assignment 7 critical evaluation of teaching practice · 2016. 8. 10. · pgche - edu130: teaching...

PGCHE-EDU130:TeachinginPracticeASSIGNMENT7–JoshuaKerley13/06/2016

ASSIGNMENT7

CriticalEvaluationofTeachingPractice

Introduction

Thepeerobservationofteaching(POT)exercisehasprovedtobeaninvaluableexperience.The

opportunitytoreceivefeedbackonmyteachingpracticefromcolleaguesfromavarietyof

backgrounds,disciplinesandexperiencelevelshashighlightedwhatIdowell,butmoreimportantly

howIcanimprovemyteaching(A5,K5,V3).Ithasalsoencouragedmetocriticallyreflectonmy

teachingpractice,andgivenmeanalternativeinsightintotheplanning,deliveryandassessmentof

teachingandlearningactivities(A1,A2,A3).Theopportunitytoobservecolleaguesaswellasbe

observedhasgivenmeareallyvaluablesnapshotintootherteachingcontextsandmademe

considerhowIcouldincorporatealternativeapproachestoteachingwithinmyowndisciplineand

teachingpractice(A5).

Iamgoingtousethisassignmenttosummarisesomeofcommonthemesthatemergedfromthe

POTexercise,andreflectonhowthefeedbackreceivedwillinformfuturedevelopmentswithinmy

teachingpractice(K5,A5).IwouldalsoliketousetheopportunitytoreflectontheprocessofPOT

itself.IfIweretopartakeinfurtherPOTexercises,howmightIdoitdifferently?WouldIbenefit

fromanobserver/observefromadifferentorsimilardiscipline?WouldIchooseadifferentteaching

andlearningactivitytobeobserved?(K5,K6)

Strengths

Themajorityofthestrengthsidentifiedinmyteachingobservationfeedbackformswerecommonto

bothsessions.Itisencouragingfortwocolleaguestoidentifysimilarstrengths;Ifeellikethis

reaffirmsthingsthatIdowellintheclassroom(K5).StrengthsacknowledgedbySarahandDavid

included:

• Deliverystyle–Davidcommented,“relaxedandcleardelivery,goodeyecontactand

assuredstyle,”whilstSarahsaid,“anobviousrapportwiththestudents.”(A2)

• Pace–Sarahsaid,“paceofvoiceanddictationwereexcellent”andDavidspokeof“a

narrativedelivery,whichheldthestudents’attentionforafullhour.”(A2)

• Applicationofpreviousknowledge–Davidcommented,“knewthem[thestudents]welland

theirprogressthroughthecourse,andmadeeverythingapplicablewiththisknowledge”and

SarahsaidI,“consistentlyaskedwhetherthey[thestudents]werefamiliarwithprevious

processes.”(A2,V1)

• Subjectknowledge–BothSarahandDavidcommentedonmydemonstrationofindepth

knowledgeofthesubjectarea.(K2)

InadditiontostrengthsthatweremutuallyidentifiedbyDavidandSarah,theyeachindividually

pickedoutpositiveaspectsoftherespectivesessions,hereareaselectionofcommentsformthe

feedbackforms:

• Sarahcommentedtwiceonhowwellorganisedthesessionwas,pointingtothe

preparednessofthedemonstration,literatureandpriorcommunicationswithstudentsvia

email(A1,A4)

• Davidcomplimentedthe,“veryhandsondelivery,”whichhesaid“iteratedthepracticea

numberoftimestoreinforcethelearning.”(A2,K2)

• Davidcommentedonhow,“thelearningobjectivewaslinkedexceptionallyclearlytoreal

worldusefulnessbothinthecontextofthedegreebutalsointhecontextofprofessional

workbeyondthedegree,whichhelpedmakethecontentveryengaging;thisconcretizing

learningintorealworldapplicationsisverygoodpractice.”(A2,A4,V4)

InsummaryIwouldsuggestthatmostofthesestrengthsfallwithintherealmofteachingcraftor

skill.Organisation,planning,communicationandsubjectknowledgearetransferableprofessional

skillsthatIhavemostlikelydevelopedthroughmyownundergraduateeducationandprevious

employment.Asayoungteacher,fairlyinexperiencedteacherIthinkIleanheavilyonthese

attributes.OverthecourseofthenextpartoftheassignmentIwilladdresssomeofthekeyareas

fordevelopment,drawingonsomekeypedagogictheoriesandscholarlyliterature.

Developmentstoteachingpractice

DavidandSaraharticulatedtheirconstructivefeedbackdifferently,yetIhaveobservedacommon

themeemergingfromtheircomments.Althoughmyteachingislargelyexperiential(Kolb1984),

groundedinpracticaldiscoveryandreflection(A5,K3),mytaughtsessionswilloftenbeginwithlong

periodsofteacherdialoguedelivery;mestoodatthefrontoftheclassroomtalkingatthestudents.

Ramsdendescribesthispracticeas,“teachingastellingortransmission,”(1992:111)(A5)andcould

beconsideredasteacherfocused(BiggsandTang2011)(A5).Davidcommentedonthisdirectly,“In

theopeningsessionJoshdeliveredalotofinformationinthetransmissionmode.”SarahandDavid

suggestedthatduringlongperiodsoftransmissionbaseddeliveryIcould,“engagethestudents

more”andtakeopportunitiestoaskquestions,promotegroupdiscussionsandcheckfor

understanding.Thiswouldbreakuplongperiodsofteacherdialoguewithlearningactivitiesfor

students(A4).

IsawthisstyleofteachinginactionwhenIobservedDavid.Thelessonwasdesignedtoengagethe

studentsinconversationandcriticaldebate.Theteachingandlearningactivitiespromoteddialogue,

anddiscussion.Periodsoftransmissionbaseddeliverywerelimitedtoamaximumofapproximately

fiveminutes,interjectedwithstudentfocusedactivitiesandaudio/visualresources.Inmyopinion

thesessionwasverysuccessful,studentswereinspiredandstimulatedtoengageindebateand

criticaldiscussionaboutthesubjectmatter.Itwasarefreshingexampleofastudent-centredmodel

ofteaching(BiggsandTang2011),withDavidasfacilitator(A5,K3,K5).

WhilstIagreewithwholeheartedlyagreewithDavidandSarah’sfeedback,Imustalsoremember

thatourteachingenvironmentsarequitedifferentandmyteachingmethodsneedtoreflectthe

contextofmydisciplinewithintheacademicprogramme(K2,K3,V4).Drawingonherown

experiencesPeelwarnsagainstmerelyimitatingobservedeffectiveteaching:

Icouldnotwithmyskills,knowledge,personality,classroomandgroupofstudentsrepeator

imitatewhatIhadobserved.(Peel2006:495)(A5,V3)

DavidisanassociatelecturerofCreativeWritingandIamaSeniorTechnicianteachingGlassmaking

techniques.Notonlyareourdisciplinesverydifferentbutthelevelofourrespectiveteaching

practicesdifferswithintheacademichierarchy.AsatechnicianIamresponsiblefordelivering

practicalworkshops,technicaldemonstrations,andoneononetechnicaladviceandsupport(A2).

Ouracademicteamdevelopstudentscreativepractice.Thismademequestionwhetheramore

studentfocusedholisticapproachtotheteachingoftechnicalskillsisappropriate(A4,K2)?During

ourpostobservationdiscussionDavidquestionediftherewasanythingwrongwithtransmission

modeofdelivery,ithasitfaultsbutsometimesitisnecessarytotransmitknowledge.PeterDormer

writesextensivelyoncraftandarguesthattobecomeanexpertinanycraftdisciplineonefirst

needstolearnthebasicrulesoftheprocess:

Whatlinkstheartisanandtheartististheirabilitytocallonabodyofcraftknowledge…one

acceptstherulesandconventionsoftheknowledge…Tolearnacraftistoacquiretherules

thatconstitutethatcraft’spractice.(Dormer1994:41-42)(K2,K3,V3,V4)

Thiswouldsuggestthatstudentsneedabasicleveloftaughtknowledgebeforetheycanlearnanew

skill.EssentiallythesearethelearningobjectivesofthesessionsobservedbySarahandDavid;Iwas

introducingstudentstonewprocesses,teachingthemthe“rules”and“conventions”oftheprocess

(A2,K2).Quiteoftentheserulesincludeessentialheathandsafetyinformation,andcriticalbasic

methodsofmaking.Withthisknowledge,studentsarethenabletoexploreandpracticetheprocess

moreholistically.ThereiswhereIfeelthereisarequirementtotransmitnewknowledge.

However,Iunderstandthatlongperiodsofteacherdialoguecanbetediousanddisengagingfor

students,sohowcouldImakemoreroomforstudentfocusedactivitiesinthesetypesofworkshop,

whilststillrelayingthenecessaryinformation?Ihavewrittenpreviouslyoftheflippedclassroom

model.Ithinktechnicaldemonstrationsandpracticalworkshopswouldbenefitfromthis

pedagogicalconcept(A4,K2,K4,V3).Theteacherdialogueanddemonstrationelementsofmy

teachingcouldtaketheformofinstructionalvideoshostedontheUniversityVLE.Studentswouldbe

directedtoviewthesebeforeataughtsessiongivingmoretimeovertogroupdiscussion,assessing

understanding,practicalactivityandtechnicaldiscoveryduringclass.Studentscanviewthevideos

asmanytimesasneededtoensuretheyunderstandtheinformation,andcanusethevideoslaterin

theirstudiesiftheyrequirearefresher.Ramsdendescribesvideopresentationsas,“technicalfixes”

(1992:112)totransmissiondelivery,howeverinstructionvideosusedintheflippedclassroom

contextallowsteachersto:

Devotetimetohelpingstudentsdevelopsynthesisandexploreapplicationduringclasstime

through:experientialexercises,teamprojects,problemsets,andactivitiesthatpreviously

hadbeenassignedasindependenthomework.(Hill2013)(V3)

Althoughcostlyandtimeconsumingtoimplement,notonlyistherenotablebenefitsforstudents,it

cansavetimefortheteachersandrelievetechnicalstaffoftediousrepetition.

MyExperienceofPOT

MyexperienceofPOThasbeenlargelypositive;IwouldgoasfarassayingIcouldfindlittleorno

faultswiththeprocess.Iamfairlyconfidentthatmyteachingwilldemonstrablyimprovedueto

DavidandSarah’sfeedback(K5,A5),moreoverithasstimulatedmyowncriticalenquiryintomy

teachingpractice.Peelreflects,“itwasthecriticalreflectivethinkingaboutPOTthatdeeplychanged

meandmypractice.”(2006:496).

PartakinginPOThasbeenreallyrewarding,incrediblyinsightfulandbeneficialtomeandmy

teaching.TheobservationexchangewithDavid,alectureofcreativewriting,hasbeenreally

enlightening,howeverSiddiqui’setal.tipnumberoneofPOTis,“choosetheobservercarefully,”

(2007:298)(V3).AsagraduateofCraftsatFalmouth,myprimarylearningexperiencewithinmy

disciplinehascomefromFalmouthUniversity,studyingthesamecurriculumtaughtbyanear

identicalteachingteam.Therefore,ifIweretotakepartinfutureteachingobservations,Ithinkit

wouldbebeneficialtoenterintoanexchangewithtechnicalstaffinothercreativedisciplines,

perhapsatotherinstitutions.Thiswouldprovideanalternativeinsightintoacomparableteaching

context(A5,K5,K6).

Words:1598

References

BIGGS,John.andTANG,Catherine.(2011).Teachingforqualitylearningatuniversity:whatthe

studentdoes.4thed.Maidenhead:McGraw-Hill/SocietyforResearchintoHigherEducation/Open

UniversityPress.

DORMER,Peter.(1994).TheArtoftheMaker.London:ThamesandHudson.

HILL,Charles.(2013).‘TheBenefitsofFlippingYourClassroom’,FacultyFocus.[Blog]August26th.

Availableat:http://www.facultyfocus.com/articles/blended-flipped-learning/the-benefits-of-

flipping-your-classroom/[accessed12thJune2016].

KOLB,David.A.1984.Experientiallearning:experienceasthesourceoflearninganddevelopment.

NewJersey:PrenticeHall.

PEEL,Deborah.(2006).‘PeerObservationasaTransformatoryTool’,TeachinginHigherEducation.

10(4)pp.489-504.

RAMSDEN,Paul.(1992).LearningtoteachinHigherEducation.London:Routledge.

SIDDIQUI,ZarrinSeema,JONAS-DWYER,Diana&CARR,SandraE.(2007).‘Twelvetipsforpeer

observationofteaching’,MedicalTeacher.29(4)pp.297-300.

AdditionalBibliography

GOSLING,David.(2002),‘ModelsofPeerObservationofTeaching’[online].Availableat:

https://www.researchgate.net/publication/267687499_Models_of_Peer_Observation_of_Teaching

[accessed11thJune2016].

KEIG,Larry.(2000).‘FormativePeerReviewofTeaching:AttitudesofFacultyatLiberalArtsColleges

TowardColleagueAssessment’,JournalofPersonnelEvaluationinEducation.14(1)pp.67-87.

SULLIVAN,PeterB.BUCKLE,Alexandra,NICKY,GreggandATKINSON,SarahH.(2012).‘Peer

observationasafacultydevelopmenttool’,BMCMedicalEducation.12(26).

Appendix

Appendix1:Feedback,selfreflectionandlessonplansforteachingobservationbySarahHayes

observingJoshuaKerley

Appendix2:Feedback,selfreflectionandlessonplansforteachingobservationbyDavidDevanny

observingJoshuaKerley

Appendix3:FeedbackandselfreflectionforteachingobservationbyJoshuaKerleyobservingDavid

Devanny

PGCHE-EDU130:TeachinginPracticeASSIGNMENT7–JoshuaKerley13/06/2016Appendix1:Feedback,selfreflectionandlessonplansforteachingobservationbySarahHayesobservingJoshuaKerley

TeachingObservationFeedbackFormSection1:Tobecompletedbytheobserverandobservee

Observer:SarahHayes

Observee:JoshuaKerley

Date:4thNov2015

Course:BA(Hons)ContemporaryCrafts

Year:2

Subjectoflesson:InvestingOrganicObjectsforsmallScaleGlassCasting

LessonPlan:Yes

Numberofstudentsexpectedtoattend:10

Sessionlength:3hours

Actualnumberinattendance:11

Observationtime(mins):45minutes

Activity(ies):e.g.lecture,seminar,tutorial,supervisedstudioorlocationwork,onetoonetuitionWorkshopdemonstrationAimofsessionandintendedlearningoutcomesJanHein’sMethodofInvestingOrganicObjectsforsmallScaleGlassCasting.Buildingonpreviouscastingsessions.

Strengths–observertoidentifyinbulletpoints:e.g.clarityofaims/outcomes,planningandorganisation,methods/approach,deliveryandpace,content(currency,accuracy,relevance,useofexamples,level,matchtostudentsneeds),studentparticipation/achievement,useofaccommodationlearningresourcesYouareanaturalteacher.Thesessionwashighlyorganizedwithahandoutgivenbeforehandandthestudentsbringingalongobjectsthattheywishtouse.Consistentlyaskedwhethertheywerefamiliarwithpreviousprocesses.Exampleswereshownenablingthestudentstoappreciatethequalityanddetailthattheprocessgives.Paceofvoiceanddictionwereexcellent.Anobviousrapourwiththestudents.Reallygooduseofwhiteboard–relevanttosession.Clearlyexplainedthedisplacementcalculations.Youareobviouslyhighlyknowledgeableaboutyoursubject.Areasforsharinggoodpractice(notedareasofexceptionalquality):observertoidentifyareasofgoodpracticetobesharedTheorganizationofthesession/demonstrationwasexcellent,thepacewasgood(seecommentsreengagingthestudentsmore)Furtherdevelopment:observerandobserveetoidentifyfurtheropportunitiesfordevelopmentasappropriateThesearepointsthatIthoughtofduringtheobservedsession.Getthestudentstotakenotesfromthebeginningofthesession–somewere.Ifyouaskthemwhethertheyarefollowingthesessiontakeyourtimeandleavealongergaporensurethattheyallhavetheopportunitytosay‘yes’or‘no’.Engagingthestudentsmore-Whenpassingaroundanexampleitisbettertowaituntiltheyhaveallseenitbeforecontinuingastheywon’tbelisteningtoyouandthisallowsfortheidealopportunitytoaskthemtheirthoughtsontheexampleandmaybediscusstheobjectsthattheyhavebroughtinandtheirappropriateness–thereforeengagingthewholegroupinasmalldiscussion.

(After30minutesofdemonstratingyoucouldaskthestudentstosummarisethesessionsofarsothatyouarehappythattheyhaveallengagedandmostimportantlyunderstoodwhatyouaretellingthem.)Theobservertosummarisethelesson’soverallqualityinrelationtothelearningoutcomes:Ireallyenjoyedthesession,thepracticalaspectwasextremelyclearandwelldemonstrated.Youinvolvedthestudentsinthesessionandtheywereallfullyengaged.Thelatecomersdidnotphaseyouandyoucontinuedwiththedemonstration.

Degreeofdifficulty:pleasetickanyofthefollowingwhichapplyandusethemtomoderateyourcommentsNotes/Comments• Newsubjectorunit�• Newstrategy�• Newgroup�• Environmentalfactors�

Section2–Tobecompletedbythepersonbeingobserved

Reflectiononteaching/peerobservation:Whathaveyoufoundhelpfulabouttheobservationprocess?AcombinationofanxietyandexpectationonmyselftodowellmeantthatIputmoretime/thoughtintoprepthanIpotentiallywoulddonormally.However,thebenefitsofadditionalpreparationwerenoticeable.TheuseofalessonplanensuresIkeepontrackanddonotstrayoffpiste.ItalsoensuredIthoroughlypreparedallmaterialsandresourcesinadvanced,whichallowsmetofocusmoreondelivery.EmailssenttostudentspriortoworkshopissomethingIhavejuststarteddoingandgivesanopportunitytoreinforceanyprepthatisrequiredofthestudents.ThecommentsfromSaraharereallyvalidandIappreciatethatIcouldengagethestudentsmore.IthasmademethinkabouthowIdevelopthetraditionallecturestylepartofademonstrationtobemoreparticipatory.ThecontentIhavetodeliverisoftenveryindepthandtechnical,andgivingthestudentsopportunitiestocontributecouldbreakupwhatisotherwiseafairlyteacherfocuseddelivery.Suggestingthestudentspresentanddiscusstheirobjectsisagreatideaonmanylevels.Itwouldflagupanytechnicaldifficultiesthatthestudentmayencounterduringthemouldmakingprocess.OrdinarilyIhavetheseconversationswithstudentsonaone-on-onebasisafterademo.However,discussingstudents’objectswiththecohortgivestherestofthegroupanopportunitytocontributeideas,promotinggroupdiscussionandcollegialdialogueintroducinghigherlevelcommunicationandteamworkskills.Thetraditionallecturestyledemonstrationsuddenlybecomesmorestudentfocused,engagingandparticipatory.Thegroupconversationandcollegialproblemsolvingexposesthecohorttoagreatervarietyoftechnicalapproachesandsharedknowledge.

Assignmentoneaddressneedsfordevelopmentinthisarea,currentlymyteachingpracticeisveryteacherfocused-Iamveryconcernedwithcontent,deliveryandstyle.However,thisobservationhasreinforcedthatIcoulddevelopmypracticetomakeitmorestudentfocused.IamgoingtomakestudentengagementmoreofaconsiderationwhenplanningfutureTLAs.Anyfurthercommentsaboutthesessionandobservation?N/A

SessionPlanningTemplateCourse/Module:CC201SessionTitle:YanHeinWorkshop–CastingGlassusingOrganicObjectsDate:4/11/2015Aim:TodemonstrateYanHein’smouldmakingprocessandunpick theunderpinning conceptsof thetechnique.Theworkshopwillbuildonbasiclostwaxcastingprocesseslearntinlevel1Outcomes:Bytheendofthesessionparticipantswill:

1. DemonstrateanabilitytomakerefractorymouldstoYanHein’smethod2. Comprehendthecoreprinciplesofthetechnique;layeredmouldmaking,burnoutandcasting3. Heightentheirunderstandingoftheconceptsunderpinningglasscastingandrefractorymouldmaking

processes4. Demonstrateanongoingandheightenedawarenessofhealthandsafetyconsiderationswhenusing

silicabasedingredients5. Calculateaccuratelyamountsofglassusingthespecificgravitymethodofwaterdisplacement6. Considerfutureapplicationsoftheprocessintheirowncreativemakingpractices

Time Content/Activity Resources Notes9.30

Intro,whatarewegoingtobedoingtodayandconcepts

• YanHein’smethodofinvestingorganicobjectsinglass

• Wemakerefractoryglasscastingmouldsdirectlyfromourfruit,vegetc.

• Mouldmixtureisappliedbyhandinthreelayers,eachlayer0.5-1cmthick

• Unlikesteaminginthelostwaxprocess.Themouldsareburntoutat770degreeswith3hoursoak,upsidedowninthekiln

• Benefitsofpre-firingmoulds–nocloudysurface

• Reasoningforuseoforganicobjects-fumes,pollutants

• Objectsthatdowork;fruit,vegetables,wood,naturalfibres,fabrics.

• Largervegetablesmadeneedcuttingupormouldswillrequireadditionalreinforcement

• Register• Samplefruitand

veg• SampleYanHein

cast–branch• SampleYanHein

mould-cauliflower• Burnoutkilnfiring

schedule• Whiteboardwith

diagramsofburningoutanddiagramofcasting

• Objectsthatdonotwork;rocks/earth,bones

Demonstratewaterdisplacementofobject• Thetallerandthinnerthevessel

thebetter,moreaccuratevolumereadings

• Recordriseinwaterlevelonwhiteboard

• Brieflyexplainspecificgravity–ameasureofdensityforeverymlofwaterdisplacedweneed3.5gofleadcastingcrystaltofillthespace.Thereforewaterdisplacement(ml)x3.5=weightofleadcastingcrystal

• Doanexamplecalculationwithyourobjectandwaterdisplacement

• Thewaterdisplacementwillinformthesizeofthereservoiryouneedtobuild

• Avarietyofjugscontainersprefilledwithwater

• Waterdisplacementcalculationswrittenuponthewhiteboardforleadcastingcrystalandnon-leadcrystal

• Preformwaterdisplacementofchosenobjectandprepareenoughglass

9.50 Demonstratemouldset-up• Whirler–forbetteraccesstoall

sidesofmould• Baseboard,anysizeaswearenot

cottling• Clayreservoir,largeenoughforthe

amountofglassrequired• Discussfeedsandconsiderationof

wheretheywillbeonyourobject• Useofmodellingwaxtobuild

feeds,securedwithcocktailsticks• Vaselinereservoir,easytoremove,

avoidsclaycontactwithmould–claywillbisqueandfusetoglass

• Useskewers/cocktailsticksforairventing–showadiagramofventingandairpocketsonthewhiteboard

• Usehairsprayonyourobjecttohelpthemouldmixclingtothesurface

• Drawalineonthebaseboard/usecaliperstoshowthicknessofmould

• Prepare,whirlerareservoirandbaseboardforsampleobject

• Modellingwax• Cocktailsticks• Diagramof

ventingduringcasting,usepreviousdiagram

• Calipers• Pencil

Mouldmixture• Measuredbyvolume,2parts

quartz,2partsfinecastingplaster,1partgrog–showexamplecupsofeach

• Preparecupsof

plaster,quartzandgrog

• Whatisgrog?• Explainconstituentparts;plasteris

yourbinder,quartz–refractory,grogstrengthener

• Experimentwithdifferentmixturesaslongastheyhaveeachoftheelements

• Drymix,showreadymixeddrymix• Adddryingredientstowateruntil

islandforms–showdiagram

• Writeratiosofdrymixtureontheboard

• Diagramofislandforminginwater

10.15 Applyingmouldmixture• Brush,flick,spread,pourmould

mixtureontosurfaceuptoamaximumof0.5-1cmthick

• Demonstrateapplication,askavolunteerortwotohelp

• Cleanoutbowl/brush• Allowplastertocure(15-20mins)

inbetweenlayers• Dependingontimekeeping

demonstratelayerstwoandthree.Ifwearebehindscheduletakecoffeebreakandstudentscanstartafterbreak

• Brush,mixingsticks

Aftercoffeebreak

• Loanoutwhirlersandrecord• Signinductionrecordsheets• Explainremovingclayreservoir–

mouldshouldbereallyclean• Setstudentsoffhavingagoand

supervise

PreparefornextweekAdminnotes:Resources,materialsandtools

• Register• Inductionsignoffsheets–prefilledoutonmypart• Whirlerloanoutsheet• Handoutsx5• Premixeddryingredients• Sparegrog• 10whirlers• Afewoldbrushes• Cocktailsticks,Vaseline• Modellingwax• Bagofclay• Hairspray• Whiteboardandpens

• Pencil• Calipers• Baseboard• Castglassexample–branch,Lizzy’sbandage• Burntoutmouldexample• Prepreparedbaseboardfeedandreservoir• Demonstrationobject• Mixingsticks

Absences:Reflectionsandfollow-up:

• Howcouldyouuseorganicobjectsinamoreinterestingnovelway?Vegetablecarvingetc.

PGCHE-EDU130:TeachinginPracticeASSIGNMENT7–JoshuaKerley13/06/2016Appendix2:Feedback,selfreflectionandlessonplansforteachingobservationbyDavidDevannyobservingJoshuaKerley

TeachingObservationFeedbackFormSection1:Tobecompletedbytheobserverandobservee.

Observer:DavidDevanny

Observee:JoshKerley

Date:26/02/2016

Course:BA(Hons)ContemporaryCraft

Year:2

Subjectoflesson:KilnProgramming

LessonPlan:Clear&Discussed

Numberofstudentsexpectedtoattend:5

Sessionlength:60minutes

Actualnumberinattendance:3

Observationtime(mins):60minutes

Activity(ies):e.g.lecture,seminar,tutorial,supervisedstudioorlocationwork,onetoonetuitionInstudiopracticaltuitionStrengths–observertoidentifyinbulletpoints:E.g.clarityofaims/outcomes,planningandorganisation,methods/approach,deliveryandpace,content(currency,accuracy,relevance,useofexamples,level,matchtostudentsneeds),studentparticipation/achievement,useofaccommodationlearningresourcesAveryclear,thoroughandsuccessfulsessionwithloadsofstrengths:

- Clearlearningobjectivesidentifiedfromtheoutset- Verygoodrapportwiththestudents,knewthemwellandtheirprogressthroughthecourse,andmade

everythingveryapplicablewiththisknowledge- Relaxedandcleardelivery,goodeyecontactandassuredstyle;anarrativedeliverywhichheldthestudent

attentionforafullhour- Cleardemonstrationofindepthsubjectknowledgedirectlyrelevanttothelearningoutcomes- Verygoodverbalassessmentoflevelandexperience(rightatthestart)- Pointingtoonlinereferenceifstudentswanttorefertoitinmoredetailthanthesession- Clearphysicaldemonstration,veryhandsoninteractivedelivery,whichiteratedthepracticeanumberof

timestoreinforcethelearning- Strongandappropriategraspofhealthandsafetywhichhelpedcreateasafeenvironmentforteaching

andlearning

Areasforimprovement:observerandobserveetoidentifytogetherwaysinwhichthesessionmightbedeveloped- IntheopeningsectionatthewhiteboardJoshdeliveredalotofinformationinthetransmissionmode,

askingonly2or3questionsonthetheory.Giventhatthistheorybithadalreadybeenintroduceditmayhavebeenagoodopportunitytoassessstudentsandforstudentstodemonstratepriorknowledge

- Althoughnotastatedlearningobjectivethisrevisionoftheunderlyingtheorycouldhavebeenformallyincorporatedintothelessonplan,becauseJoshdidcoverthismaterialanywayandaddressedmoreformallyitmighthaveopenedupabitmoreroomfordiscussion

Areasforsharinggoodpractice(notedareasofexceptionalquality):observertoidentifyareasofgoodpracticetobeshared

- Thelearningobjectivewaslinkedexceptionallyclearlytorealworldusefulnessbothinthecontextofthedegree,butalsointhecontextofprofessionalworkbeyondthedegreewhichhelpedmakethecontentveryengaging;thisconcretizinglearningintorealworldapplicationsisverygoodpractice

- JoshsuggestedconsolidatingtechnicalinstructionaldocumentsunderonenewpageontheLearningSpace(VLE)ratherthanthecurrentsysteminwhichthedocumentsareonlystoredonthemodulepages(i.e.categorizedbytheorderofteachingratherthanrelevantthemes).Whilethemanagingofthedigitalresourcesisitselfagoodareaofpractice,whatIfoundparticularlygoodwasinvitingthestudentsintoadialogueabouthowtheirresourcesshouldbemanagedandordered.

Furtherdevelopment:observerandobserveetoidentifyfurtheropportunitiesfordevelopmentasappropriateRefertoabovesectionon‘AreasforImprovement’formoredetailsTheobservertosummarisethelesson’soverallqualityinrelationtothelearningoutcomes:Thesessionwasofaveryhighstandardthroughout,anditwasclearthatthelearningoutcomesweremetinthecaseofallthreestudents,andtheoutcomeswerereinforcedbytheend.Joshhasaverygoodrapportwithhisstudents,andthesessionwasengaging,clearandsuccessful.

Degreeofdifficulty:pleasetickanyofthefollowingwhichapplyandusethemtomoderateyourcommentsNotes/Comments• NewsubjectorunitRThematerialwasnewtothestudents(previouslydoneforthem)• NewstrategySThestrategywasfamiliarandreferredtoalectureonthetopic• NewgroupSThegroupwasnotnew,Joshknewthemwell• EnvironmentalfactorsRItwasanawkwardspacewithanumberofhazards,Joshmanagedthehealthandsafetyaspectsverywell

Section2–Tobecompletedbythepersonbeingobserved

Reflectiononteaching/peerobservation:Whathaveyoufoundhelpfulabouttheobservationprocess?David’scommentsaresimilartothefeedbackreceivedfromSarahfrommyfirstobservation.Ithasreaffirmedareasfordevelopmentwithinmyteachingpractice.Thatistotryandreducetheamountoftransmissionbaseddelivery,orbreakitupwithmorestudentfocusedlearningactivities.Longperiodsofteacherdialogueanddisengagestudents,insteadIfeellikeIcouldpromotedialogueanddiscussionbetweenthestudentsandmyself.ItisalsoencouragingtohavesimilarpositivecommentsfromDavidandSarah.Ithinkthisreiteratesmystrengthsandconfirmsbyteachingabilityinareasincluding;organization,preparation,communicationskills,rapportwithstudents,subjectknowledgeandteachingresources.Anyfurthercommentsaboutthesessionandobservation?Asafairlyyoungandinexperiencedteachertheobservationandfeedbackprocesshasprovedreallyuseful.Butithasalsoencouragedmetocriticallyreflectonmyownteaching.PartakinginthepeerobservationofteachingexercisesalongsidethePGCGEhashelpedunravelandunpicksomeofthepedagogictheorythatwestudyinclassandthroughassignments.Ithasgivenmetheopportunitytoseehowscholarlyliteraturecanbeappliedinpractice.

ContemporaryCraftsLessonPlanDate:25/02/2016 Lesson:GlassKilnProgrammingInductionsLevel:2Duration:1hourGroupSize:2-5Time Task MainActivity Materials&

ResourcesOutcome

09.35 Whatarewedoingtoday?

• Quickrefresheronfiringschedulesforcastandfuse

• Howtousethebasicfunctionsoftwodifferenttypesofkilnprogrammer

• Understandthekeydifferencesbetweenthetwotypesofkilnsandprogrammers(andFusing-StaffordST501)

• Brieflydiscussthevariousstagesanddifferencesbetweencastingandslumping/fusingfiringschedules

• Understandthedifferentfiringconditionsfordifferenttypes/volumesofglassandmoulds

09.40 TypesofKiln • Identifykilnssuitableforcastingglass;

§ 8&9–purposebuiltglasscastingkiln

§ 5–toploadingpotterykiln

§ 1B/1C–ceramicskilnBOTTOMELEMENTS

• Identifykilnssuitedforfusing/slumping

§ Topelements§ Fuseandslumpincasting

kilnsbutnotnecessarilytheotherwayaround

§ FK3,FK6,FK8

09.45 Packingacastingkiln

• Doublelayerofkilnshelveslaidinopposingdirections–gloves

• Silicasand–respirator• Closingakiln–volunteer

§ Dams–gloves§ Catches§ Padlock§ INTERLOCK–don’tforget

Prepareacorrectlypackedcastingkiln(kiln9)

09.50 GafferGlassCastingSchedule

• Dryingcycle–93degreesoak;openvents

• Initialheatto580degree–mouldshifts

• Rapidheattotoptemp;closevents

• Toptempandsoak–glassflow,visualinspection

• Crashcool;openvents• Annealsoak;closevents• Annealcooltostrain• ShowGafferGlassannealing

chart• Coolto200degrees.Kilnoff.• Allowtocooltoroomtemp

beforeopening

WhiteboardandpensGafferfiringcycleBlankfiringschedulesheet

09.55 Programmingacastingkiln

• Switchonkiln• Brieflydemonstratehowto:

§ Usenavigationkeys§ Chooseprogram(program

storingcapabilities)§ Startdelay§ Programastage§ Moveontonextstage§ Understanddisplayicons

• Usevolunteerstoenteranentireprogram

• Demonstratehowtoendandsaveaprogram,andstartthekiln

• SECRETLOCKKEY–holdforonesecond,keylampislitwhencontrolledislocked

ST3300programmermanual

10.05 Additionalfeaturesduringfiring

• Infokeytoaccessprogramno,energyused,currentsetpointtemp,andremainingdwelltime

• Modifyingaprogram• Segment/stageadvanced–up

key• Errormessages

10.10 Packingafusing/slumpingkiln

• Thisisgoingtovarydramaticallydependingonwhatyouareattemptingtodo

• Observeheightcapacityofkilns,considerusingacastingkilnfortallslumps

• Shelfprimer,battwash,thinfireshelfpaper

SamplepieceofthinfireshelfpaperKilnfk6

10.15 Floatglassbasicfusingschedule

• Dryingcycle–93degreesoak;openvents

• Initialheatto580degree–mouldshifts

• Rapidheattotoptemp;closevents

• Toptempandsoak–tack/medium/fullfuseorslump

• Crashcool;openvents• Annealsoak;closevents• Annealcooltostrain• Coolto100/200degrees.Kilnoff.• Allowtocooltoroomtemp

beforeopening

WhiteboardandpensFloatglassfusefiringcycleOvalslumpmouldandsamplesBlankfiringschedulesheet

10.20 Programmingafusing/slumpingkiln

• Switchonkiln• Brieflydemonstratehowto:

§ Navigatemenu§ Chooseprogram(program

storingcapabilities)§ Programastage§ Identifydifferencesto

castingprogrammer(editindividualdigitsandbacktofrontrampandtemp)

§ Moveontonextstage§ Interpretdisplay

• Usevolunteerstoenteranentireprogram

• Demonstratehowtoendandsaveaprogram,andstartthekiln

10.25 Additionalfeaturesduringfiring

• Howtoproceed–kilnbooking,supervisionetc.

• Programno,currentsetpointtemp,andremainingdwelltimewillappearonthescreenoneaftertheother

• Modifyingaprogram• Segment/stageadvanced–up

key• Errormessages

PGCHE-EDU130:TeachinginPracticeASSIGNMENT7–JoshuaKerley13/06/2016Appendix3:FeedbackandselfreflectionforteachingobservationbyJoshuaKerleyobservingDavidDevanny

TeachingObservationFeedbackFormSection1:TobecompletedbytheObserverandObservee

Observer:JoshuaKerley

Observee:DavidDevanny

Date:18/03/2016

Course:CreativeWriting,DigitalGames

Subjectoflesson:WritingasPerformance

LessonPlan:Yes

Numberofstudentsexpectedtoattend:

Sessionlength:3hrs

Actualnumberinattendance:

Observationtime(mins):60mins

Activity(ies):e.g.lecture,seminar,tutorial,supervisedstudioorlocationwork,onetoonetuitionSeminarStrengths–observertoidentifyinbulletpoints:e.g.clarityofaims/outcomes,planningandorganisation,methods/approach,deliveryandpace,content(currency,accuracy,relevance,useofexamples,level,matchtostudentsneeds),studentparticipation/achievement,useofaccommodationlearningresourcesTheseminarwaswellplannedandstructured,withplentyofopportunitiesforstudentengagement.Youhadconsideredthelearningenvironmentbyarrangingthetablesinahorseshoeshapetoencouragedialogue.Theaimsandobjectiveswerecommunicatedclearlytothegroupatthestartofthesession–todefine‘writingasperformance’.Onseveraloccasionsyoureturnedtotheworkingdefinitionthatwaspennedatthebeginningofthelessontoseeifithadchangedduetothevariouslearningactivitiestheclasshadengagedwith.Thisreinforcedthelearningoutcomes,andencouragedthestudentstoapplywhattheyhadlearnt.Youusedagreatvarietyofresources;audio,visual,textandmostimportantlydialogueandconversation.Youdemonstratedanindepthknowledgeofthesubjectmaterialandareobviouslypassionateaboutyourdiscipline.Youencouragedandfacilitatedfreeflowingdialogueanddebatebetweenthestudents,whichattimesbecamequiteanimated–whichisagoodthing!Areasforimprovement:observerandobserveetoidentifytogetherwaysinwhichthesessionmightbedevelopedEarlyinthesessioncontributionsweremadeaselectgroupofstudents,somestudentswerelessengaged.However,theactivitythatrequiredstudentstointerpretandrespondtoapieceofwritten/visualproseencouragedallstudentstocontributeorally.AlsoIunderstandthatlateroninthesession(afterIhadleft)allstudentshadtoperformapre-preparedpieceofwriting.Maybeitjusttookawhileforsomeofmorereservedstudentstobecomeengaged.Areasforsharinggoodpractice(notedareasofexceptionalquality):observertoidentifyareasofgoodpracticetobeshared

PGCHE-EDU130:TeachinginPracticeASSIGNMENT7–JoshuaKerley13/06/2016Appendix3:FeedbackandselfreflectionforteachingobservationbyJoshuaKerleyobservingDavidDevanny

Itwasrefreshingtoobserveteachingandlearningactivitiesthatencouragesomuchconversation,dialogueanddebate.Asteacheroftechnicalskills–Iamnotusetothis.Mypracticeisoftenconfinedtoteachingastrictsetofproceduresorprocessesoftendictatedbyasetofrules.Sessionsareoftencharacterisedbytransmissionbaseddeliveryfollowedbypracticalactivities.YoursessionhasmademeconsiderhowImightengagestudentsinconversationanddialoguewithinmyteachingpractice.Furtherdevelopment:observerandobserveetoidentifyfurtheropportunitiesfordevelopmentasappropriateN/ATheobservertosummarisethelesson’soverallqualityinrelationtothelearningoutcomes:

Degreeofdifficulty:pleasetickanyofthefollowingwhichapplyandusethemtomoderateyourcommentsNotes/Comments• Newsubjectorunit�• Newstrategy�• Newgroup�• Environmentalfactors�

Reflectiononteaching/peerobservation:Whathaveyoufoundhelpfulabouttheobservationprocess?Itwasreallyenlighteningtoobserveteachingwithinacompletedifferentteachingcontextandatadifferentlevel.Asatechnicianmydeliverycanoftenbequiteprescribed,IhavelittleinputinwhatIteachstudents,IonlyhavecontroloverhowIdeliverthecontent.Toobserveanacademicdeliveringaseminarwhichwasrichwithstudentdiscussionwasquiterefreshing.IncontextualizedthefeedbackreceivedonmyteachingfromDavid.Observingthetechniquesusedtostimulatedialoguebetweenstudents,mademethinkabouthowthiscouldbetransferabletomyownpractice.Anyfurthercommentsaboutthesessionandobservation?N/A

assignment 7 critical evaluation of teaching practice · 2016. 8. 10. · pgche - edu130: teaching...

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