assignment 7 critical evaluation of teaching practice · 2016. 8. 10. · pgche - edu130: teaching...
TRANSCRIPT
PGCHE-EDU130:TeachinginPracticeASSIGNMENT7–JoshuaKerley13/06/2016
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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)
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• 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
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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
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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.
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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
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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.
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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
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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.
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(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.
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Assignmentoneaddressneedsfordevelopmentinthisarea,currentlymyteachingpracticeisveryteacherfocused-Iamveryconcernedwithcontent,deliveryandstyle.However,thisobservationhasreinforcedthatIcoulddevelopmypracticetomakeitmorestudentfocused.IamgoingtomakestudentengagementmoreofaconsiderationwhenplanningfutureTLAs.Anyfurthercommentsaboutthesessionandobservation?N/A
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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
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• Objectsthatdonotwork;rocks/earth,bones
9.45
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
10.05
Mouldmixture• Measuredbyvolume,2parts
quartz,2partsfinecastingplaster,1partgrog–showexamplecupsofeach
• Preparecupsof
plaster,quartzandgrog
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• 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
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• Pencil• Calipers• Baseboard• Castglassexample–branch,Lizzy’sbandage• Burntoutmouldexample• Prepreparedbaseboardfeedandreservoir• Demonstrationobject• Mixingsticks
Absences:Reflectionsandfollow-up:
• Howcouldyouuseorganicobjectsinamoreinterestingnovelway?Vegetablecarvingetc.
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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.
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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.
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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)
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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
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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
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TeachingObservationFeedbackFormSection1:TobecompletedbytheObserverandObservee
Observer:JoshuaKerley
Observee:DavidDevanny
Date:18/03/2016
Course:CreativeWriting,DigitalGames
Year:
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
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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