Record of Observation 3

Session/artefact to be observed/reviewed: Fabric Manipulation Workshop

Size of student group: 8

Observer: Chris Rowell

Observee: Bethany Collins

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 workshop is a fabric manipulation workshop which aims to further student’s skills in techniques such as creating ruffles, and manipulating tucks, folds and pleats. The students will also gain knowledge of how these techniques are used within fashion and interiors.

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

1.5 years, since their first domestic stitch induction in BA1. I have taught them how to operate stitch specific machinery in the workshop as well as a variety of stitch related processes.

What are the intended or expected learning outcomes?

To enhance understandings of fabric manipulation techniques and how they are used in industry (Knowledge)

Develop analytical and critical skills- apply reflection to development and application of techniques. (Process)

To contribute to collaborative discussion regarding application and development of techniques with peers. (Communication)

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

Demonstrate ability to replicate demonstrated techniques and start to translate the techniques into samples relevant to their projects.

Are there potential difficulties or specific areas of concern?

This is a workshop I have only done once before, my main concern is generally engaging the students and getting them to experiment and play around with the techniques that I will present and demonstrate to them.

How will students be informed of the observation/review?

Via email

What would you particularly like feedback on?

Communication of techniques- is the wording/ way I describe the process clear?

Structure of workshop

Does it feel engaging?

Am I aware/ attentive to students who are struggling? How to balance giving support to those who need it whilst also making sure the others aren’t bored and waiting.

How will feedback be exchanged?

Written feedback and discussion

Part Two

Observer to note down observations, suggestions and questions:

Came into the lesson at 10.30

This observation is really just a ‘snapshot’ of the class you are teaching but I could already see that you had already established good learning environment. Students looked fully engaged and on task (8 students) when I started my observation.It was great to see you get up and help one of the students as I was settling in.

Really great use of the camera and the projector. I was a little bit difficult to see the stitching but maybe at that was because of where I was stinging.

Your demo of the stitching was excellent – clear instructions on how to set up the machine – I like the way you were constantly talking and explaining what you doing – “pulling the bobbin thread, “make sure your gentle” etc

Great to see you get up and walk round the class checking that they were all on task…and then helping one of the students who had the wrong settings on their machine.

Feedback: I think you could introduce some feedback at this particular time: Give examples of some common mistakes or maybe you could ask the students to share their examples – good and bad! This might be a good opportunity for them to ask further questions or discuss the task in a little more detail.

You had a really useful discussion with one of the students towards the end of the observation where things were going a little bit wrong ….It tended to be a 121 discussion (although a couple of students were listening) I think those types of discussions would be quite useful for everyone to listen into – they could really because they were too busy working on their own task – I think you could stop the whole class at these points and get them to all look at what you are doing.

Extension activities: It seemed like there were quite different levels of ability in the classroom. Maybe you need to start with some ‘extension’ activities when you give the explanation and instructions. There was one particular (next to me) that you had to spend more time on than the others – some of the others seemed to have got it straight away – maybe you could set them a second task eg. “Once you done the first task I want you to do this….”

Again very clear instructions on how to fit the ‘ruffler foot’ to the sewing machine….you were good at getting them to stop and concentrate on what you were doing …

Using the camera: it was very bright lighting so students couldn’t really see what you doing – I was a good idea to change the colour of the thread but this didn’t really work – I think you can check the settings on the camera – hove a look at the camera settings or get some help from another lecturer or from the digital learning team at Chelsea. Using the camera well in this type of lesson has so much potential e.g. some of the camera can actually record what you are doing – these can be used as great learning resource.

I really liked how you had created the samples and allowed the students to touch and feel them…I wonder if it would be useful to show some pictures of garments and real life examples of how these techniques are used on real garments? Or is that something you have done already?

Overall Beth a really good workshop- students were really engaged and I think they had the confidence to play around and experiment with different techniques which was your primary objective of the session – well done!

Part Three

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

Feedback:

I think you could introduce some feedback at this particular time: Give examples of some common mistakes or maybe you could ask the students to share their examples – good and bad! This might be a good opportunity for them to ask further questions or discuss the task in a little more detail.

I agree that this would be a good opportunity for feedback and for students to see each other’s experiments, and perhaps would be a good time to discuss what they liked about the technique and why they think their sample is good or bad.

I think that by addressing all the students at the same time when someone might have got the wrong settings on the machine that it could be more time effective as it may prevent me from repeating as I go round individually. I would have to go back to the demo machines and show on screen how to address the issue the student was having and then come back to the student and ensure they understood how to resolve the problem/change the setting.

Extension activities:

It seemed like there were quite different levels of ability in the classroom. Maybe you need to start with some ‘extension’ activities when you give the explanation and instructions. There was one particular (next to me) that you had to spend more time on than the others – some of the others seemed to have got it straight away – maybe you could set them a second task eg. “Once you done the first task I want you to do this….”

Again very clear instructions on how to fit the ‘ruffler foot’ to the sewing machine….you were good at getting them to stop and concentrate on what you were doing …

I will work towards implementing this suggestion as it’s important to make sure all the students are engaged in the workshop and don’t lose interest due to having to wait for further instruction.

Using the camera:

it was very bright lighting so students couldn’t really see what you doing – I was a good idea to change the colour of the thread but this didn’t really work – I think you can check the settings on the camera – hove a look at the camera settings or get some help from another lecturer or from the digital learning team at Chelsea. Using the camera well in this type of lesson has so much potential e.g. some of the camera can actually record what you are doing – these can be used as great learning resource.

After the session I edited the camera settings to achieve a clearer image. I checked image quality from the students perspective. This should have been checked prior to the session. I will practice with this more so that I am confident with altering the settings if needed during workshops.

I want to create pre-recorded videos for these inductions so that I have more control over the quality of the image and will easily be able to replay parts of the video to reiterate more complex instructions.

This was covered in the workshop but after the observation had ended. I would like to have more diverse examples to show within the presentation so will look at improving this for the next time I run this workshop.