Planning For and Supporting Effective Learning
Contextual Background
The session takes place in D113 at LCC with 28 students from Year 1 Graphic and Media Design BA (Hons). Working with a co-tutor, the student group are sent an email the week before, asking them to complete a research task to be completed in preparation for the session as follows:
- Familiarise yourself with allocated material – sample design practice website
- Create a case study using the template provided
- Devise 3 questions to ask the speaker during the session
During the session, 2 invited guest speakers lead a presentation introducing their design practice and outlining their collective values to the group.
Scenario 1: During the introduction the speakers invite the group to raise their hand if they have heard of or know something about their practice. The students seem shy and unwilling to answer.
Scenario 2: During the presentation, the speakers share 2 design case studies. At mid-point they invite 1 student at a time from the group, to share which case study they found interesting and why:
- 2 (of the more confident) students respond positively and are willing to articulate their observations and thoughts with the group.
- 1 student appears uncomfortable, stating they can’t recall the designs from the presentation.
- 1 student is unwilling to answer, after conferring with a peer they and remain silent.
- 1 student is unwilling to answer and remains silent.
The students have experience of peer-to-peer and tutor feedback, but during this session they seem to be less confident and less willing to actively engage in the session.
Evaluation
After the session, with my co-tutor, I reflect upon the key challenges and identify the need for positive amends to the lesson plan, in order to help further support and develop the students as learners.
Going forwards the session is to be repeated a further 3 times to accommodate the large Year 1 cohort (160 students in total), and so the need to improve the overall learning experience is identified.
Key challenges
- Students won’t always act on instructions e.g. read emails, complete pre-set research tasks.
- Students won’t always arrive prepared for a session.
- Students’ overall understanding of the tasks needs to be checked.
- Students need instruction in how to engage in active learning e.g. note-taking, Q+A.
- Students need to consider their wider positionality e.g. professional opportunities.
Taking into account the above challenges and in line with the case study theme (plan for and support effective learning) I devise an active intervention for the development and improvement of my teaching practice (Fig.1) to raise levels of student participation and greater learning gains (Gibbs).
Moving forwards
As Gibbs states: ‘improving students and what students do is best achieved within the curriculum, within classes, within assignments.‘
In reflection of this statement and adopting empathetic teaching approaches, the session plan is revised accordingly as follows:
Tutor actions
Timings: adjusting session timings to allow 30 mins for in-studio tutor introduction and instruction, so students are prepared before the presentation.
Providing information: introducing the sample design practice website, explaining the case study and session format and checking students fully understand the tasks.
Informing expectations: communicating students need to be actively learning, taking notes during the presentation, forming questions and being prepared to contribute by sharing feedback with the group when invited.
Developing academic skills: undertaking written and visual research, documenting and analysing thoughts and ideas, and applying learnings to their wider practice.
Professional positionality: developing a professional voice and recognising and responding to potential opportunities.
Student actions
- Working in small groups/tables
- Nominating 1 spokesperson per group
- Visiting and reviewing the design website (10 min)
- Completing the case study and draft initial questions (10 min)
The revised session plan is designed to increase student learning gains, through the outlined active interventions, and in light of Gibbs statement: ‘improving students as learners so that they can undertake their studies in more sophisticated and effective ways.‘
Within the context and wider considerations of my undertaking the PgCert, through this case study I wish to evidence active engagement and practical application of my learning gains to date – within a relevant and live pedagogic setting.
Gibbs states: ‘training in how to teach… develops teachers’ understanding of teaching and learning and makes them more ‘learning focussed’ in their decisions about teaching.‘ In light of this statement, is my aim to become more ‘learning focussed’ and to take these ideas forward and continue to develop and embed them into my future practice.
Reference
Gibbs, G. (2014), Maximizing student learning gain