Record of Observation or Review of Teaching Practice
Session/artefact to be observed/reviewed: Costume workshop
Size of student group: 2 -15
Observer: Nina Manandhar Observee: Florence Meredith
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?
The second of two practical, supplementary, voluntary costume workshops that BA P:DP Stage 1 students can attend ahead of the realization of their developing performance ideas which will culminate in a performance festival outcome for unit 3
How long have you been working with this group and in what capacity?
I have worked with this cohort since October 2024. Most of the group will have attended costume workshops as part of unit 1 and 2 (basic sewing skills x5, costume styling x1, costume beginnings x1), and used the open access costume studio. Others may only have attended the health and safety induction in October 2023.
What are the intended or expected learning outcomes?
These sessions speak to the LO’s of the wider unit, in particular, LO2:
LO1 Communicate your ideas using appropriate media in a way that facilitates creative working processes.
LO2 Develop and apply creative, critical, and practical skills.
LO3 Developed your knowledge of the subject area to inform your own learning through critical reflection and decision making.
This workshop will build on the previous costume workshop, speaking to the themes of sustainability and climate justice that have been explored in their deign lectures during this unit, and to the unit brief themes of mythology and folklore through reflection and practical skill development.
What are the anticipated outputs (anything students will make/do)?
Discussion and reflection of the last workshop,
To create some experimentational samples of smocking and thermoset pleating techniques.
Are there potential difficulties or specific areas of concern?
Unknown number of attendees, different attendees to the previous workshop, unpredictable and varied technical ability of the group.
How will students be informed of the observation/review?
By email, then reminded verbally on the day.
What would you particularly like feedback on?
The pacing of the session, the clarity of the activities, the choice of group/individual tasks.
How will feedback be exchanged?
Verbally and/or written
Part Two
Observer to note down observations, suggestions and questions:
Session Overview
From the outset, I was struck by your consciousness of the teaching environment, both in terms of both the physical space and any interruptions to it, and how this might impact on the student experience. The set up reminded me of a knitting circle, with you very much amongst the students, teaching in a circle, subtly leading the session from within, together with the, asking, “what shall we do?” There was a keen sense of empathy and attunement to the group throughout, with you noticing who might need extra help and ensuring everyone felt included. You created and facilitated an incredibly welcoming and relaxed teaching environment that was a pleasure to observe.
The Clarity of Activities
You have an ability to share expertise in an unassuming way that allows students to contribute without feeling self-conscious about making mistakes. You were careful to gauge student understanding rather than tell them things, which encouraged students to share their knowledge. For example, “Would you explain it to everyone?,” “I’m interested to hear how you might understand it?”
You used personal anecdotes to increase relatability during the technical learning process, “I was told I was lazy once a tailor.” This diffused any thoughts the students might have about being corrected, judged, but also affirmed your industry background.
When students found a task difficult, you had an ability to connect in an encouraging way before directing. When a student said, “Sorry I’m really confused” you replied, “It is confusing, isn’t it? Can you try this?”
The Pacing of the Session
In terms of the structure of activities, I thought beginning with the visual, non-technical exercise was a wonderful way of opening up conversation around the project themes, it was tactile and engaging.
The first of part of technical activity was more challenging for the students than you had anticipated. Perhaps you sped up the activity for time management reasons? But this jump meant they missed a necessary step in the learning journey. Bearing in mind that the skills were mixed, running them through it fully might be more productive next time.
There was a sense of you keeping time and pace, you didn’t seem thrown off by students arriving early or late and responded calmly. You did lots of checking in, and communicating about what you were doing, “I’ll come and walk round the room.” to ensure everyone was keeping up. You also repeatedly helped connect the learnings from other sessions to the activities in hand.
The choice of individual and group tasks
There was a very well-balanced mix of individual and group tasks, with the session working up to more individually focussed tasks after you had created a sense of collective mission through group discussion exercises.
As fellow tutors, we know how much work has gone into the structuring of activities, into the steering and considering of others, the activity prep, but you made it seem effortless, through the combination of the through the scaffolding you had put into place, and your sense of presence.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
In delivering this brand new workshop (the second of two parts) I was feeling apprehensive and a little overwhelmed. I had had very little contact with these students in the past term, and had some idea of their lack of engagement with the unit so far. Although anticipating Nina’s presence added to my apprehension, I am also very grateful for her positive and insightful feedback, which I will be able to meaningfully use in the future delivery of this, and similar sessions.
It was interesting to note in Nina’s feedback that I (unconsciously) used ‘we’ often, and personal anecdotes. Although my relaxed manner can positively feed into the dramatic friendships I have with these students, I am aware that it can also be at the expense of focus within a session such as this – something I felt acutely aware of on the day. I was encouraged by Nina’s comments around my deliberate threading of ideas together and connecting of this session to the academic unit. Despite this, I did find the lack of engagement these students had with the overarching unit made the linking-up process more challenging.
It would perhaps be better in future, on reflecting upon the strengths highlighted by Nina, to use my calm-seeming demeanor and relaxed approach to allow deviation from the planned structure of the session. In my experience, a quick return making process inspires engagement and energy. However, I think in part because of feeling conscious of being observed, and partly because of feeling distracted by stressors outside of this workshop, I stubbornly stuck to my plan.
For future delivery, I will swap the more complex hand sewing with something simpler and more accessible, as Nina suggests. Although one of the objectives of the session was to highlight the difference in time and ease of the two processes presented, there is balance to be found in order to maintain enthusiasm until the end of the workshop. I also wonder if, in the same vein, swapping the two processes around would have a positive impact on the rhythm of the session (i.e. quick return process first, slow return process second).
I have gained so much perspective and appreciation for the complexity of different teaching practices by being observed by Nina, and observing her. Observation is something I would be interested in doing again in the future part of my own ongoing reflective pedagogic practice.