Record of Observation or Review of Teaching Practice
Session/artefact to be observed/reviewed: Teaching students from various linguistic backgrounds CAD/CAM software, Gerber,Lectra and Optitex
Size of student group: Variable between 5-25
Observer: Lindsay Jordan
Observee: Andrea Marfo
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?
Developing students’ understanding of the software to enable them to digitally pattern cut and simulate the pattern in 3D.
How long have you been working with this group and in what capacity?
I work with different cohorts of students from different courses throughout the academic year. I support them in taught lessons and supervised studio sessions.
What are the intended or expected learning outcomes?
- For students to understand the terminology and language used in relation to software interface and function.
- To pattern cut digitally and simulate garments in 3D by using one of the software.
What are the anticipated outputs (anything students will make/do)?
- To gain knowledge and understanding of the software.
- To produce digital pattern of their garments by using the software.
- To produce 3D simulation of their garments by using the software.
Are there potential difficulties or specific areas of concern?
- I am concerned about the different linguistic backgrounds of my students, and I want to ensure that they do not get confused by the technical terminology that I use while explaining the software functions.
- I am concerned whether the language I use to explain software functions is simple enough. Even if I use simple language, I am still concerned that some students might misunderstand me due to differences in language backgrounds between them and myself.
- After reading the Journals of Wang & Dovchin 2022, I became aware that I may unintentionally contribute to students feeling a sense of not belonging in the lesson. This can happen when I repeat certain phrases or speak at a pace and tone that differs from what they are used to in their language and culture. Even repeating a single word or sentence multiple times can make them feel like I assume they do not understand what I have said, even though that may not be the case. It could simply be the way I am phrasing the word or sentence that causes confusion.
How will students be informed of the observation/review?
N/A
What would you particularly like feedback on?
- The type of language I use and whether it is simple and easy to understand for all students of all various language backgrounds.
How will feedback be exchanged?
Written
Part Two
Observer to note down observations, suggestions and questions:
Waiting for the written observation
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Need the written observation to complete the feedback.
References
Dovchin, S. (2020) ‘Introduction to special issue: linguistic racism’, International Journal of Bilingual Education and Bilingualism,22 (7), pp 773-777.
Wang,C, Dovchin,S. (2022) ‘Why Should I Not Speak My Own Language (Chinese) in Public in America?’: Linguistic Racism, Symbolic Violence, and Resistance, Tesol Quarterly,
Vol 57 (4), pp.1139-1166.