Introduction & Background
I assess learning and exchange feedback in three contexts: in the workshop during supervised studio hours, during timetabled technical consultations and taught sessions. Within these contexts I am limited to assessing and giving formative feedback verbally, often one to one.
Evaluation
The main challenge in these contexts is that students sometimes simply follow the advice/instructions without understanding why these were given in the firsts place. This means that the way in which I give information and feedback sometimes does not encourage the students to problem solve and develop their critical thinking. I want to best support students to ask the “why?…what?…how?” questions “which aid deeper thinking and reflection” (Race, Brown and Smith, 2005,p. 150). I believe a solution to this is a two-pronged approach in which I embed further questions into my teaching to better enable self-directed learning.
Moving Forward
Asking further questions: This method helps students further reflect on their experience of making and their work. Race, Brown and Smith suggested that further questions are often in a cluster (2005, p.150). These are open ended questions which lead to further reflection. Some examples are “what worked least well?”, leading to “What have I learned from that?” to “What do I plan on doing it differently in future?” (Race, Brown and Smith, 2005, p. 151). Going forward I will endeavour to include these cluster questions in all contexts in which I assess and give feedback. For example, asking the class why we are following these stages to reach the outcome, i.e. why are we piercing this section first? My aim is that these questions will lead to more successful self-directed learning.
Self-Directed Learning: Lars Lindström states that “self-directed craft forces the student to think for himself, to learn self-reliance instead of merely following directions and so on” (2012, p.174). I agree with this statement, which is why I am currently embedding further questions in my practice in all three contexts mentioned above. I am also working on a handout that contains further questions which relate to the design and making process which I will give to students. For example, in a consultation when a drawing is presented that does not show how the jewellery piece connects, I will guide the student to the cluster of questions that starts with; How does it connect? What materials is it made of? From previous experience how do these materials connect? Have these connections been successful? If not, why? They can initially use the handout to support self-directed problem solving, in time they will no longer need to refer to it as they will have established the habit of asking further questions when designing and thus further developing their critical thinking.
Conclusion
I believe the conjunction of both approaches above will help me best support students. I do hope that in time this is successful, and students can apply their critical thinking skills to their work with more ease and in turn build their knowledge base of materials and techniques.
References
Knowles, M.S. (1975) Self-directed learning: A guide for learners and teachers. New York: Cambridge, The Adult Education Co., c1975.
Lindström, L. (2012) ‘Aesthetic learning about, in, with and through the arts: A curriculum study’, International Journal of Art & Design Education, 31(2), pp. 166–179. doi:10.1111/j.1476-8070.2012.01737.x.
Smith, B. (Brenda M.), Race, P. and Brown, S., 1950 Feb 1- (2005) 500 tips on assessment. 2nd ed. London; New York: Routledge.