Session/artefact to be observed/reviewed: GCD (Graphic Communication & Design) Yr2
Size of student group: 15
Observer: Emilia Netto
Observee: Clare Bannister
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 a one-off session I put forward as part of GCD’s (Graphic Communication & Design) Yr2 Skillz week, which is an annual programme offering students on that course the opportunity to gain new skills outside of their regular curriculum. Each student will have signed up to this workshop. It’s meant to be a fun workshop without too much technicality
How long have you been working with this group and in what capacity?
I have not met this group before, I don’t normally teach on this course.
What are the intended or expected learning outcomes?
The students will be making a ‘mock shop’ using existing assets which I will get them to download at the start of the class. They will need to bring together assets to create a scene with furniture, add textures, then add garments folded and hanging to complete the ‘mock shop’, and then render out some final images.
What are the anticipated outputs (anything students will make/do)?
They will work digitally and produce final rendered images for their portfolio or whatever they like
Are there potential difficulties or specific areas of concern?
Computer literacy particularly using a PC may be of varying degrees.
Using 3D software may be new to them too which takes a while to get used to.
I would like to keep it light and fun but there are still some technical aspects to it. Getting it all done and rendered within the time frame without rushing may be a concern.
How will students be informed of the observation/review?
I will inform them verbally at the start of the class
What would you particularly like feedback on?
I know there are many areas that I need to improve on. I often struggle to maintain the attention of all students and a lot of students need additional help which takes me away from leading the session and it can disrupt the flow – there can be a lot of variation in students learning speeds within one classroom, and would like feedback on how I manage this.
I’d like feedback on the speed at which I deliver the content and if I am trying to squeeze too much into one session.
How will feedback be exchanged?
Verbally after the session if time, otherwise completing this form and discuss over Teams
Part Two
- PP slide was on the large screen before students arrived with class title “Making a Mock Shop” (catchy title) with the tutor’s contacts details (great practice) and a link to download files for the class (good preparation).
- 6 Students arrived before 10am (class start time).
- Instructions were given at 10am to log into computers and which browser to open.
- One student forgot their password, Clare gave clear instructions on how to re-set the password.
- Class starts promptly at 10:07.
- Learning Objectives, mentioned at the start of the session.
- Clare asks students their previous experience with software (great practice).
- There are movable “Pop-up/Stickers” on the screen with some information and a link to download the files needed. Great visual tool.
- An explanation was given on how to unzip a file (good practice).
- Clear step by step instructions are given at a good pace.
- Options, given on how to change the “Gismo” selection tool works. Good for more experienced students as they have options.
- Emphasizes hitting stop a few times changing colour and or texture to render as this crashes the programme. Good use of reiteration to emphasize a key point.
- Encourages, students to play and experiment (great practice).
- Takes breaks from explanation/demonstration often to answer students’ questions/check in/check progress.
- Demonstrates step by step how to make a throw using a new AI tool (this is great) and the throw has puppies on, I’m not sure if this as intentional but students did laugh and enjoy this and seemed very keen to design their own throws.
- Stickers on screen with commands to undo, space bar to drop, etc. Good visual aids.
- Explains positions of objects on the digital 3D space by gesturing and pointing at different spots in the room to demonstrate where the object would be in real life. Good visual tool.
- Break at 11:15.
Feedback on points requested in part one
- The session had a good pace, I didn’t notice the breaks in between demonstrations whilst you were helping students as being disruptive, in fact quite the opposite the other students in the room seemed to be focusing on the commands they just learned. This of course will vary from group to group but in this occasion the time in between demonstrations were productive periods, sometimes silence and space in a class are a positive.
- You applied differentiation well; I noticed in the lesson plan “cushions?” which you did demonstrate, and this was an additional command if there was time. Differentiation has been applied throughout as different things that can be done with one command.
- Digital sessions can be quite tiring, you did mention at around 11:10 that is good to take regular breaks. Could it be worth mentioning this at the start of the class? At the start of the session, you could also offer two different break patterns and ask which one the students would prefer?
- Is there a handout in the file they downloaded with shortcuts for commands? This could be a further aid for students when troubleshooting.
- Are students shown examples of the final outcome? It is worth considering if this would be an additional visual aid for them to better understand what they are aiming to achieve.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
I had never considered that while I am helping others it gives the others time to practice. This is good to know and makes me consider that a slower pace can be a positive thing. I will consider this in the future, and ensure that I am giving plenty of time for practice.
I had the cushions in my lesson plan as an option, as its quite a fun one to do but wasn’t sure if there would be time. Also I do like to mix things up a bit for myself, as doing the same thing over and over becomes so tedious and I am better at engaging with the group when there is some variety involved! Going forward I will think about adding more variety and differentiation within my workshops to keep interesting!
Regarding the breaks, good suggestion so the students know. I have always struggled a bit with communicating much more than the technical content in my sessions, as I feel safe with that. Also good suggestion to give them some options and let them choose.
Regarding the shortcuts, I did have some print-outs to give away, but I need to make some more or think about creating a new one. Thank you for the reminder to do this!
I tend to shy away from showing examples of final outcomes because I don’t want to influence what they create, I’m also self conscious to show to any of my own work, something I’ve always struggled with. But Emilia also suggested when talking through in person that I could just even show a picture or photo of a real shop or examples of interiors for some kind of context, which I agree with.