Record of Observation or Review of Teaching Practice
Session/artefact to be observed/reviewed: BA Fashion Design and Development Lesson & Demo workshop: Pattern Scanning & Marker Making on Lectra & Nscan Software
Size of student group: 18 Students
Observer: Kira Oliver
Observee: Andrea Marfo
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 is optional to their curriculum, The demo to Nhega scanner and Nscan software is an additional knowledge/Intro session that students have the options to use CAD/CAM software (Lectra and Optitex) / Hardware to enhance their studies and their projects in the future.
How long have you been working with this group and in what capacity?
This will be their second lesson with the Lecturer and me, but I have been working with the course BA Fashion Design and Development (FDD) for 3 years now, so every year I deliver this demo scanning workshop within their lesson with new group year 2 cohort.
What are the intended or expected learning outcomes?
Students will be able to:
- Prepare manual pattern or draping fabric piece to scan, and checking all key information e.g. Grainline, Notches, Cutting information, Drill holes, Darts etc).
- Setting up Nscan software, scan manual pattern to make digital pattern, set up for file type for (Exporting).
- Tidying up patterns on the software (Nscan).
- Opening DXF pattern pieces in Optitex and Lectra and saving them.
What are the anticipated outputs (anything students will make/do)?
N/A
Are there potential difficulties or specific areas of concern?
Taking notes whilst observing the demo, especially when moving from the hardware (Nhega) to software (Nscan). This is due to students finding learning technology overwhelming with all the different moving parts and information given.
Students finding it hard to follow the demo workshop once they have finished their taught lesson.
How will students be informed of the observation/review?
They were verbally told last week and will repeat at the start of the lesson again today.
What would you particularly like feedback on?
Are students able to retain information and explanation giving to them about the software and Hardware?
Students be able to use the Hardware and Software independently after this session. Will they be able to use them confidently?
The language and terminology used to teach/ explain the software and hardware.
How well do I support the lecturer and students during the taught lesson and after the demonstration of the Nhega Scanner and Nscan.
How will feedback be exchanged?
Written and Spoken
Part Two
Observer to note down observations, suggestions, and questions:
First Part of Lesson (supporting other teacher)
- Great unobtrusive support of late individuals while other teacher speaking in a relatable and not harsh manner.
- Takes over the student work on the PC which is required to bring them up to speed with the rest of the class. In this setting it is needed, but in others it could potentially take away from their chance to problems solve for themselves (not to case here but something to be aware of).
- When demonstrating she always explains in clear relatable English – perfect for this setting.
- Clear signs between staff members.
- When supporting individuals, she creates a good rapport between the two of them with jokes and dedication to their work.
- When supporting other tutor, she stands at front just behind other teacher which is great as she can see all student’s computer screens and their faces when they look forward to the teacher and so she can identify when anyone gets stuck and is not in the other teacher’s way.
Second Part of Lesson (Andrea leading a demonstration)
- Before jumping in she checks existing student knowledge so can gear the information well.
- Asks questions and praises existing knowledge which builds students up and increases their confidence and therefore engagement with the subject. She also expands on these points which builds student knowledge.
- Uses objects to demonstrate and show students physically what to do. This increases student interest as it is like ‘watching a film’ something they find more interesting than just listening to the information. IT also helps visual learners retain the information better.
- The information she is trying to impart is very complex and heavy so difficult for students to take in from just watching and listening especially at the end of another session, it may be helpful to use students to demonstrate as well to keep the class more interested than when it is just her.
- Explains file type changing with a lovely simple real-world analogy which students should be able to use to grasp a complex concept easily.
- She repeats important points throughout the demonstration and also has these on a hand-out which is great for supporting the knowledge retention of these particular facts.
- Gives industry examples and therefore context as to how this would be used. By giving real-world examples, it allows students to relate to and understand why this information is important and where they might actually use it in the future.
- Asks questions at the end of the session to gauge student’s understanding and fills in any blanks. Also gives finishing information about how they can take this forward.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Your comments & ideas to follow up:
Thank you, Kira, for your feedback and attending my session. It was a pleasure having you there. Your observations have brought light to the areas I can improve in my teaching practice. I appreciate your suggestions as they are practical and can be implemented to improve my teaching skills.
General things
I will work on involving students in the demonstration so I can keep them more engaged. I want to implement the suggestions made and continue to work on enhancing the student experience, even with the complexities posed by our software and hardware.
I plan to apply these suggestions to each area and create an action plan on how to improve in each of them. I will implement these changes in the coming months.
First Part of Lesson (supporting other teacher)
Thank you for providing feedback. I appreciate your positive comment about my interactions with the students and fellow staff members. I will strive to work on this and be consistent with my approach towards all students and staff members to ensure this enhances the learning experience and environment.
I have taken your feedback on board about taking over the student’s mouse during a lesson to help them catch up. I appreciate you acknowledging that sometimes this is needed in the lesson. This is something I have been conscious of as I do not want to take away the student’s ability to learn by practicing themselves. I am open to exploring alternative ways to support students during lessons without always resorting to taking over their mouse.
Second Part of Lesson (Andrea leading a demonstration)
I acknowledge the positive things you highlighted, such as when I ask students about their existing knowledge. I am pleased to hear that you found it positive when I expanded on their answers to deepen their understanding of the subject matter and the complexities of the software. Additionally, I am glad to hear that my use of real word examples was helpful and that students can feel confident about how they can apply this knowledge in the real world. This is something I am conscious of, as I want students to feel confident that once they leave university, they know to apply this to their businesses, or even give them a better chance of employment.
I completely agree with you when you say that it can be difficult for students to understand this complex topic, especially when it is taught after another session. Based on your feedback, my action plan is to have a discussion with the academic who is doing the taught session. During the discussion, I will ask about the possibility of moving my part of the lesson to the beginning and adding a break between my session and theirs. If that is not feasible, I will discuss the option of adding a break between when their session ends and mine begins.
Further to this, there are sessions when I am not given enough time after the academic taught lesson, due to it running over. This leaves very little time left for the students to practice my demonstration. Your suggestion of using the students as part of my demonstration is a great way to make the most of the limited time available whilst still getting them to practice even when the time is shorter than I would like. Moving forward I will explore more ways of involving students throughout my sessions to make them more interactive and engaging. Thank you for your suggestion.