Peer observations – Observee report

Posted on 18th March 2024 by Lucy Finnegan

Here is a report following observation by my peer during one of my teaching sessions.

Record of Observation or Review of Teaching Practice        

 Session/artefact to be observed/reviewed: BA Fashion Marketing and Content Creation – Monday 11th March 2024 room 427

Size of student group: 48

Observer: Lorraine Wireko-Brobby

Observee:Lucy Finnegan

 
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?

This is the final session before Easter break in a unit called Introduction to Content Creation and Storytelling.  This a unit for 1st years and the aim of the unit is to create a content proposal with storytelling for an allocated brand. There are very limited boundaries. It is a creative, experimental unit as the unit is brand new.  The students have been encouraged to think as freely as possible. 

It is a 10-week unit and the first 5 weeks (We are in week 5) has been about learning the ropes of content creation from an ideation point of view. We have had the unit briefing and introduction to the subjects of content and storytelling. But we have also had weekly industry guests.

This week’s session will be about recapping and refreshing the brief ahead of the break. It will then be focused on me facilitating a guest speaker who is going to conduct a creative session with them.  

How long have you been working with this group and in what capacity?

I am the Course Leader and have been working with this year group since September. We are a brand-new BA course in the business school at LCF. 

What are the intended or expected learning outcomes?

From this session, the aim is for them to take away the following:

-renewed understanding of what is required

– motivation and inspiration to proceed with their project

Understanding of the need for creativity and experimentation

– confidence ahead of their formative assessment

– basic understanding of how to storyboard their ideas

What are the anticipated outputs (anything students will make/do)?

With the industry guest, they will start to work on story boards

Are there potential difficulties or specific areas of concern?

Timings.  We are cramming a lot in and they have formative assessment same day.  The guest speaker also doesn’t know the students so their maybe low engagement

How will students be informed of the observation/review?

I will inform them at the beginning of the class

What would you particularly like feedback on?

Was the brief clear and specific enough or this year group.

Was the session engaging enough in terms of my tone, personality, teaching style

Did I have a rapport/connection with the class? Did I make them feel part of our community?

Ability to cater to size of class with diverse needs

Did I integrate the guest successfully?

How will feedback be exchanged?

Notes via email

Part Two

Observer to note down observations, suggestions and questions:

I was truly inspired and impressed by the delivery of your fashion marketing and content creation session. Your clear articulation, well-paced delivery, and thoughtful tone effectively maintained students’ interest throughout the session. Furthermore, your incorporation of humour added an enjoyable dynamic to the learning experience.

The provided brief was clear and specific, guiding students through the process of identifying issues, exploring gaps, and presenting opportunities for brands, with a focus on storytelling within Fashion Marketing and Content Creation.

I particularly appreciated how you reinforced students’ self-esteem during the session, creating a supportive environment for their learning by utilising physical objects and inviting a relevant industry speaker to provide them with valuable insights. Seamlessly linking it back to the core session on storytelling – direct with structure but still inspiring.

You provided context for the task, walked through it with the students, and then explained the importance of using the 5 W’s and H structure. You connected this back to their assigned projects, emphasising the relevance of this approach for their projects. You also reminded them that this was something they had done before that encouraged participation more as they were familiar with the context, it offered an environment where it felt like they were recapping together as opposed to being tested.

Moving between digital presenting to flipchats and group activities kept it fresh and upbeat. You established a strong rapport with the class because of the frequent interactions.

It was great that you checked in with each table after completing the task, asking them for their feedback. Providing additional context after they all contributed was also beneficial. Addressing students by their names demonstrated their value in the room, acknowledging them not only for their thoughts but also as individuals, rather than grouping them under generic labels like ‘Group 3’ or ‘Table 3’.

The group task, which involved researching the creative directors at their table, proved to have helped students feel more connected to the material and feel like their communities are being recognised inside academia by their reaction to the history and backgrounds of the selected creative directors, Martine Rose and Sean.

I appreciate how you curated the session intentionally to accommodate a specific number of groups. However, I noticed that some students were seated separately from the tables with the flip flops and mini eggs. Perhaps to avoid this in the future, it might be helpful to double-check that all students are seated at the designated tables with props. One suggestion could be to isolate those tables or to place a note on the door reminding students to sit at tables with props. Alternatively, placing a sign on the other tables indicating they are not for seating could help ensure students are seated appropriately.

Finally, there’s an observation regarding students missing valuable points of discussion when they arrive late from comfort breaks. It could be beneficial to perhaps establish a set time for resuming the session to ensure that all students receive an equal amount of information.

Overall, the session was brilliant and so insightful!

Part Three

Observe to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

Thank you for taking the time to observe me and for your comprehensive observation report. It was a privilege to have you in the classroom as I really did value your opinion.

It was great to see that my teaching ‘personality’ was evident and acknowledge and that my efforts to create community and a vibrant atmosphere were met.  You have noted that the delivery and use of different methods and tools created a good pace and upbeat delivery – this is exactly what I wanted to achieve in the short space of time for this session.

You have noted that the introduction of a guest speaker was seamless and relevant which is reassuring to hear. This is something I was anxious about as the guest as nervous and I wanted to ensure that he did not lose the class and that I could create a link between my content and his. 

I was pleased that you felt my visual materials were inclusive and enabled students to feel represented. 

Your point around students missing content due to longer self-managed breaks is extremely interesting and I will take note of this and look at how we can improve this going forward. I completely agree with you and when I reflect back, I realize there are too many ‘self-managed’ breaks that are maybe impacting on their learning.  I will look to set up boundaries going forward – that also considers the large range of neurodiverse learners we have her have attention issues.

Thank you for raising the issue around the distribution of the objects and rewards on the tables. Looking back, I perhaps could have arrived at the classroom much much earlier to prepare the environment more adequately.  Thank you again for this invaluable feedback which I am extremely grateful for

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Peer Observations – Observer report

Posted on 18th March 2024 by Lucy Finnegan

Here is an observational report that was conducting following my observation of a peer during her teaching.

Record of Observation or Review of Teaching Practice  

Session: Introduction to Creative Direction Workshop, with Newham College

Size of student group: 12 Students (16-18 year old – Level 3 students)

Observer: Lucy Finnegan

Observee: Lorraine Brobby

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?

This session serves as a bridge between theoretical knowledge and hands on application, equipping students with the skills and tips necessary to navigate the dynamic landscape of creative industries. It aligns with the broader curriculum objectives introducing the students into collaborative practice and encouraging visual storytelling. 

The idea of this workshop is to make meaningful contributions to their transition into higher education. 

Using magazine publications as a framework, the aim is for students to combine their practical design work and develop that through creative direction. The workshop will involve mixed group discussion of visual analysis, general discussions and smaller group styling and production activities. 

As part of the work I do within the outreach team, the focus is always on helping students figure out their interests and connecting that to undergraduate possibilities and pursuits outside and after higher education. 

How long have you been working with this group and in what capacity?

This will be my first time working with Newham College 

What are the intended or expected learning outcomes?

– Expanding their skillset through visual storytelling, collaboration, styling and production, examples of elements that fall under the umbrella of creative direction. 

– Increase their motivation and engagement with creative education further from their current courses and share knowledge when it comes to roles in the creative industry. 

What are the anticipated outputs (anything students will make/do)?

  • Visual judgement activities: Magazine front cover analysis 
  • Variations of digital look books inspired through allocated publication clients. 

Are there potential difficulties or specific areas of concern?

It’s important for me to acknowledge that there may be potential difficulties through the duration of this workshop. As I am unfamiliar with the needs or personalities of the students some of the teaching methods or topics may require adapting depending on the response. However I will do my best to create a flexible learning environment where everyone can feel comfortable to contribute and welcome open communication throughout our time together. 

Additionally, I was informed that one of the students I will be teaching is deaf and will be accompanied by their interpreter. 

How will students be informed of the observation/review?

I have informed their tutor that will be attending East bank with them however I will explain again to the students at the beginning of the workshop. 

What would you particularly like feedback on?

  • If the concepts are being understood and received. 
  • Any suggestions on how I can make the lesson more interactive and fun
  • Any suggestions on how to support diverse needs
  • Would be useful to gauge the relevance of my references and if the amount of information is digestible /overwhelming or suitable for the age group
  • If the connection I am making between creative possibilities and undergraduate course recommendations is clear and helpful

How will feedback be exchanged?

Written Notes

Part Two

Observer to note down observations, suggestions and questions:

You unpacked the theme of creative direction well and kept your slides quite minimal so not to overload.  Some of the case studies probably needed further unpacking and explanation for the audience.  Some had probably never heard of Jacquemus for example. 

I loved the advice of “finding your creative space” but again I think this could have been simplified for the audience and perhaps the word ‘internship’ could have been explained.  

There were some terms in your delivery and task that just needed more unpacking. Editorial, typography.  

Very clear definition of creative direction

From the time I observed, I feel you had the right level of interaction. You had a inspiring space, were very personable, added music and ensured there were questions and a task quite early on.  

I thought your delivery was inclusive with diverse reference materials and you were mindful of the room size and audience. However my only suggestion would have been an immediate introduction of yourself and your story first as I think that would have made that particular audience feel inspired and comfortable. 

You were the perfect educator for this age group. Your personal story of study at LCF was pitched at the right level and you were a great advocate for the college!  I would suggest perhaps reconsider some of the content in terms of level.  Magazines was a great visual and practical exercise but its not really a world that age group know or work with so perhaps there needed to be some explanation and context as to why.  A mag is considered something old people or the 90s worked with and so maybe the audience needed more background of the importance of them in fashion still. Just to understand why they were looking at magazines.  Before the activity, perhaps warm them up a bit so they are ready for an activity. What you could have done is an example first.  So you do an example like  analysing a cover and then get them to do it.  And get them to understand why they are doing it. I observed a table in front of me who seemed to not really understand what or why they were doing. Your case studies were interesting and diverse but again, perhaps things like collaboration or pop up shop needed more unpacking. 

Yes. I think you were a great advocate for LCF and the CDFF course. I would also say that perhaps don’t highlight the shyness or the silence.  As a teacher, maybe demonstrate comfort in silence.

Part Three

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

Thank you for taking the time to provide feedback on my teaching. I genuinely appreciate the opportunity to reflect and refine my practice.

Your suggestions regarding content adjustment and providing more background into my journey during my time in education could have added more to the sessions and I will certainly integrate that into future sessions.

Looking back I can agree with the fact that some of the studies may be unfamiliar to that student audience, like the ‘Jacquemus’ brand and I could provide a more thorough explanation of the terms that they have yet to experience such as ‘internship’ and perhaps used words like ‘work experience’ to help simplify certain terms and provide clarification. 

I’m glad to hear that the minimalistic approach to slides was effective. I will maintain this approach and the incorporation of music during group and independent activities where it fits as I do believe it can promote a comfortable learning space. 

I understand that magazines may not be a familiar medium for that age group as they tend to move away from print, particularly in today’s digital age. 

I hoped that the focus on the covers helped them think about the creative decisions that go into curating the covers and consider the team needed to execute them. As well as intentionally selecting print publications that featured familiar pop culture icons that they would come across when they are on social media to help them engage more with the print medium. 

Moving forward, I will ensure to offer a brief explanation of why we are engaging with materials like magazines and their continued significance in the fashion industry and provide more purpose behind these activities.

I appreciate your perspective and understand the importance of creating a supportive environment and will not draw attention to the moments of shyness amongst students. I will strive to maintain and encourage the atmosphere and use other ways of responses to help manage the quiet times. Perhaps written responses through the MENTI platform I used during one of the activities or consider ice breakers to get them warmed up first before the main chunk of the session and be more patient with their interactions. 

Again, Thank you for the positive feedback and suggestions.

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Course Reading reflections

Posted on 18th March 2024 by Lucy Finnegan

Wilcocks and Mahon 2023 – Online object based learning activities

Karen Harris 2022 – Embracing the Silence 

Here, I will reflect on two readings from the course that I selected due to their relevance to my teaching delivery and course. 

I was particularly interested to explore research around online object based learning.  Whilst we have moved away from online teaching now, object based learning as a pedagogy is something I would like to embrace further and explore both in digital and physical spaces. 

What I found particularly relevant and interesting was the use of visual analysis tools which was derived from the book  by Gillan Rose ‘Visual Methodologies.’ (2012). The research applies Rose’ frameworks where she ‘suggests a four-staged approach to analysing visual objects in a way that encourages careful consideration of how, when and where those objects are made or consumed. ‘ (Wilcocks and Mahon, 2023) .Students were encouraged to apply this analysis to their object audit which focused on the below reflections:

Whilst the student feedback in the report provided predictable issues around online learning (lack of body language, time zone, languages issues) it appears that students were stimulated by the use of the images but also motivated to use this 4 step analysis.  It appeared to have increased engagement and the main take out was that students suggested they would use the guide in future visual tasks.  

Reflecting on this, I am intrigued to experiment with Rose’s frameworks in the physical classroom to encourage deeper analysis of imagery. 

Leading on from this, I was also intrigued by a report from Karen Harris entitled ‘Embracing the Silence.’  Harris’ report focus centres around her own uni experience, (where she was at university at a similar time to myself) and the demands from a tutor that everyone participate in the class or else.  Harris argues that she may have benefited from a different pedagogy stance and that she may have ‘fared better simply by listening attentively until I’d formulated something worth bringing to the conversation. ‘ (Harris, 2022)

Harris argues that the arrival of the pandemic and the switch to online classrooms has enabled us as teachers embrace silence but also the introverted learners and ‘faceless lurkers’. (Harris, 2022)  It is argued in the report that introverted leaners who need time to conceptualise and reflect before responding, are finally given that safe space with the online classroom, where silence and literal muting and invisibility are the norm and the introverted learners use the chat box. 

My evaluation of this is that Harris argues a very good point and transitioning to an online classroom has enabled us as teachers to listen to more and encourage participation from behind a keyboard – chat boards, creative online tools for example that ask students to draw/comment on the screen anonymously. 

However, what Harris’s report does not take into account is the course and discipline specific classrooms where introversion may not be what is required. For example, in a creative communications degree, such as the one I lead on, the onus is on communication.   Students are studying for a communications degree that leads to employment in extremely pressured environments where collaboration and contribution are what will count.  My argument is that by not encouraging and nurturing classroom participation. I am not adequately preparing my students for the outside world and the industry they so desperately want to enter.  

My course is not linear. There are no exams.  You don’t pass or fail a test.  It is holistic and the learning is so much more then theories and textbook arguments.  In the days of AI and creativity from tech sometimes being easily applied by a machine or an app, our human behaviour is our only card.  Whilst we need to have an inclusive classroom that supports a varied learner and an introverted learner, a course like mine also needs to take into consideration the subject matter.

To conclude, I believe there is some truth in Harris’s suggestion of incorporating some of our online tactics into the classroom with the increased time for reflection and silence in the hope that it can draw out some of the “lurkers” from the background….if we can adapt it to the needs of our discipline. 

In my own teaching, I’m still yet to find the perfect solution for this.  As a teacher, and indeed a student on this pgcert, I’m not someone comfortable with the silent classroom.  I am keen to explore ways to integrate more reflection into the room that then leads onto tasks and activities where all learners feel confident to project and maybe vocally verbalise their feelings.  Even if it is one word – one word from just one of the introverted learners will be a victory.  

References

Embracing the Silence, Karen Harris, 2022

Online Object based Learning Activities, Wilcocks and Mahon, 2023

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Tutorial – Reflection

Posted on 12th March 2024 by Lucy Finnegan

Tutorial reflection

For the purpose of this reflection, I will use the Gibbs’ reflective cycle to discuss my experience engaging with course content, focusing on tutorials.

Description

Following our first workshops and micro teaching, I attended a formative assessment tutorial with my tutor to discuss my blog and approach to the unit so far.

Feelings – As with my first attendance on the course, I was anxious about this meeting. Not due to fear of the work but a fear of not really knowing how to engage as a student myself and to switch roles form my usual role.  I also was unaware of the importance of it.

Evaluation – due to my apprehension and ignorance of this, I didn’t prepare adequately.  I wrote my blogs the night before and didn’t prepare a list of questions for my tutor.  My tutor was extremely personable and engaging and I immediately felt I was wasting the opportunity to learn from them. The formative assessment of my work was relatively positive and there was a suggestion that I wasn’t as behind as I thought. It became glaringly obviously that I was showing traits of bad student behaviour which in itself, became a massive learning.

Analysis – the tutorial immediately enabled me to analyse my own behaviour as a student – and a realisation that I was actually resembling traits of some of my bad students I have taught over the years! I was ill prepared, late, apologising for being behind. Which looking back, now all seem like a defence mechanic.  I feel like I could have used the opportunity more and spent the time being more curious re the course a perhaps prompted for further feedback.  But since the tutorial, I have felt much more inspired by the learning and believed in my own abilities more.

Conclusion/action – to conclude, this midway point formative assessment felt like a light switch coming on. A realisation that I was an able PgCerts student and need to stop hiding behind the defence of “I’m too busy.”  Since the tutorial, I have re-read the unit brief several times and spent more time on the workshops reading and have enjoyed some of the blog writing.  It has become a pivotal point in the unit and course for me and I intend to engage more in the course content as it is my belief that there is some knowledge bubbling away inside me and I may be able to succeed on this course in the future a lot more then I realised.

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Workshop 1&2

Posted on 12th March 2024 by Lucy Finnegan

Workshop 1

The context of higher education

In this post, I will reflect on my first workshop and the themes around the context of higher education. I aim to discuss my emotions, fears, challenges – and key take aways from the sessions and reflect on how I can use the experience to inform my studies and teaching.

Approaching the first workshop around the context of higher education, there was a sense of anxiety and also perhaps dis-interest from myself.  Lack of understanding of what to expect and a fear of not being smart enough was engulfing me.

Whilst discussions around readings and general practise didn’t necessarily engage me to the same levels as others, it was incredibly informative, educational and indeed fascinating to take part in an exercise around historical timelines within government/global actions that have affected and shaped uk higher education.  As a cohort, we were challenged with placing these events in the decades we believed they happened.  It was somewhat intriguing to learn that many of my fellow classmates were indeed much younger than myself and had not experienced very informative times such as the Blair years…

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Personally, I was drawn to 3 key milestones that have dictated everything in the past 20 years in my opinion, that has left us with an extremely lucrative and complex higher education system. I was amazed at how this simple exercise around timelines enabled me to understand the system I was operating in and how those key dates have effected my current classroom. The 3 significant time periods are discussed below where I reflect on their importance.

1990s – introduction of tuition fees.  This is probably one of the most influential decisions that has been made in higher education in recent history.  It can be argued that the good, the bad and ugly of our system has been created by this introduction.  Tuition fees have provided the necessary cash injection to universities allowing for growth and improvements on a national scale.  It is why we all have jobs in universities today.  But there is no such thing as a free lunch….and when money changes hands, the customer comes into the equation.  A student first system has been able to evolve and dictate as they are now the paying customer.

The 2000s – This led me onto the next introduction, which is of the NSS, which was introduced in 2005.  Student voice and the NSS has become something like the beast of Ofsted is in secondary education.  Social media has given a microphone to that voice, where students are able to share and comment the good and bad.  As higher education practitioners, much of our teaching and unit shaping, is now dictated by the dangling fear of the NSS and working towards that higher scoring……sometimes at the expense of other areas.

2010s – Finally, this class activity enabled us all to reflect on Brexit – a hugely significant disrupter in the current higher education landscape.  Cohorts, particularly in London and at UAL, are now rapidly changing.  The days of diverse European voices in our classrooms has given way to the home students…. or the minimal super wealthy international.  Our decline in international fees means university will face budget deficits as we frantically try to claw in the higher paying tuition fees…. but at what expense? 

This was a fascinating exercise and probably the most rewarding from the workshops so far. It has motivated me to want to engage further with the course content and has provided me with confidence to talk with some authority about higher education and my role in it.

How can I apply this learning to my own practise? I feel this exercise has provided me with more context around to cohorts I am working with. It has allowed me to prepare in advance and perhaps adapt learning for future incoming cohorts. I need to be prepared for a different balance of home versus international students and will begin to look at how I can build teaching materials to reflect the ‘new classroom’. I also will continue to use the NSS as a key point in the academic teaching year for us to work towards. It is imperative that student experience and community begins early and is sustained. It is also vital that we are building confidence in our students, empowering them to have a voice and use these opportunities for the greater good.

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Workshop 3& 4 Learning Outcomes

Posted on 29th February 2024 by Lucy Finnegan

For the purpose of this exercise, a set of learning outcomes from a recently taught UAL unit will be critiqued.  In order to prepare, I read the relevant reading from workshop 3/4 ‘Writing Learning Outcomes and Assessment’, Allan Davis 2012. I will utilise findings from this within my critique and evaluation. One specific argument I will explore the structure of learning outcomes within art and design courses . ‘Learning outcomes are often written with an emphasis on convergent rather than divergent thinking processes’ (Davis, 2012) – which often can cause conflict in an arts and design based course where areas like imagination must be considered. This will be the core focus of my reflection and evaluation.

The attainment on the unit in question has been disappointing and there has been a discussion amongst the course team if modifications for the Assessment brief are required – specifically with adaption of the learning outcomes to be considered. The full postmortem of the unit has yet to occur but there are aims to dissect and evaluate why increased low attainment and referrals were happening on this unit. 

For reference, the learning outcomes of the unit and which will be critiqued are here:

The unit is a group work unit where summative is then an individual report.  A fundamental ‘unintended learning outcome’ (Davis, 2012) is in fact collaboration and the art of working together. This is a first-year unit with students who are new and do not know each other.  The learning outcomes in their current form do not signpost to any group collaborative working. It is an unintended outcome but as it is not assed in the marking criteria, students historically and perhaps unintentionally, do not see the collaborative process something they should focus on or work towards. This lack of intended learning outcome is problematic as the student experience is often diluted and effected when the group dynamic breaks down and there is poor collaboration.

The other issue with this set of learning outcomes is the predominantly cognitive approach.  These LOs are for a marketing plan that is delivered within a fashion marketing course and school.  There is an instant assumption from students that an element of creativity and imagination maybe expected from them.  This is not the case when looking at these LOs where students may then see that they are mainly being assessed from a cognitive point of view and there is not requirement for experimentation.  Which seems at odds with a fashion communication-based course.   If we analyse each LO more deeply, we will see that there is a non-divergent approach, which potentially could mean a lack of experimentation or creativity is being explored from students. 

LO 1 focus on cognitive outcomes, requiring students to identify tools and how they are used. This is relatively straight forward and allows students to simply recognise the tools that have been tool and effectively apply the. They can then be assessed on the quantity of tools they recognise but also how the application works. This does provide the necessary foundation for understanding the subject and can probably be easily decoded by the students.  LO2 focuses again on the cognitive thinking around evaluation of the internal and external environment which does effectively provide students with reasonable direction and ensures they become knowledgeable in their subject.

It is LO3 and L4 that potentially could be revaluated to accommodate more divergent thinking.  LO3 is mapped against the marking criteria of ‘Communication’ – and yet it is still requiring students to think cognitively around systems and frameworks and not necessarily clarity in effective communication tools or professional organisation required within the context of this summative assessment.

In conclusion, there are many issues with the learning outcome assessment method. ‘One negative conclusion that can be drawn is that we will end up teaching and assessing only those outcomes that can be easily measured.’ (Davis, 2012) – which is the case with these particular set of LOs. If treated in isolation, they are written and framed within their guidance.  But their focus on cognitive outcomes does not provide students with the necessary skills that should be acquired during this unit.  Unintended outcomes around teamwork – or perhaps and adjustment to an intended outcome on teamwork that could be mapped to process – would benefit the students overall learning.  But would also perhaps unconsciously motivate them to improve their ability to collaborate with each other and therefor increase unit participation and hopefully attainment.

References

Writing Learning Outcomes and Assessment, Allan Davis, 2012

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Case study 1

Posted on 14th February 2024 by Lucy Finnegan

Evidence approaches to respond to diverse student needs. Here , i intend to examine the topic of teaching to neurodivergent students with an emphasis on ADHD.

Background and introduction

As course leader of a brand new course at LCF (BA Fashion Marketing and Content Creation), I am challenged with the a blank page of teaching . No previous cohorts or legacy to work with. I have been teaching at LCF though for 7 years now and the shift in cohort diversity is almost unbelievable My classroom today sums up the post brexit/post pandemic student landscape we find ourselves in in higher education in the UK. Increased home students…..but home students who have barely left home. And some extremely engaged wealthier international students who are here to be pushed and challenged. There are less language barriers then previous years – but there are more social and disability issues then we have ever seen before.

Evaluation

Unit planning around diverse student needs has been limited in terms of congitive and divergenent learning. Units and SOWs have been planned with an aim of an inclusive classroom but this has predominantly focused on diverse materials and reference material. The focus has historically addressed international cohorts with diverse backgrounds as opposed to diverse learning needs. The unit delivery design has also foused on a split between lecture and seminar time to allow for interactive classrooms.

Inclusivity is being achieved from this point of view. We have been highlighting case studies from varying cultures and territories to ensure there is diverse representation in teaching materials. But content and assets for new cohorts with increasing mental health issues has not really been developed. The academic focus on delivering theory and academic writing is causing issues with the growing number of neurodivergent students who may have lost valuable education time in Covid. What I am starting to see, is an increased need for very prescriptive guidance around summative assessment where students with more complex learning struggle to follow weekly delivery and independent study.

Group work has so far been a very difficult process. Students are not willing to collaborate if they do not feel comfortable with their group. This continues to be forced but attendance is dropping heavily during group work units.

Feedback and observations:

  • significant attendance decline during group work
  • lack of note taking or curious questions around assessment
  • good reactions to interesting and controversial debates and visual materials. Debate engages the students if they feel “included:
  • Relevant brand case studies resonate with the various cultures in the classroom
  • Seminars with limited tasks or activity causes apathy in the class.

The priority going forward is to continue with the inclusive content delivery but to now shift focus to the neurodivergent cohorts.

Moving forward

I have been reflecting on my microteaching session to explore the topic of attention disorder in the classroom . I find it incredibly interesting to note my own ADHD…and I do not have the condition! Even as an adult learner in a very engaging space and environment, i struggled to remain focused and interested during some sessions. I felt this was down to me not feeling included in the topic or that the topic was just not of interest to me. This has made me question if it is ever possible to satisfy all learners….

Actions

Seminar delivery – I am planning to adjust my delivery further to include more practical workshops and object based learning to accommodate the ND learners and those who need bite sized chunks of learning and delivery. 15mins sprints with a response – as opposed to longer periods of theory delivery. ‘Games’ and polls are also to be considered to generate further excitement.

Breaks – Self managed breaks. ND learners to be take time out when they are feeling disengaged. There is a plan to announce this strategy at the start of classes.But the ND learners are sometimes the most disruptive in the class and cause some anxiety with our other learners who do not want the delivery to be changed, reduced or interrupted.

Mentors – Sign up tutorials with mentors who also have similar conditions to break down the learning outcomes and requirements and to run mini break out sessions during seminar time.

Group work – Safe space group work. Working towards a soft introduction to this and not rushing the process. Bite size sessions of collaboration together to experience working as a team but in small, managable chunks.

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Microteaching – the good and the bad.

Posted on 14th February 2024 by Lucy Finnegan

On discovering I would be taking part in microteaching, I didn’t feel any anxiety or fear of failure. Crafting a 20min teaching session is a walk in the park compared to 3 hours of seminars for dis-interested students….

Object based teaching is a fascinating pedagogy and it has been argued that ‘Interaction with artefacts deepens students’ learning.’ (Schultz 2012, p.185) – something I am keen to explore more in my classroom. OBL is also something i have utilised before so I was fairly confident in the process. I therefore decided to approach the session as an opportunity to invite the participants into my world and my practice of PR. An industry with much stigma and little understanding. My approach was to use fashion item objects – flip flops – and bring the audience into a ‘content brainstorming ‘ session – challenging them to think fast of stories we can create with our product.

Mind map to plan my session

I felt confident in my topic and I used my usual teaching style. It was a performance – designed to entertain and engage. I wanted to keep people awake and alert and involved in the ‘game’. Ahead of my session, I sketched a mind map to ensure I covered all areas that I wanted to discuss. I followed the map clockwise, ensuring that I spent around 5 minutes on each section. I followed the brief and guidance and decided not to use any laptops, presentations or slides. Opting to delivery in a much more organic way where the conversations literally came from the objects. My teaching was interactive and participants were asked to write down words that came to mind when seeing/touching the flip flops. I was clear that there were no limitations – anything from tangible to non tangible elements that they felt when exploring the objects.

As we began, I felt slightly disorientated by my approach. I began to wonder if I had enough content and if I could rely on my participants to engage how I needed them to to make it work. On reflection, I could have encouraged my participation via creativity or art or making. I relied on discussion, debate, ideas, brainstorming! My feedback was encouraging – good energy and a real whistle stop tour of PR. Although one student felt pressured and did not enjoy the fast paced activity. My interpretation of the feedback was that as a teacher, I was entertaining and created energy. But I also created an environment that was maybe intense and pressured as I challenged others to think on their feet! This is has given me much food for thought in terms of my approach with students new to the subject.

Watching others as a participant was a challenge a chore and also fascinating at the same time. I found myself switching off during some sessions where I simply didn’t enjoy the topic. But that is more the fault of me then the teachers. I also felt some of the teaching was too exclusive. I didn’t feel included in the game as I didn’t understand it which bought back memories of my own disappointing time at university where I didn’t feel smart enough to take part. Or culturally aware enough to enjoy the class. I also found some participants relied on us to write/create in silence which became strangely uncomfortable for me. Do I prefer the chaos of a hectic busy classroom? Maybe. I became motivated and excited when one participant challenged us to come up with ideas on the spot. This felt similar to my session plan and I was comfortable with that challenge.

To evaluate my mircoteaching more effectively, I have applied a SWOT analysis of my session, interpreting my feedback and also my own personal reflections:

My main aim of this course is to improve my plans to always have an inclusive classroom where everyone has something to say. I also was able to witness a variety of OBL methods which has been inspiring and has providing me with ideas around further OBL in my delivery. In conclusion, I think this session opened my eyes more to how that can and can’t be done It has also opened up questions on teaching to broad learners. We can’t please everyone. The challenge is how to hit the middle ground and to use our knowledge to provide content that is accessible to everyone.

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Hi – I’m lucy and am the Course Leader for BA fashion marketing and content creation at LCF. I’m looking forward to working on my PGCERT and learning from others at UAL.

Posted on 14th February 2024 by Lucy Finnegan
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Hello world!

Posted on 14th February 2024 by Lucy Finnegan

Welcome to myblog.arts. This is your first post. Edit or delete it, then start blogging!

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