDavidDevanny

PGCHE-EDU130:TeachinginPracticeASSIGNMENT9–JoshuaKerley29/07/2016Appendix1:Kilnprogramminglessonplan

12

ContemporaryCraftsLessonPlanDate:30/09/2015Lesson:GlassKilnProgrammingRevisionLevel:3Duration:1hourTime Task MainActivity Materials&Resources Outcome

10.05 Whatarewedoingtoday?

• Refreshersession• Howtousethebasicfunctionsoftwodifferenttypesof

kilnprogrammer• Understandthekeydifferencesbetweenthetwotypesof

kilnsandprogrammers(andFusing-StaffordST501)• Brieflydiscussthevariousstagesanddifferences

betweencastingandslumping/fusingfiringschedules• Understandthedifferentfiringconditionsfordifferent

types/volumesofglassandmoulds

10.10 TypesofKiln • Identifykilnssuitableforcastingglass;§ 8&9–purposebuiltglasscastingkiln§ 5–toploadingpotterykiln§ 1B–ceramicskilnBOTTOMELEMENTS

• Identifykilnssuitedforfusing/slumping§ Topelements§ Fuseandslumpincastingkilnsbutnotnecessarily

theotherwayaround§ FK3,FK6,FK8


13

10.15 Packingacastingkiln • Doublelayerofkilnshelveslaidinopposingdirections–gloves

• Silicasand–respirator• Closingakiln–volunteer

§ Dams–gloves§ Catches§ Padlock§ INTERLOCK–don’tforget

Prepareacorrectlypackedcastingkiln

10.20 GafferGlassCastingSchedule

• Dryingcycle–93degreesoak;openvents• Initialheatto580degree–mouldshifts• Rapidheattotoptemp;closevents• Toptempandsoak–glassflow,visualinspection• Crashcool;openvents• Annealsoak;closevents• Annealcooltostrain• ShowGafferGlassannealingchart• Coolto100/200degrees.Kilnoff.• Allowtocooltoroomtempbeforeopening

WhiteboardandpensGafferfiringcycleBlankfiringschedulesheet


14

10.25 Programmingacastingkiln

• Switchonkiln• Brieflydemonstratehowto:

§ Usenavigationkeys§ Chooseprogram(programstoringcapabilities)§ Startdelay§ Programastage§ Moveontonextstage§ Understanddisplayicons

• Usevolunteerstoenteranentireprogram• Demonstratehowtoendandsaveaprogram,andstart

thekiln• SECRETLOCKKEY–holdforonesecond,keylampislit

whencontrolledislocked

ST3300programmermanual

10.35 Additionalfeaturesduringfiring

• Infokeytoaccessprogramno,energyused,currentsetpointtemp,andremainingdwelltime

• Modifyingaprogram• Segment/stageadvanced–upkey• Errormessages

10.40 Packingafusing/slumpingkiln

• Thisisgoingtovarydramaticallydependingonwhatyouareattemptingtodo

• Observeheightcapacityofkilns,considerusingacastingkilnfortallslumps

• Shelfprimer,battwash,thinfireshelfpaper

Samplepieceofthinfireshelfpaper


15

10.45 Floatglassbasicfusingschedule

• Dryingcycle–93degreesoak;openvents• Initialheatto580degree–mouldshifts• Rapidheattotoptemp;closevents• Toptempandsoak–tack/medium/fullfuseorslump• Crashcool;openvents• Annealsoak;closevents• Annealcooltostrain• Coolto100/200degrees.Kilnoff.• Allowtocooltoroomtempbeforeopening

WhiteboardandpensGafferfiringcycleBlankfiringschedulesheet

10.50 Programmingafusing/slumpingkiln

• Switchonkiln• Brieflydemonstratehowto:

§ Navigatemenu§ Chooseprogram(programstoringcapabilities)§ Programastage§ Identifydifferencestocastingprogrammer(edit

individualdigitsandbacktofrontrampandtemp)§ Moveontonextstage§ Interpretdisplay

• Usevolunteerstoenteranentireprogram• Demonstratehowtoendandsaveaprogram,andstart

thekiln

10.55 Additionalfeaturesduringfiring

• Programno,currentsetpointtemp,andremainingdwelltimewillappearonthescreenoneaftertheother

• Modifyingaprogram• Segment/stageadvanced–upkey• Errormessages

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix2:Micro-teachlessonplan

16

SessionPlanningTemplateCourse/Module:PGCHEEDU110Micro-teachSessionTitle:Glasscuttingmicro-teachDate:Wednesday18November2015Aim:Thismicro-teachaimstobrieflyintroducestudentstotheprinciplesofglasscutting,utilizingassumedknowledgeofeverydaymaterials.Theparticipatorysessionwillincludedemonstrations,questionandanswerandpracticalengagementOutcomes:Bytheendofthesessionparticipantswill:

• HavegainedacomprehensionoftheprinciplesofscoringandbreakingglassonastraightlineincludingH&Sconsiderationsanduseoftools• Identifythefivekeystagesofsafeandsuccessfulglasscutting

Time Content/Activity Resources Notes

Introduction• H&S/Emergencyprocedures–newenvironment–

fireescapes• Don’tleanonfeltsbecauseofglasschips• Askifanystudentshavehadanyexperience

workingwithglassbefore• Introducethelearningoutcomes

LessonPlanClearglasscuttingdesksarrangedtopromotedialogueandparticipation(U/Cshapedperhaps–meinthemiddle…

Explaintheconceptofglassscoringandbreaking• Usechocolateexperimenttodemonstratehowa

scorelineaidsbreaking;Askfortwovolunteerstohelp

• Handvolunteer1asolidbarofchocolate,askthestudenttobreaktheirbarofchocolateinastraightline

• Observetheresults

Chocolatebars;kitkat,dairymilk,milkybar,daimbarPlates,bowlsetc.forchocolate


17

• Handvolunteer2apartitionedbarofchocolate,askthestudenttobreaktheirbarofchocolateinastraightline

• Observethedifferences,whydoesthishappen• Thisishowwecutglass;byscoringalineand

breaking Glasscuttingofastraightlinedemo

Breakitdownintofivestagesofaccurateandsafeglasscutting(usingwhiteboard);1. H&S-Feltscollectglasssplinters,suppressspreadingof

glasschipsandsplinters.Googles,gloves(optional),leatherapron

2. Clean-Demonstrateglasscleaning3. Score–Showaglasscutter,passglasscuttersaround

thegroup.Cutterangle(90-100degrees),uniformpressureandconsistentspeed,runthecutterofftheendoftheglass,useyourwholebody

4. Break-explaintheconceptoffulcrum(likeasee-saw)onthewhiteboard,demonstratevariousmethodsforbreaking;handoutcutspreadingpliersobservethejaws

5. Tidy-Brushchipsandrecycle

Goggles,gloves,leatherapronGlasscleanerandbluerollGlasscutter,varioustypes;pistolgrip,toyoandnonoilfedseveralglasscuttersCutspreadingpliers–severalpairs,pencilChipbrushGlass

Studentengagement• (Ifthereistime)Inviteastudentortwotohaveago

givingindividualinstructionandinvitefeedbackfromotherstudents

• Askstudentstorecallfivekeystagesofaccurateandsafeglasscuttingattheendofthesession–invitethemuptotheboardtowritethemdownorcallthemout.

12glasscuttingtipshandoutMicroteachevaluationforms


18

• Additionalresourceswrittenonwhiteboard,warmglass/bullseyeyoutubechannel.Handout.

• Ifanyonewouldtostaybehindfor10minutesandhaveagotheywouldbewelcome.

PreparefornextweekAdminnotes:Absences:Reflectionsandfollow-up:

PGCHE-EDU130:TeachinginPracticeASSIGNMENT9–JoshuaKerley29/07/2016Appendix3:Multilayeredmouldmakinglessonplan

19

SessionPlanningTemplateCourse/Module:CC201SessionTitle:MultilayeredMouldMaking–DemonstrationDate:Thursday19November2015,1-30-4.30Aim:Introducestudentstotheprocessandconceptsofmultilayeredrefractorymouldmakingprocess,buildingonmouldmakingexperiencefromL1.Deliverusingavarietyoflearningstimuliincluding,verbal,pictorialandparticipatorytechniques.Outcomes:Bytheendofthesessionparticipantswill:

• Analyzeobjectsandidentifywhenthemultilayeredmouldmakingprocesswouldbeasuitablealternativetotraditional‘monolithic’refractorymoulds• Observedademonstrationofthemultilayeredmouldmakingprocessandbeabletorecalthekeystagestothemouldmakingprocess• Indicatehowtoloadmultilayeredmouldsintoacastingkiln• Locateadditionallearningresourcesandinstructionsonthelearningspace

Time Content/Activity Resources Notes1.35

IntroducetheaimsandlearningoutcomesExplainwherethehandoutcanbeaccessedonthelearningspace

LessonPlanRegister4/5printedhandouts


20

1.40 Whatismultilayeredmouldmaking?• Analternativemouldmakingprocessforlostwax

casting• Aprocessofhandbuildingrefractorymouldsfrom

multiplelayers• Multilayeredvs.monolithic

o Mouldstrength–preventsleakingo Heattransferandeffectoncasting–use

Cheryl’sconemouldasanexampleo Heattransferandeffectonmouldstrengtho Askthestudentsiftheycanthinkofany

downsidestotheprocess• Givetimeforthestudentstodigesttheinformation

andaskifstudentsarefollowing,anyquestionsetc.

Whiteboardwithdiagramsofcompletedmultilayeredmould,illustratingmultiplelayers(upsidedownandupright).Monolithicmould.Useconeasexample.Cheryl’srefractoryconemould

1.50Studentactivity

Presentatableobjectsandaskthestudentstopairupandchooseanobject.Givethestudents3minstodiscusswhethertheywouldchoosethemultilayeredormonolithicmouldmakingtechnique.Convenethegroupandaskthepairstopresenttheirconclusions.

Prepareaboxof10objectsthatwouldlendthemselvestoeithermultilayeredormonolithicmouldmakingtechniques

2.05Demonstration

Setupmould;• Prepareobject,feed,reservoirandbaseboardin

advanced• Reinforcetheconceptsofairvents,presentexampleon

thewhiteboardandaskthestudentstoidentifywheretheywouldbeplaced

• Reinforceuseofhairsprayonwaxmodel.Quizstudentsfortheanswer

• Waxmodelsuitableformultilayeredmouldmaking–waxcone

• Modellingwaxfeed• Clayreservoir• Baseboard• Whirler• Calipers


21

• Demonstrateuseofcaliperstomeasuremouldthickness

• Diagramonwhiteboardofmouldsetrequiringairvents

2.15 Discussthemouldmixturewiththestudents;

• Introducethevariationsonthemouldmixtureforthedifferentlayers–usewhiteboard

• Askthestudentstoconsiderwhygiveningredientsareusedinparticularlayers

• Introducemethodsofapplyingmouldmixtureandtoolsrequired;brushing,flicking,pouringspreading

• Writethemouldrecipeforeachlayeronthewhiteboard

• Preparetools;brush,spatula,kidney,jug,bowl

2.30 Mixmouldmixtureandapplyfirstlayer• Whilstmixingquizstudentsaboutthebenefitsofusing

keramicastplaster–longerpotlife• Askstudentsforsupportapplyingmouldmixture,

reinforcingthattheprocessoftenrequirestwopeople• Askanotherstudenttocheckmouldthicknesswith

calipers

• Preparemouldmixforeachofthethreelayers,storeinlabledcontainers

2.50 Whilstlayeroneiscuringdiscusskilnpackingformultilayeredmoulds;• Askstudentsiftheycanidentifyaproblemputting

mouldsinthekiln• Explainuseofsilicasandandkilnpropstosupport

mould

• Prepareadiagramonthewhiteboardofamouldinthekilnwithoutsandorprops

2.55 Mixmouldmixtureandapplysecondlayerasperlayerone• Quizthestudentswhatmouldingredientsareinthis

layer(identifystudentsthataren’tengaginganddirectquestionsatthem)

• Askastudenttoestimateamountofmouldmixrequiredbasedonthequantityusedinthefirstlayerandhencequantitiesofconstituentingredients


22

3.15-3.35 TEABREAK–Givestudentsglasscastingscheduleofworkto

mulloveronteabreak.Reallyusefulplanningtool.

3.40 Mixmouldmixtureandapplythirdlayer• Quizthestudentswhatmouldingredientsareinthis

layer(identifystudentsthataren’tengaginganddirectquestionsatthem)

• Askastudenttoestimateamountofmouldmixrequiredbasedonthequantityusedinthefirstlayerandhencequantitiesofconstituentparts

4.00 • Discusscleanupprocedure• Allowmouldtocureforhowlong?• Steammould,conductwaterdisplacementanddry

mouldasnormal• Quizstudentsfromyanheinworkshopaboutwater

displacementforleadcrystal.Invitestudenttowriteontheboard.

PreparefornextweekAdminnotes:Absences:Reflectionsandfollow-up:

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix4:Micro-teachfeedbackandself-evaluationforms

23


24


25


26


27


28


29

Micro-teachSelf-evaluationName:JoshuaKerleyDateofmicro-teach:Wednesday18NovemberDateofself-evaluation:Saturday16JanuaryThisevaluationshouldbeinformedbythefeedbackreceivedfromyourtutorandpeers.YoushouldusethesepointstohelpstructureyourReflectiveReview

• Whatworkedwell?Commentstoincludedeliveryandresourcesusedo Allfeedbackpointstothesuccessfulplanningandpreparationofthesession–all

resourceswereimmediatelyavailableandlaidoutpriortothesession.Josiecommented,‘Abrilliantplannedandconductedsession’.

o Positivefeedbackregardingmyrapportanddemeanorwithstudents.StephsaidIwas‘veryreassuring’withthestudentwhohadagogiving‘lotsofpositivefeedback’.Josie’sfeedback:‘Youarereallyclearincommunicating’.Sion:‘Excellentcommunicationskillsevident’

o Givingstudentstheopportunitytohandletoolsasanalternativetohavingago(duetotimeconstraints)waswellreceived.Steph:‘Visualandkinestheticlearningencouraged’.Josie:‘Greatforallofustobeabletobehandsoninasmallway’.

o Useofavarietyofresourcesandconsiderationofthephysicallearningenvironment.Sion;‘Excellentuseofresourcesandspace’.Steph;‘Theuseoftheboardwasgreat…Everyonecouldsee’

o Theuseofongoingformativefeedbackwaswellreceived.Steph;‘Greatuseofformativefeedbackasyouwatchedthestudentsuseoftoolsthroughout’

• Why?

o Planningandpreparationisintegraltomyteachingpracticeandanattributeandvaluequitehighly.Therefore,IwillalwaysputtimeandeffortintoensuringalltheresourcesIneedIwillhaveimmediatelyathandduringthetaughtsessiontoensureasmoothanduninterruptedsession.TheuseofchecklistinmylessonhelpsmeensureIhaveallmaterialsandresourcessufficientlyprepared.

o Itakeaveryfriendly,accommodatingapproachtoteachingandtrytoestablishstrongworkingrelationshipswithstudents,builtonrespect.Overthecourseoftheirdegreethemajorityofstudentswillhavemorecontacttimewithtechnicalstaffthantheywillwithacademicstaff.Technicalstaffarenotresponsibleformarkingworkandawardinggrades.Therefore,thestudent-technicianrelationshipisgenerallymoreinformalthanthelecturer-studentrelationshipandtechnicalstaffaremoreoftenperceivedlikepeers.

o AsweareapredominantlypracticalcourseIamoftheopinionthatthestudentswouldbenefitfromanexperientialmodeloflearning(Kolb),orlearningthroughdoing.Astudentwillnotfullyunderstandatechnicalpracticalmakingprocessbyjustseeingitinactionorreadingaboutit.Thestudentneedstoexperiencethattechniquefirsthandandhavetheopportunitytoreflectontheirlearningandunderstandhowtheymightimprove.Itisthereforeonlyappropriatethattheteachingandlearningactivitiesreflectthis.Giventhetimerestrictionsofthemicro-teachitwasn’tpracticaltogivethewholegrouptheopportunitytohaveagoattheglasscuttingprocess.InsteadIlaidoutavarietyoftoolsusedwithintheglasscutting


30

processandgavethegrouptheopportunitytohandletothetoolsanddistinguishdifferences

o Iappreciateandunderstandtheimportanceofcateringforavarietyoflearningstyles,therefore,wherepossibleIusearangeofteachingaids,resourcesandmethodstocaterforstudentsofvaryinglearningpreference.Thissessionincludedspokendelivery,visualprompts,literatureandkinestheticopportunitiesforlearning.

o Asoutlinedinassignmenttwo,ongoingformativefeedbackintheformofconstructiveverbalcommentsisintegraltomypracticeandthestudents’successfuldevelopmentoftechnicalskills.Totestapracticalskillwithawrittenexaminationwouldn’tbeanappropriatemethodofassessment.

• Howdidyouaddressequalopportunitiesandanyneedfordifferentiationwithinthelesson?o OneofthefirstthingsIaskedthegroupwasifanyonehadhadanypriorexperience

workingwithglasstogaugetheabilityandpriorexperienceofthegroup.Onestudentrespondedyes,soIquestionedwhatleveltheirexperienceamountedto.Iwouldhavethenbeenabletodirectsomequestioningatthem.

o Iusedavarietyofteachingaidsandresourcestoaccommodatestudentswithavarietyoflearningpreferencesandstyles.Thisincluded;visualpromptsincludingtheuseofawhiteboardwithdiagramsandnotes,writtenliteratureintheformofahandoutattheendofthesession,verbalexplanationsandmostimportantlykinestheticopportunitiesforlearningbyallowingstudentstohandletoolsandmaterials.

o BeforedemonstratingtheglasscuttingtechniqueIdemonstratedtheunderlyingprinciplesofscoringandbreakingmaterialsusingbarsofchocolate.Ioftentrytocomparenewmaterialsandtechnologieswithexperiencesofeverydaymaterialstohelpstudentsbetterunderstandtheconceptsandprinciplesofagivenprocess.

• Howeffectiveweretheassessmentmethodsyouchosetouse?How,andwhy,wouldyou

recordsuchoutcomesofassessment?o DuringthetaughtsessionIusedongoingformativefeedback,providingverbal

commentsandfeedback–inparticularwhentheonestudentwashavingagoattheprocess.Iuseddirectquestioningtopromptthenextstepsoftheprocessandprovided‘reassuring’feedbackthroughouttheprocess.

o Asoutlinedinassignmenttwo,ongoingformativefeedbackintheformofconstructiveverbalcommentsisintegraltomypracticeandthestudents’successfuldevelopmentoftechnicalskills.Totestapracticalskillwithawrittenexaminationwouldn’tbeanappropriatemethodofassessment.

• Ifyouweretodeliverthesessionagainwhatcouldyouimproveuponfromthefeedback

received?o IcontextualizedtheprocessIwasteachingandexplainedthatitwaspartofaLevel

1glassfigureproject.Ireceivedfeedbackthatsuggestedstudentswouldhaveliketohaveseenanexampleoftheglassfigureandfurtherexamplesofwhatcouldbeachievedwiththeprocess.Ithinkthisisabitofarecurringthemeinmypractice.Studentswouldbenefitfrommoreexamplesofhigh,mediumandlowqualityworktohelpdistinguishbetweengood/poorpractice.Iwouldliketodevelopanlibrary/archiveofmaterialtestandsamplestoshowstudents,thatcouldperhapsbeonpermeantdisplay.


31

o Iinvitedonevolunteertohaveagoattheglasscuttingtechnique,andalthoughIdidn’tsingleoutastudent(theyvolunteered,themselves),itcouldbeperceivedasquitedaunting.Whilstitisn’trealisticforallofthegrouptohaveagointhetimeframe,Ithinktheirisscopetoinvitetwoorthreestudentstohaveagotoreducetakethefocusawayfromtheindividual.Particularlygiventhatthisisabeginnersworkshop,studentsmightlackconfidenceandtheriskofmistakesisgreater.

• Anyothercommentsasaresultofmyreflectionsonmymicro-teach

o Anunintendedsuccessfuloutcomeofthesessionwastheideaofthe‘doubledemonstration’thatStephreferredto.ThisismentionedinSteph’swrittenfeedback,andisdiscussedfurtherinthemicroteachrecording.Thedoubledemonstrationistheideaofme(theteacher)demonstratingthetechniqueonceandthenusingavolunteertohavego,whichinturnisdemonstratingthetechniqueasecondtimetotherestofthegroup.Itislikelythattherestofgroupmaynotbeasconfidentintheprocessastheydidn’tvolunteerthemselvestohaveago,thereforetheybenefitfromseeingitasecondtime.Intruththiswasn’ttheintentionwhenIplannedthesessioninthisway.Ionlyinvitedonevolunteertohaveagoduetotimeconstraints.However,thisisatechniquethatcouldhavefurtherapplicationsandpermutationswithinmyteachingpractice.Withlargergroupscouldtheybesplitintosmallergroupswhereonestudentdemonstrates/teachestheprocesstotherestofthegroup.Thishasalsoprovedawayofaccommodatingequalopportunitiesandlearnersofdifferingabilitiesanbackgrounds.Allowingtheablerandmoreconfidentstudentstomoveaheadwhilstthelessconfidentstudentsreceivefurthertuition/demonstrationsoftheprocess.Italsoencouragespeer-peerfeedbackandlearning.

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix5:Feedbackandself-reflectionforteachingobservationbySarahHayes

32

TeachingObservationFeedbackFormSection1:Tobecompletedbytheobserverandobservee

Observer:SarahHayes

Observee:JoshuaKerley

Date:4thNov2015

Course:BA(Hons)ContemporaryCrafts

Year:2

Subjectoflesson:InvestingOrganicObjectsforsmallScaleGlassCasting

LessonPlan:Yes

Numberofstudentsexpectedtoattend:10

Sessionlength:3hours

Actualnumberinattendance:11

Observationtime(mins):45minutes

Activity(ies):e.g.lecture,seminar,tutorial,supervisedstudioorlocationwork,onetoonetuitionWorkshopdemonstrationAimofsessionandintendedlearningoutcomesJanHein’sMethodofInvestingOrganicObjectsforsmallScaleGlassCasting.Buildingonpreviouscastingsessions.

Strengths–observertoidentifyinbulletpoints:e.g.clarityofaims/outcomes,planningandorganisation,methods/approach,deliveryandpace,content(currency,accuracy,relevance,useofexamples,level,matchtostudentsneeds),studentparticipation/achievement,useofaccommodationlearningresourcesYouareanaturalteacher.Thesessionwashighlyorganizedwithahandoutgivenbeforehandandthestudentsbringingalongobjectsthattheywishtouse.Consistentlyaskedwhethertheywerefamiliarwithpreviousprocesses.Exampleswereshownenablingthestudentstoappreciatethequalityanddetailthattheprocessgives.Paceofvoiceanddictionwereexcellent.Anobviousrapourwiththestudents.Reallygooduseofwhiteboard–relevanttosession.Clearlyexplainedthedisplacementcalculations.Youareobviouslyhighlyknowledgeableaboutyoursubject.Areasforsharinggoodpractice(notedareasofexceptionalquality):observertoidentifyareasofgoodpracticetobesharedTheorganizationofthesession/demonstrationwasexcellent,thepacewasgood(seecommentsreengagingthestudentsmore)Furtherdevelopment:observerandobserveetoidentifyfurtheropportunitiesfordevelopmentasappropriateThesearepointsthatIthoughtofduringtheobservedsession.Getthestudentstotakenotesfromthebeginningofthesession–somewere.Ifyouaskthemwhethertheyarefollowingthesessiontakeyourtimeandleavealongergaporensurethattheyallhavetheopportunitytosay‘yes’or‘no’.Engagingthestudentsmore-Whenpassingaroundanexampleitisbettertowaituntiltheyhaveallseenitbeforecontinuingastheywon’tbelisteningtoyouandthisallowsfortheidealopportunitytoaskthemtheirthoughtsontheexampleandmaybediscusstheobjectsthattheyhavebroughtinandtheirappropriateness–thereforeengagingthewholegroupinasmalldiscussion.(After30minutesofdemonstratingyoucouldaskthestudentstosummarisethesessionsofarsothatyouarehappythattheyhaveallengagedandmostimportantlyunderstoodwhatyouaretellingthem.)

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix5:Feedbackandself-reflectionforteachingobservationbySarahHayes

33

Theobservertosummarisethelesson’soverallqualityinrelationtothelearningoutcomes:Ireallyenjoyedthesession,thepracticalaspectwasextremelyclearandwelldemonstrated.Youinvolvedthestudentsinthesessionandtheywereallfullyengaged.Thelatecomersdidnotphaseyouandyoucontinuedwiththedemonstration.

Degreeofdifficulty:pleasetickanyofthefollowingwhichapplyandusethemtomoderateyourcommentsNotes/Comments• Newsubjectorunit�• Newstrategy�• Newgroup�• Environmentalfactors�

Section2–Tobecompletedbythepersonbeingobserved

Reflectiononteaching/peerobservation:Whathaveyoufoundhelpfulabouttheobservationprocess?AcombinationofanxietyandexpectationonmyselftodowellmeantthatIputmoretime/thoughtintoprepthanIpotentiallywoulddonormally.However,thebenefitsofadditionalpreparationwerenoticeable.TheuseofalessonplanensuresIkeepontrackanddonotstrayoffpiste.ItalsoensuredIthoroughlypreparedallmaterialsandresourcesinadvanced,whichallowsmetofocusmoreondelivery.EmailssenttostudentspriortoworkshopissomethingIhavejuststarteddoingandgivesanopportunitytoreinforceanyprepthatisrequiredofthestudents.ThecommentsfromSaraharereallyvalidandIappreciatethatIcouldengagethestudentsmore.IthasmademethinkabouthowIdevelopthetraditionallecturestylepartofademonstrationtobemoreparticipatory.ThecontentIhavetodeliverisoftenveryindepthandtechnical,andgivingthestudentsopportunitiestocontributecouldbreakupwhatisotherwiseafairlyteacherfocuseddelivery.Suggestingthestudentspresentanddiscusstheirobjectsisagreatideaonmanylevels.Itwouldflagupanytechnicaldifficultiesthatthestudentmayencounterduringthemouldmakingprocess.OrdinarilyIhavetheseconversationswithstudentsonaone-on-onebasisafterademo.However,discussingstudents’objectswiththecohortgivestherestofthegroupanopportunitytocontributeideas,promotinggroupdiscussionandcollegialdialogueintroducinghigherlevelcommunicationandteamworkskills.Thetraditionallecturestyledemonstrationsuddenlybecomesmorestudentfocused,engagingandparticipatory.Thegroupconversationandcollegialproblemsolvingexposesthecohorttoagreatervarietyoftechnicalapproachesandsharedknowledge.Assignmentoneaddressneedsfordevelopmentinthisarea,currentlymyteachingpracticeisveryteacherfocused-Iamveryconcernedwithcontent,deliveryandstyle.However,thisobservationhasreinforcedthatIcoulddevelopmypracticetomakeitmorestudentfocused.IamgoingtomakestudentengagementmoreofaconsiderationwhenplanningfutureTLAs.

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix6:Feedbackandself-reflectionforteachingobservationbyDavidDevanny

34

TeachingObservationFeedbackFormSection1:Tobecompletedbytheobserverandobservee.

Observer:DavidDevanny

Observee:JoshKerley

Date:26/02/2016

Course:BA(Hons)ContemporaryCraft

Year:2

Subjectoflesson:KilnProgramming

LessonPlan:Clear&Discussed

Numberofstudentsexpectedtoattend:5

Sessionlength:60minutes

Actualnumberinattendance:3

Observationtime(mins):60minutes

Activity(ies):e.g.lecture,seminar,tutorial,supervisedstudioorlocationwork,onetoonetuitionInstudiopracticaltuitionStrengths–observertoidentifyinbulletpoints:E.g.clarityofaims/outcomes,planningandorganisation,methods/approach,deliveryandpace,content(currency,accuracy,relevance,useofexamples,level,matchtostudentsneeds),studentparticipation/achievement,useofaccommodationlearningresourcesAveryclear,thoroughandsuccessfulsessionwithloadsofstrengths:

- Clearlearningobjectivesidentifiedfromtheoutset- Verygoodrapportwiththestudents,knewthemwellandtheirprogressthroughthecourse,andmade

everythingveryapplicablewiththisknowledge- Relaxedandcleardelivery,goodeyecontactandassuredstyle;anarrativedeliverywhichheldthestudent

attentionforafullhour- Cleardemonstrationofindepthsubjectknowledgedirectlyrelevanttothelearningoutcomes- Verygoodverbalassessmentoflevelandexperience(rightatthestart)- Pointingtoonlinereferenceifstudentswanttorefertoitinmoredetailthanthesession- Clearphysicaldemonstration,veryhandsoninteractivedelivery,whichiteratedthepracticeanumberof

timestoreinforcethelearning- Strongandappropriategraspofhealthandsafetywhichhelpedcreateasafeenvironmentforteaching

andlearning

Areasforimprovement:observerandobserveetoidentifytogetherwaysinwhichthesessionmightbedeveloped- IntheopeningsectionatthewhiteboardJoshdeliveredalotofinformationinthetransmissionmode,

askingonly2or3questionsonthetheory.Giventhatthistheorybithadalreadybeenintroduceditmayhavebeenagoodopportunitytoassessstudentsandforstudentstodemonstratepriorknowledge

- Althoughnotastatedlearningobjectivethisrevisionoftheunderlyingtheorycouldhavebeenformallyincorporatedintothelessonplan,becauseJoshdidcoverthismaterialanywayandaddressedmoreformallyitmighthaveopenedupabitmoreroomfordiscussion

Areasforsharinggoodpractice(notedareasofexceptionalquality):observertoidentifyareasofgoodpracticetobeshared

- Thelearningobjectivewaslinkedexceptionallyclearlytorealworldusefulnessbothinthecontextofthedegree,butalsointhecontextofprofessionalworkbeyondthedegreewhichhelpedmakethecontentveryengaging;thisconcretizinglearningintorealworldapplicationsisverygoodpractice

- JoshsuggestedconsolidatingtechnicalinstructionaldocumentsunderonenewpageontheLearningSpace(VLE)ratherthanthecurrentsysteminwhichthedocumentsareonlystoredonthemodulepages(i.e.categorizedbytheorderofteachingratherthanrelevantthemes).Whilethemanagingofthedigitalresourcesisitselfagoodareaofpractice,whatIfoundparticularlygoodwasinvitingthestudentsintoadialogueabouthowtheirresourcesshouldbemanagedandordered.

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix6:Feedbackandself-reflectionforteachingobservationbyDavidDevanny

35

Furtherdevelopment:observerandobserveetoidentifyfurtheropportunitiesfordevelopmentasappropriateRefertoabovesectionon‘AreasforImprovement’formoredetailsTheobservertosummarisethelesson’soverallqualityinrelationtothelearningoutcomes:Thesessionwasofaveryhighstandardthroughout,anditwasclearthatthelearningoutcomesweremetinthecaseofallthreestudents,andtheoutcomeswerereinforcedbytheend.Joshhasaverygoodrapportwithhisstudents,andthesessionwasengaging,clearandsuccessful.

Degreeofdifficulty:pleasetickanyofthefollowingwhichapplyandusethemtomoderateyourcommentsNotes/Comments• NewsubjectorunitRThematerialwasnewtothestudents(previouslydoneforthem)• NewstrategySThestrategywasfamiliarandreferredtoalectureonthetopic• NewgroupSThegroupwasnotnew,Joshknewthemwell• EnvironmentalfactorsRItwasanawkwardspacewithanumberofhazards,Joshmanagedthehealthandsafetyaspectsverywell

Section2–Tobecompletedbythepersonbeingobserved

Reflectiononteaching/peerobservation:Whathaveyoufoundhelpfulabouttheobservationprocess?David’scommentsaresimilartothefeedbackreceivedfromSarahfrommyfirstobservation.Ithasreaffirmedareasfordevelopmentwithinmyteachingpractice.Thatistotryandreducetheamountoftransmissionbaseddelivery,orbreakitupwithmorestudentfocusedlearningactivities.Longperiodsofteacherdialogueanddisengagestudents,insteadIfeellikeIcouldpromotedialogueanddiscussionbetweenthestudentsandmyself.ItisalsoencouragingtohavesimilarpositivecommentsfromDavidandSarah.Ithinkthisreiteratesmystrengthsandconfirmsbyteachingabilityinareasincluding;organization,preparation,communicationskills,rapportwithstudents,subjectknowledgeandteachingresources.Anyfurthercommentsaboutthesessionandobservation?Asafairlyyoungandinexperiencedteachertheobservationandfeedbackprocesshasprovedreallyuseful.Butithasalsoencouragedmetocriticallyreflectonmyownteaching.PartakinginthepeerobservationofteachingexercisesalongsidethePGCGEhashelpedunravelandunpicksomeofthepedagogictheorythatwestudyinclassandthroughassignments.Ithasgivenmetheopportunitytoseehowscholarlyliteraturecanbeappliedinpractice.