Date: Tue 25 Feb 2025
Time: 16:00-16:30
Location: Online/Teams
Observer: Linda Aloysius
Observee: Kelly Harrison
Session/artefact to be observed/reviewed:
Lesson plan/slides/project brief – in prepartion for studio workshop Mapping Surfaces in the Built Environment, taking place from 10:00-12:00 on Thu 27 Feb (to be observed by PgCert peer between 10:00-11:00).
Size of student group: 40 x year 1 students, BA(Hons) Graphic and Media Design, LCC.
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
- A two hour, tutor-led explorative practice/visual research (drawing) workshop as part of the new GMD1 Unit Design Exploration in Context: Reveal design brief as below:
- Reveal. ‘This brief has been written with several interrelated aims; to explore the relationships and potentials of combining analogue and/or digital design processes and methods to produce a less predictable outcome, experimental in form, but wholly communicative in function. The self-determined outcome is to be informed by early research, testing and project development, and agreed at a mid-stage formative confirmation small group tutorial where the media and processes, and communication aim is agreed by your tutors. A secondary aim of this brief is to act as a practical and conceptual journey of discovery into processes and technologies that sit within the broad sphere of contemporary graphic and media design practice.’
How long have you been working with this group and in what capacity?
- I work with the group as studio tutor and as part of the wider GMD1 staff team on rotation throughout 2024/25.
What are the intended or expected learning outcomes?
- Discovery stage, visual exploration of surfaces in the built environment (offsite around LCC).
- Exploratory practice via visual research, combinatory play, mixed media exploration, testing of combined materials and processes, drawing and mark making skills, combined analogue and digital media.
- Physical outcomes to inform and inspire wider contextual exploration and analysis of surfaces e.g. historical, cultural, materials, manufacture, form and function, location, historical and contemporary mapping systems etc.
- The workshop activity contributes to the overall students’ design development and learning journey in response to the design brief and Unit brief, within the framework of the Los and UAL assessment criteria: Enquiry, Knowledge, Process and Realisation.
What are the anticipated outputs (anything students will make/do)?
- Visual research outputs in the form of:
- 1 x A2 folded automatic sketchbook of (8 x A5) b/w observation drawings mapping surfaces.
- 3 x A3 textural rubbings of found surfaces.
Are there potential difficulties or specific areas of concern?
- Primarily studio logistics, the students will go offsite to do the visual research activity (outside LCC building) so the the following considerations will be actioned upon:
- Effective management of large group size (40 x students) – explore options to create small sub-groups.
- Ensure students fully understand the activity – digital/presentation slides and physical drawing samples shown in the studio as part of the briefing, include allow time for questions during intro briefing presentation.
- Ensure students are safe while off-site – remind students to stay together, remain aware of busy surroundings e.g. people/cyclists/traffic etc.
- Ensuring students manage their time effectively so the activities are completed within the allocated time – suggest they nominate a time-keeper within their small group.
How will students be informed of the observation/review?
- NA in this instance as this Observation is online.
- The session will take place10:00-12:00 on Thu 27 Feb and my PgCert peer will be observing on that day (between 10:00-11:00).
- In advance of the Observation, I have liased with the GMD Year 1 coordinator and also notified my studio/CTS co-tutor.
- I will introduce the Observer to the students at the start of the session, and reassure them the observation is of teaching practice/me and not them.
What would you particularly like feedback on?
General feedback and/or recommendations in advance of the workshop activity taking place on Thu 27 Feb would be appreciated.
How will feedback be exchanged?
Via this written form as supplied.
Thank you.
Part Two
Observer to note down observations, suggestions and questions:
Thank you, Kelly, for sharing your teaching materials, lesson plan and for our discussion about your teaching.
In our recorded meeting, in consultation with you, I suggested the following:
1. Verbally re-frame the session from the outset to place emphasis on team work, making clear to the students that working together and supporting one another is an integral part of the lesson. In other words, the lesson is not only technical but involves an element of collaborative practice which will be useful for them in industry in future. Make clear to the students what you mean by ‘team work’ – give specific examples of behaviours and approaches that you as tutor(s) will be observing.
2. Take a transparent approach as tutor: verbally relate to students that you are aware that any of them gravitate towards their ‘comfort’ groups and that they can work in these groups for the practical task outside of the classroom, but will be re-grouped on their return to the classroom so that they come out of their ‘comfort zone’ and learn to work in diverse groups, as they will most likely have to in industry settings.
3. In relation to the above and other aspects of the session, encourage students to co-teach with you; more outspoken students can be encouraged to help quieter students to articulate and communicate their ideas. Alongside this – as discussed – maintain high levels of ‘verbal rewards’, particularly for quieter students.
4. Ask students to either take turns in timing parts of the session where timing is required or – really this is your suggestion based on our discussion: ask all of the students to all time one another to create a ‘chorus’ of different timers; this emphasises the team element of the task and should also provide moments of fun and momentum.
5. Ensure that you – and any co-tutor – are vigilant about observing where students are working co-operatively together, in diverse groups or pairings. Verbal rewards can be given to the group / pair as and when appropriate. Also, if possible given potential noise levels, the whole group can be alerted to the fact that a smaller group / pair are working extremely well together. In other words, when students are working well, draw attention to this and use this a an example for other students to draw from.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Thank you, Linda for the opportunity to share my lesson plan, teaching materials and for our constructive discussion about my teaching. Your helpful feedback and practical suggestions were very much appreciated.
I place high value on the useful and practical application of my PgCert learning/s into my teaching practice, and I acted promptly and pro-actively on your feedback as follows:
My PgCert peer observed me teaching this session between 10am-12pm on Thu 27 Feb. In advance of the session, I revised my lesson plan (by adding in your feedback) and implemented the recommendations into my teaching practice immediately as below:
- I verbally re-framed the session to place emphasis on team work, I made it clear to the students what I meant by ‘team work’ and gave specific examples of positive behaviours and approaches. I noted students responded positively and were seen working well together: helping each other choose materials, sharing and trying new mark-making methods, and supporting each other to install the pop-up exhibition.
- I took a ‘transparent approach as tutor and verbally encouraged the students to come out of their ‘comfort zone’ and learn to work in diverse groups, as they will most likely have to in industry settings. Students responded positively, and willingly worked in diverse groups during the off-site drawing activity. I noted that they quickly reverted back to their familiar ‘comfort zones’ back in the studio, but I will continue to encourage this way of working going forwards.
- I encouraged students to co-teach with me, suggesting more outspoken students help quieter students to articulate and communicate their ideas, and engage actively in the workshop activities. I maintained high levels of ‘verbal rewards’ during all stages of the workshop; during the slide presentation, off-site drawing activity and pop-up exhibition and tutor peer feedback session back in the studio. This worked particularly well during the tutor peer feedback session/crit. I encouraged the students to support each other while they undertook the ‘chain reaction’ crit method; I invited the students to take control of the crit e.g. a student starts by choosing a favourite drawing, explaining/discussing their choice to/with the group, then inviting the student who had created the drawing to take their turn to choose a favourite drawing to explain/discuss with the group – and so on. This worked well, the studio atmosphere was calm and focussed. Because the ‘chain reaction’ crit creates a random student selection process, this improved inclusivity; a broader range of students participated (spoke) including quieter students, within the supported ‘safe space’.
- I asked students to take it in turns timing during the offsite drawing activity. They responded positively; they all returned back to the studio on time with the drawing tasks completed. Only one student was late back, but this was because they had chosen to work slightly away from their group, had become so immersed in the drawing activity that they had lost track of time, they apologised on their return – having created some very good work.
- I ensured that I (and my co-tutor) were vigilant about observing where students were working co-operatively together, in diverse groupings and pairings. We gave regular verbal rewards when students were working well together during the studio sessions, we also accompanied them offsite for the drawing activity circulating between the groups as they worked, to give verbal rewards. This was successful, there was a happy, busy, convivial atmosphere during the session and the students remained active and engaged.
Overall, I was very pleased with the positive impact of the feedback on my teaching. I explained (prior to the start of the session) to my PgCert peer observer that I had implemented your feedback into the lesson plan, and I appreciated their positive formal feedback to the actions and interventions as part of the observation, and also the generous additional comment as below:
‘The whole session was so good it was hard to find any areas to refine.’
I look forward to continuing to embed and develop these pedagogic methods and approaches into my ongoing practice.
Thank you again.