Session/artefact to be observed/reviewed:

Size of student group:

Observer: Beth Collins

Observee: Nick Dunn

 

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 session sits within the BA (Hons) Textile Design Curriculum for Year 2. Unit 7, Professional Communication (20 credits). The session is timetabled with the title Show &Tell. The session is programmed to discuss your U7 work in progress to a group of Y2 student peers from across textiles specialisms as well as myself and my fellow academic Claire Anderson..

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

I have been working with this current cohort of BATDY2 students for six months as their Year 2 Leader / Senior Lecturer

What are the intended or expected learning outcomes?

The idea is to get students to develop more confidence in communicating ideas in a professional manner. Also, in turn, to get students adapted to giving encouraging, constructive feedback to each other, exchanging knowledge on new possible research paths and material exploration opportunities.

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

The output quality of the session relies a lot on the groups participation and willingness to communicate with each other, sharing work in progress. 

Are there potential difficulties or specific areas of concern?

The potential difficulties of Show & Tell sessions is that students are not willing to share or give comment.

How will students be informed of the observation/review?

I will let students know about the observation at the beginning of the session.

What would you particularly like feedback on?

Feedback/ideas on how to improve the structure of the session in order to promote more communication / Knowledge exchange amongst the students.

How will feedback be exchanged?

Verbally or written..

Part Two

Observer to note down observations, suggestions and questions:

The feedback that you were giving students was really valuable and it was clear that they were receptive and grateful for your feedback. You recentred the focus of the session, reiterating that the purpose was for them to give feedback to each other and when students weren’t vocal you asked the students if they agreed with your feedback.

To get students more engaged with the session I think the layout of the tables could be a simple option for making a difference. Potentially a smaller table in a square formation or even if a room where available to book out with a round table, this could make the session feel more inclusive. When you’re sat on the end it can be a struggle to hear someone on the opposite end of the table.

Some students were on their phones and laptops (I assume they were still preparing for their turn to present), I think to prevent this it would be good to address it prior to the workshop and communicate that students need to come prepared so that they don’t miss out by lack of collaboration or feedback from their peers.  I’m not sure what was communicated prior but think an emphasis on this may be needed.

Perhaps offer students some guidelines for structuring their presentation prior to the workshop, making sure that they allow for a little quiet time when handing out samples (particularly when they have a lot to show) this could help with students being distracted from listening to the presentation when looking at samples, hopefully meaning they will then be able to better reflect and offer more feedback. This could also help to manage discussions happening between pairs whilst someone is presenting, if a structure/ time is given for when discussion takes place.

providing multiple options for engagement

• Question prompts- (idea taken from someone in the Wednesday group from PGCERT) put question prompts in a bag and ask students who can’t think of any questions/ feedback to pick out of the bag.
• Alternatively, those who aren’t confident enough to vocally give feedback could be given the option to write on post it notes.
• Could use an interactive screen/ monitor with something like a Miro board that includes a brief description of the student’s project and images of their sketchbook/ work. You could then include colour coded virtual post it notes for students to leave feedback on. You could also start off the feedback on the post it notes with prompts for them to fill out such as ‘Love this because…’ and ‘This reminds me of…’ etc.

I think using a visualiser to project the student’s samples and sketchbook pages onto a screen would be helpful so that everyone can see what the presenter is talking about. I think students using their small laptop screens or holding up a sketchbook page can mean that a lot of people don’t have enough information to confidently discuss or offer feedback.

You were empathetic to a student who didn’t want to share, saying ‘I’m not going to force you’. The student was quite open in expressing that they were feeling exhausted by the workload. You gave encouraging feedback to make them feel reassured that it’s okay to feel that way and you emphasized the importance of rest. You told them that it was good that they were there and showed a level of maturity and generally handled the situation delicately without saying too much Infront of other students.

The same student also expressed that they were feeling somewhat disappointed with their grades. You responded letting the student know that feedback should indicate some sort of instruction for how to improve grades. I felt that you responded in a way that didn’t shut the student down but allowed them to express themselves and feel heard whilst handling the situation sensitively.

Part Three

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

On reflection I feel that Beth’s feedback is very helpful and informative. Subsequently, going forward there are a number of actions I will look into implementing in order to enhance the Show & Tell sessions.

• Using a visualiser to project the student’s samples and sketchbook pages onto a screen.
• Look into and trial an interactive screen/ monitor with something like a Miro board that includes a brief description of the student’s project and images of their sketchbook/ work, which could then include colour coded virtual post it notes for students to leave feedback on. I have hesitancy with this suggestion because it may take away from the ‘informal flow’ of knowledge exchange when students and me as an academic is giving feedback but I could be wrong.
• Put question prompts in a bag and ask students who can’t think of any questions/ feedback to pick out of the bag.
• Alternatively, those who aren’t confident enough to vocally give feedback could be given the option to write on post it notes.
• Offer students some guidelines for structuring their presentation prior to the workshop, making sure that they allow for a little quiet time when handing out samples (particularly when they have a lot to show) this could help with students being distracted from listening to the presentation when looking at samples, hopefully meaning they will then be able to better reflect and offer more feedback. I do offer students guidelines in terms of what they need to bring in by email, but I agree this could be done with more structure giving them a PDF and maybe also a guidance in terms of time, 10mins maximum and so on.
• The layout of the tables could be a simple option for making a difference. Potentially a smaller table in a square formation or even if a room where available to book out with a round table, this could make the session feel more inclusive. When you’re sat on the end it can be a struggle to hear someone on the opposite end of the table. I agree with this suggestion and will play around with room layout to try to promote a more inclusive layout.

 

Session/artefact to be observed/reviewed: Advanced Juki Workshop

Size of student group: 6

Observer: Nicholas Dunn

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 an Advanced Juki workshop- aims to further student’s skills in free motion embroidery following on from their initial Juki/Irish induction in October 2023. They will learn a range of techniques that they can employ within their practice and gain knowledge of how these techniques are used within an industry setting.

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 Juki/Irish embroidery techniques and how they are used in industry as well as an awareness of specialist materials (Knowledge)

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

To contribute to collaborative discussion regarding material qualities and application 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?

Layout- The layout of the Juki area doesn’t feel as interactive and inclusive as the domestic machine set up.

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?

Relevance to current Unit

Structure of workshop

How will feedback be exchanged?

Written feedback and discussion

Part Two

Observer to note down observations, suggestions and questions:

• Started with a thorough H&S recap, tie hair back, no open toe footwear ext, asked if they had any questions at this point.
• Beth asked how confident students were on the machine at the beginning to work out the group confidence levels which I thought was very prudent before she approached them once they began practicing.
• She then recapped on the Juki machine getting the students familiar with it again.
• She pointed out the instruction cards next to the machines.
• With the aid of video av equipment Beth gave a demonstration of how to thread the Juki machine. Very clear delivery of verbal step-by-step instructions.
• After this Beth instructed students to thread their own machines going around the workshop supporting the students in the process.
• Advised students to take a picture of the completed threaded machines for reference
• Beth then demonstrated how to begin stitching
• Beth reassured students that they can always revisit the techniques demonstrated explaining there’s no pressure, it’s just practice.
• Assisted students while they practiced stitching on the Juki.
• Beth also showed examples of different techniques they could achieve on the Juki.

Summarry:

I thought it was a very clearly communicated, thorough session where all students seemed focused and engaged with Beth and what was being presented and demonstrated.

Suggestions

The only suggestion I would be the following:

• During the time you were individually going around assisting students while practicing stitching on the Juki, you could’ve asked students individually what their initial thoughts were about the U7 brief.
• During the time when showed examples of embroidery techniques there could be a link to maybe an open group conversation to students on there intitial thoughts on linking their stitch specialism to the suggested outcome for their U7 project.

Part Three

During the time when showed examples of embroidery techniques there could be a link to maybe an open group conversation to students on their initial thoughts on linking their stitch specialism to the suggested outcome for their U7 project.

When showing students the samples I highlighted the different techniques used to create them. One sample was in a reference to a technique I was teaching them during that workshop using Padloft foam to create 3d ‘puffy’ raised embroidery. I told the students that it was the same technique that they may have seen used in embroidered baseball caps (New York Yankees etc).

_{3d ‘puffy’ raised embroidery samples}

This would be a great time to open up the discussion to how these techniques may remind the students of something or someone (perhaps to a potential muse specific to their Unit 7 project) or how the different stitch directions used to fill two of the sample motifs visually give two different effects but also may suggest different moods or feelings. For example, the stitches in one motif fill the space in a continuous and fluid manner which is reminiscent of silk shading also known as needle painting and may evoke a more delicate, organic feel as opposed to the satin stitch sample stitched in two contrasting directions.

 I think giving the students space to investigate the samples and perhaps discuss with each other what each sample or technique evokes for them, maybe asking them to say or make note of singular words that come to mind would help them begin to think more about what their approach will be when using the machines and exploring stitch effects to be relevant to their project focus.

I also think showing examples from other industry embroiderers and studios who specialize in Irish and Juki free motion embroidery, specifically examples for costumes for theatre, music artists, and other performing arts would allow students to investigate how the design decisions made relate to the respective muses (clients).

 

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.

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.

• 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.

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?

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.