Planning and teaching for effective learning
Contextual Background
My role encompasses both planning the overall Unit structure as well as devising project briefs, booking HPL’s, and planning technical sessions. I am also expected to plan knowledge exchange activities and develop relationships for potential client briefs.
Evaluation
This year it has been especially challenging to get a balance of the planning and teaching.
We have had a recent change of Pathway Lead, and short staffing on the course, with a question around parity. In a recent survey, students questioned the fact that both Stage 1 and Stage 3 now have joint leadership, while there is only one part-time Stage 2 Lead. This reflects a feeling that there are inconsistencies in pastoral availability. Students have also felt frustration about changes to the schedule, with planning not being communicated well enough in advance.
Moving Forwards
It will be important to get a better balance of planning and delivery, to avoid feelings of overwhelm and allow for effective teaching and learning. Stage 1 is very well planned in advance with a larger amount of HPL input. While the Stage does not deal with the unpredictability of client briefs, HPL’s are leading briefs, this allows more space for pastoral, day to day availability of Stage Leads. Moving forwards, I would like to work more collaboratively on the development of briefs with HPL’s and allow them to lead where appropriate.
‘Live Briefs’ which are an important part of Stage 2 are often confirmed at the last minute. While the unpredictability of industry briefs cannot be altered, students need to understand this changeability through better signposting in the Stage 2 Welcome. I can better control non-client briefs, and a peer advised that I get all the fixed briefs for the coming academic year in place by the previous year end. This may seem obvious! But I have been testing new briefs for the past two years, planning some details as I go, working much more in isolation than I need to. This can leave me feeling overwhelmed, and students can feel frustrated by small changes that occur in scheduling.
I need to make a better resource of my colleagues in the core FCP team. This has already begun to shift, as the Course Leader has been available to offer more support in Stage 2 until more staffing becomes available. I believe there needs to be a stronger sense of holistic planning across years with students’ expectations better managed as they move between Stages.
I hope streamlining and delegating will equip me with skills to reduce overworking. I have also been assigned a coach, Judith Tolley who will be available to support my management skills and Knowledge Exchange activities.