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Peer Observation

REFLECTION ON OBSERVATIONS OF A PEER

PGCHE 2013-2014

Module 1 I Assignment 1

Aarti Uberoi

CONTENTS

Introduction

2

STAGE 1 Identification

1.1 My Conceptual Understanding of Peer Observation

3

1.2 Perception of Development through Peer Observation3

STAGE 2 Inspiration

2.1 My Mentor and Peer - A Brief Introduction

4

2.2 The other learning set

4

STAGE 3 Conceptualization

3.1 Peer observation cycle 1

5

3.1.1 Planning organisation/ content

5

3.1.2 Teaching strategies/ resources

5

3.1.3 Presentation/ relationships / class management

6

3.1.4 Assessment and monitoring

6

3.2 Peer observation cycle 1


6

3.2.2 Teaching strategies/ resources

7

3.2.3 Presentation/ relationships/ class management

7

3.2.4 Assessment and monitoring

8

STAGE 4Explorations/ Refinement

4.1.1 Constructive feedback cycle 1

8

4.1.2 Reflection of cycle 1

9

4.2.1 Constructive feedback cycle 2

9


10

STAGE 5 Conclusion

13

Bibliography

14

Appendices Appendix 1 Pre-Observation Planning Form I Cycle 1

16

Appendix 2 Session Plan I Cycle1

19

Appendix 3 Post Observation Feedback I Cycle 1

21

Appendix 4 Pre-Observation Planning Form I Cycle 2

26


29


31

Introduction

“The Only Thing That Is Constant Is Change ” - Heralitus

The year ‘2012’ brought many changes in my personal and professional life. I moved back to India after a decade of living in New Zealand and thereafter shifted my career from a Design consultant to that of a teacher. This was something I was totally unprepared for. My only experience in teaching was limited to a few classes in preparing students for Design college entrance examinations and a few juries that I had attended as an Industry representative. Yet, I was confident that I could manage this change, despite the lack of formal training as an educator, because I had the full grasp of the theoretical knowledge of my new career coupled with 15 years of practical experience in industry. My approach to teaching was modelled more on my own experience of my teachers during my student days i.e, “a positive one which I tried to emulate for the students or a negative one to avoid reiterating for others “(Denicolo & Pope, 1990, pg 156 and Brookfield, 1995, pg31-32), however, this underwent a complete change when I participated in the faculty development programmes conducted by PAF. In my days at NIFT we were one of the select few who got chosen, had the best of Faculty and did what we were asked to without questioning what, why and where it would lead us to. But we made several interesting discoveries along the way that have helped shape us into professionals we are. After more than a decade, teaching and learning have both changed completely. Classroom sizes are huge, students want to know what the learning outcome is even before they start, they demand value for money, and one has to contend with tough competition and information available at a click of a button. Phew! There was a lot to take in and I realised that there was more to teaching than mere imparting of knowledge and if I was to become an effective teacher and inculcate the desire for ‘deep learning’ rather than mere ‘surface learning’ (Biggs 2003) amongst my students then I had to have formal training as an teacher. This fact, was further reinforced when I interacted with the students, faculty and the administration and realised that both faculty and students come from a multi-cultural, religious, ethnic, linguistic and socio-economic background, along with their own needs, desires, aspirations and motivations which are, more often than not, in conflict with each other, but also with the goals and needs of the institution. Hence, to reconcile these differences and to meet my own desire of becoming an effective teacher who inspires her students, I decided to enrol myself in the formal training programme of PGCHE.

As a design professional when I get a project I break it into stages/phases and each leads to the other. Similarly, I’ve tried captured my journey into stages to help me recognise and discover answers to creating a more effective teaching environment.

Stage 1 IDENTIFICATION

This stage examines concerns and constraints surrounding Peer observation

1.1 My Understanding of Peer Observation

My initial reaction was of mental trepidation, when I was told that as part of the learning module I would be assessed by my peers when I take my classes. I felt I was being judged. However, after going through this process and reading various books I realised that “peer observation was nothing, but, a non-judgemental description of class room events that can be analyzed and given interpretation” (Gebhard 1999, p35). I realized that this feedback was a very effective and thoroughly researched tool that would enable me to analyse and reflect upon my teaching method, my strengths and weaknesses and by this regular process it would enable me to become a “reflective practitioner” (Schon 1983) and become an effective professional of my chosen career. Further reading on the subject made me realise that “critical reflexion if taken seriously we find that we are always evolving. We never have the luxury of regarding ourselves as fully finished critical products who have reached the zenith of reflective evolution” (Brookefield 1995, p42).

1.2 Perception of Development through Peer Observation

“Good teaching is getting more students to use the higher cognitive level processes that the more academic students use spontaneously.”(Biggs 2007, p5).

The peer observation programme, had a duality of purpose. Firstly, it enabled you to reflect upon your teaching style, after receiving the feed-back and thus eradicate your weaknesses and build on your strengths. Secondly, whilst observing your peers, not only did you learn from them, but while observing the class you understood the different learning outcome. Thus, it makes you aware that there are two types of teachers one like ‘Susan’, whose conception and purpose of teaching as “increasing knowledge through the transmission of information, helping students acquire the concepts of discipline, developing their conceptions and changing their conceptions “and others like ‘Robert’ whose conception and purpose of teaching is “as being any more than an increase in student knowledge through transmission of information” (Prosser and Trigwell p 21). Thus, both the observer and observed learn through “watching, listening and inferring” (Brown, 1993). This was a totally new concept for me and the positive feed-back from the peer boosted my self-confidence as a teacher, whilst the constructive criticism helped me to work towards eradicating my weaknesses.

Stage 2 INSPIRATION

This stage examines sources of inspiration and avenues

2.1 My Mentor and Peer - A Brief Introduction

My mentor, Dr Sunita Gupta Kanwar is presently Course Leader, Dept. of Business at Pearl Academy of Fashion, Naraina. She has a PhD in Economics and published papers and participated in conferences at national and international levels. My first Introduction to her was at the PGCHE workshop. When I got to know she had 23 years of teaching experience I was in complete awe of her. If after so many years of teaching she felt excited about PGCHE and did it with a lot of sincerity like a fresher, then so could I? Every time we were ready to give-up before the deadlines, Sunita always had words of encouragement and quotations to help us go ahead.

My peer in my learning set was a good friend and colleague Saumya Pande, Associate Professor, Course Leader Fashion Design. Three year my senior form NIFT she started her teaching career almost soon after completing Fashion Design from NIFT and has 17 years of teaching experience. She helped set up NIFT Chennai in her early years of teaching and likewise because of her experience she was taken in as Course Leader for Foundation and PGFD when the new Pearl Centre was setup at Noida. With a small team of only 6 we all faced many challenges together. Since both Saumya and I come from different fields of design I enjoyed sitting through her classes and learning about her specialisation and relating it to my own. She has been my motivational force for completing this programme.

2.2 The other learning set

The other learning set included Indrajit De, Course Leader, PGFD also a Fashion designer from NIFT Kolkata and Piyush Jaiswal, CC, IT Specialist. These were both a few years junior to me, but, both had 7-8 years teaching experience.

Besides the above I started looking at perspectives of teaching at various levels that could offer insights into philosophies and experiences of highly regarded professionals.

There's a popular Sanskrit saying "gyanam vitren vardhanti" which means "knowledge increases by sharing". Through this journey we’ve all shared our knowledge pool of personal experiences, discussions on research books on education and teaching that we had read, to learn from each other and hopefully become better individuals and teachers.

Stage 3 CONCEPTUALISATION

This stage outlines peer concepts through written, visual means, examining methods and explorations.

Prior to each session the pre-observation and session plan was shared. After going through documents it was clear what the aim and learning outcome was at the outset of the session. With a brief understanding of learners, learners’ needs, teaching methods, participation and assessment one could assess whether learning outcomes had been achieved.

3.1 PEER OBSERVATION I CYCLE 1

My observations

I organised my observation as per the criteria described in the Post-observation form.


Saumya is an experienced teacher and is very meticulous in her planning. The session started promptly on time. It is also important to inculcate this habit into students are they learn to value time and will shape them into better professionals.

The session started with a quick recap. Students were made to correlate their learning in Design Concepts and Cultural Studies during Foundation to their chosen area of specialisation. For students it is important to see the larger picture and understand the connection with other modules. “This establishing of context at the outset affords a deep approach to learning, which is an important element of good teaching” (Prosser and Trigwell, 1999, p. 107).

‘Context’ was followed by ‘content’; through class discussions followed by a group activity and ‘closure’ through reflection and feedback at the end. “Context, content and closure helps break the monotony of monologue of a lecture and encourage all students to interact and allow participation from all the Rob’s and Susan’s at different stages.” (Biggs 2003)

3.1.2 Teaching Strategies/resources

“Teaching is not a matter of transmitting, but of engaging students in Active learning”. (Biggs, 2007)

Unlike a ‘traditional didactic lecture’ it was more of an interactive session to ‘open students receptivity’, accustom students to having a voice and help students absorb information”. (Biggs 2007, pg 85). There was an interesting discussion on the history of clothes and the basic principles of clothing. Saumya offered prompts, cues, asked question to help students analyse visuals through ‘Quick-thinks’ and interjected at the right time to steer the discussion into the direction she wanted it to lead to for ‘deep learning’. “Quick-thinks are designed to be easily inserted into lectures so that students are given an opportunity to think about important content as the lesson unfolds. When students are asked to participate instead of passively receive information, they stay more focused, they can check their own understanding, and they are cued to content that has been selected for emphasis” (Ries R, 1997).

Saumya had planned a fun group activity. As she introduced the activity in class there was an element of surprise which snowballed into a frenzy of activity and animated discussions thereafter. Students had not been asked to get any materials for the class activity. Saumya provided limited materials like newspaper, threads, tape, and stapler to create a basic 3d form with relevant detailing to clothe the body for different weather conditions. They enjoyed working with actual materials and shared a healthy sense of competition.

As a tutor one has to be flexible, inventive and be able to sometimes plan unexpected activities away from the regular routine to “aid retention of learning “(Biggs 2007, p85). At the end of the class there as a sense of accomplishment and thirst for more. It led to comments like ‘this was fun and we want more’ providing ‘deep learning’.


The session was in the afternoon when students tend to get lethargic after a long lunch break. It was important to “keep the students awake and warmed up” (Biggs 2007, pg85). Initially Saumya used the whiteboard to arrive at ‘keywords’ followed by a PowerPoint presentation with a few visual students had to analyse. I noticed as soon as lights were dimmed to look at the PowerPoint presentation the whole mood turned sombre and students seemed to be slipping back into lethargy. It is important for teachers to keep time during the lecture and not stretch it beyond an hour, especially in the afternoon as opposed to the morning when students are fresh so ‘attention’ and so ‘retention’ is better.

The focus should be more on deep learning rather than ‘coverage’.

3.2 PEER OBSERVATION I CYCLE 2

My observations


This was a live project brief so this class was planned as a special input. Saumya had planned this session for weeks. Students had been informed that they were to get their concepts boards and present in class. The session started with a recap of what they’d researched in Jaipur (‘last week you were in Jaipur…we are building on that research…’). This is an example of how students learn through their own activity, building on what they already know, also known as theory of ‘Constructivism’ (Biggs, 2007). New learning connects with old, so teaching should exploit interconnectedness: make the connection” (Biggs 2003, pg76).

The students were then asked to present the concept boards. They had to defend their concept and with peer and faculty offering constructive feedback. The session thereafter concluded with a quick summary to recap the main points discussed to ensure that the students walked away with the required learning and were able to further apply this learning in the work to follow.

3.2.2 Teaching Strategies/resources

Some factors that a teacher adopts to encourage students for ‘deep-learning’, as pointed out by Biggs (2007) that I observed in Saumya’s session were:-

1. to elicit active response from student

2. to build on what students already know

3. to eradicate any misconceptions the students may have

The whole session was planned as an interactive session between students themselves and the teacher. “Interaction provides communication between students and enables them/us to be informed in topics we’re too shy to ask about.” (Biggs 2003).

Saumya shared a good rapport with the students and encouraged the shy ones in class to speak up by involving them in the discussion through ‘positive motivation’ like “that was great, what do you think?”

She constantly made light of the atmosphere through humour and a friendly approach. Throughout she maintained eye contact with the students and was always moving around the room pointing out at things, sharing actual samples of garments to explain what she was talking about to make sure there was clarity. On several occasions Saumya cited examples of her own life experience and the students visit to the NGO, at Khamir, the industry partner for this project. ‘Probing questions’ (Biggs 2003) were used ‘to elicit a response and maintain student’s attention’. Necessary inputs were given where they lacked knowledge and ‘misconceptions were eradicated’ (Biggs 2003).Through the above Saumya was helping create an atmosphere for deep learning.


Saumya is always accessible and approachable to students. Since the library is still in the nascent stage, she often loans out her own books on art, fashion, design and encourages them to frequently use the internet to research as well. The whole classroom seems to come alive with her presence like a performance, perhaps a spill over from her own training as an “Odissi” dancer. Her face, body language and hand gestures are very expressive, it was great to watch her in class. She gives her 100% commitment to her teaching and commands the same commitment from her students. “Practise what you preach”.

3.2.4 Assessment and monitoring of students

“Using peer and self-assessment changes the role of students from passive to active”.

“Yes, I do learn more, in terms of expanding my thinking on concepts by hearing points of view that I wouldn’t have thought of.” (Biggs, 2007)

Each student was given individual feedback and constructive suggestions for improvement. This helped them arrive at a clear design direction to further work on for the client brief.

Since, I also came from a design background Saumya involved me in this session to give an unbiased viewpoint and formative feedback to the students as an industry representative of Khamir. This was a good way of monitoring the students’ progress and helping them get more comfortable with presenting their ideas before a new or strange audience.

Saumya often reminded students to make notes and also maintained her own student logbook during student’s presentation. I felt this was important to monitor the student’s projects. I often keep notes of students’ progress, but, perhaps I need to get more active in maintaining individual records which would be especially helpful during mentoring sessions. I am often reminded of my own design teacher, Mr Farooqui’s, comments on the day of my jury, “It doesn’t matter whether you’ve done the best work or if you’ve created the best design. What is most important as a student is how far you’ve travelled in the process and what you’ve managed to achieve in the given timeframe is more important as a student. The further you’ve travelled the deeper the learning”. These words have always stayed with me as a student and as a professional.

Stage 4 EXPLORATIONS/ REFINEMENT

This stage encourages examining methods for exploring and experimenting with teaching concepts.

4.1.1 Constructive Feedback of cycle 1

1. “The attentions span of students in a low level activity like sitting and listening to a lecture can be maintained at 10-15 minutes, after which learning drops off rapidly. A short rest period or simply a change in activity after 15 minutes could lead to restoration of a performance.”(Biggs, 2003, pg 102). Perhaps the student’s could have been introduced to the group activity earlier on, especially after the lunch break “to increase attention span, engage the students and encourage them to think, it is also recommended that the lecturer considers breaking the lecture into short sub-sections of ‘lecturer input’ and interspersing this with student activities that provide opportunities for active learning and interaction.”(Biggs 2007). This could have then been followed by feedback and reflection of the same to bring closure to the session. This way, the learners could ‘discover’ and learn as opposed to being ‘told’ and arrive at their own conclusions.

2. Saumya used a LCD projector instead of the usual big projector in most other classrooms. Although it wasn’t a very big class it was hard to read some words. It would be a good idea to look at legibility of text in a presentation before a session in case one is teaching in an unfamiliar classroom. Also in the absence of the remote the tutor’s movement gets restricted next to the computer keyboard and it becomes difficult to move around.

3. The classroom was arranged as a typical lecture room with tables and chairs organised one behind the other in 2 columns which worked well for the interactive lecture, but, there was no room for students to do the group assignment. It would have been better to move to a larger space where movement would not be restricted.


Since my own experience in teaching was limited to the one year at Pearl teaching Foundation and I had only just started teaching Level 1, I noticed an interesting change in students’ motivation at Foundation level and Level 1. At foundation there is a lot of un-learning from the regimental textbook study, which the students receive at school. Every time they were given a task they wanted to know why and what the outcome would be and needed a lot of hand holding. ‘Extrinsic motivation’ which “occurs when students perform the task because of the value or importance they attach to what the outcome brings, either something positive following success, such as a material reward, or something negative, such as a punishment, that would follow failure or non-engagement. The quality of learning is usually low under extrinsic conditions. The student’s attention is not so much on the task as on its consequences. Extrinsic motivation is a standing invitation to students to adopt a surface approach”. (Biggs 2003, pg 61)

Having taught most of them design at Foundation level, I saw students in Level 1 had grown confident of their choice and subject area. There was a sense of competition the minute the group assignment was introduced. Each group wanted to out-perform the other and do their best in a very positive way. The weaker students who tended to shy away were also sharing ideas because they wanted to contribute to their groups’ performance. ‘Achievement motivation’; can often lead to high achievement, and tends even to be associated with deep learning “(Biggs 1987a).

I remember Saumya once telling me when she asked the students who they looked up to and a few students mentioned Saumya’s name. Although she laughed it off at that time I observed the students valued Saumya’s opinion as a teacher. Remembering my own experience as a student I realised my best teachers were the one who generated interest in the subject and not ones who necessarily taught the subjects I loved. Saumya had created ‘social motivation’ through a process Biggs (2003, pg62) describes as ‘modelling’, where the models are admired and readily identified with.

On another occasion I’d heard a few Susans and Roberts remark “ma’am this is so much fun. I can’t sleep because I am enjoying what I do so much that I keep thinking about it all the time.” This remark was in sharp contrast from our previous conversations, during the foundation level 0, where they needed to be pushed beyond the bare minimum to earn a grade or complete their work. They were now looking beyond the ‘surface learning’ of ‘extrinsic motivation’ to a more involved self-learning and were enjoying “the process of doing it (Intrinsic motivation)” (Biggs 2007, pg36). How had she managed to achieve this? “Students like Susan learnt because they are interested in the task or activity itself. They did it for the intellectual pleasure of problem solving and exercising their skill, independently of any rewards that might be involved. The point is to travel rather than to arrive.“ (Biggs 2007, pg36) On the other hand for the Roberts ‘achievement motivation’ or ‘social motivation’ had helped achieve ‘Intrinsic motivation’ and perhaps this will pave the way forward into good academic standards. As a teacher she was more like the one which operates at level 3 instead of level 1. “Level 1 teacher sees motivation as a substance that students possess in varying quantities: good students having lots, poor students little or none to a level 3 who sees motivation as an outcome of teaching, not as it precondition. Good teaching makes students want to engage the tasks.” (Biggs 2003, 57)

4.1.2 Constructive Feedback of cycle 2

1. Students in this session were asked to discuss their inspiration through their visual concept boards and share their chosen design direction with the whole class. This gave them a chance to question each other and also, justify their concept. This kind of informal feedback by peer and tutor helps improves student learning. “They learn more about:

· taking responsibility of the assessor

· what is expected from them in their own assessed work (standards)

· how to assess their own learning - an employability skill (especially important for PG third semester students who have less than a year before they join the industry bandwagon);

· engaging as learners. Peer assessment develops involvement in learning and it should have spin-offs in other areas. “ (Moon, 2002, pg 123)

Also, speaking with the lecturer “removes the ‘power’ dynamic of authoritative teacher and a powerless, voiceless student.” (Biggs, 2003, p85)

This works well specially in a large classroom where one-on-one interaction is not always possible. These interactions also help answer question or doubts that other students might also have and saves on classroom time because of repetition.

2. In today’s day and age with ‘information technology’ becoming a major part of our lives it’s important to ‘harness technology” (Biggs 2003, p213) and use it as part of the available ‘educational tool’ for a more effective classroom teaching. Student A3 concept boards were not visible clearly to everyone from afar in a large classroom. Often it was hard to comment. They could have been scanned and projected for everyone to see and comment. Alternatively, this could also encourage students to get more comfortable with technology and create digital boards that can easily be edited and used at part of their portfolios later.

3. During the presentations Saumya and I realised that the information articulated was either inaccurate or incomplete. I’ve faced the same problem in my class when I asked the students asked to research on a subject area. They either didn’t know here to look in terms of credible sites (I often remind students Wikipedia is not reliable) or they simply cut and paste off the web as they “are unable to discriminate useful information from useless”. “The databanks are so enormous that students need to be selective, to use key words that cross-clarify so that data can be gleaned to be as relevant as possible and the ‘surf’ fruitfully, that it is not mind-boggling waste of time.”(Brigg 2003, p217).

4. The tutor shared the industry brief with the students by reading out the actual email. She could have highlighted ‘keywords’ for better clarity. Also students could be encouraged to do the same whilst presenting their in their visual boards. This would help both students and teacher communicate the message clearly.


Having taught this batch last year briefly I was aware that the class was “quite diverse in terms of students’ ability, motivation and cultural background” (Biggs 2003). There were more Roberts than Susans. Having spent time during a weeklong craft exposure trip in Kutch, Saumya shares a friendly relationship with the PGFD students. She has taken the role of a mentor. She adopts different training methods to bridge the gap between the learning process by Roberts more in the manner of Susan (Biggs, 2003, p4 and fig. 1.1) and thus bring them at par as nearly as possible -

High-level engagement

‘Academic’ Susan

theorizing

applying B

relating

explaining

describing A

note-taking ‘Non-academic’ Robert

memorizing

Low-Level engagement

Passive student activity required Active

(e.g.the standard lecture) (e.g. problem-based learning)

Teaching method

Figure 1.1: Student orientation, teaching method and level of engagement

“At level 1 the teacher focused on what the student is and would have blamed Robert for being where he/she is. At Level 2 the teacher would have focused on what the teacher does and will be blamed for Roberts poor performance. As a Level 3 teacher Saumya was focusing on what the students do. She was already getting across to the Susans but was also attempting to reach out to the Roberts’ as brought out in fig 1 by bringing conceptual change:-

1. Making it clear to students what is ‘appropriate’ by giving constructive feedback through self and peer learning; what the objectives are and where it’ll lead to.

2. Creating ‘motivation’ as a product of good teaching so students felt the need to be there.

3. Students felt free to focus on their tasks rather than watch their backs. “Nobody wants to do something that is worthless. Neither do they want to do something, however valued if it is if they believe they have no chance of succeeding. “ (Biggs 2007)

4. Students were working in collaboration and in dialogue with the industry partner, peers and teachers (adapted from Biggs, 2003, pg13)

Stage 5 CONCLUSION

Ideas and learning’s from this process has helped me arrive at a tangible outcome that I can now build into my own teaching which will benefit both me and the students in our personal and professional development.

I realised in my quest for “Understanding Learning and Teaching” (Prosser and Trigwell things are seldom what they were first meant to be. The final outcome is often different from the initial image in one’s mind, and it is hugely beneficial for a teacher to keep track of the trajectories. This way one learns what to expect from the process and how to direct the arc of one’s teaching as close as possible to the intended target.

The end is a learning opportunity. What worked? What didn’t? What surprised you? What do you know that you didn’t know before?

Peer observation and reflection will help us all record our progress though PGCHE; even though we can’t see it straight away, we will eventually see the arc one has travelled. This can then be used to repeat what worked and avoid what didn’t. I realise that this process hasn’t ended. It will flow back into itself and always leaves something to be explored further. Using this knowledge, the thoughts, approaches one will be able to design a more effective teaching environment with energy, interest, and most important, with joyful inspiration.

This opportunity to reflect on experienced peer, innovative and varied teaching styles and enhance my teaching skills almost at the outset of my career in teaching has given me an opportunity to learn from others

As I conclude I am reminded of a poem which has always helped push me further in life

Success is Counted Sweetest

Success is counted sweetestBy those who ne'er succeed.To comprehend a nectarRequires sorest need.

Not one of all the purple HostWho took the Flag todayCan tell the definitionSo clear of Victory

As he defeated--dying--On whose forbidden earThe distant strains of triumphBurst agonized and clear!

-Emily Dickinson

BIBLIOGRAPHY

Biggs, John and Tang, Catherine. (2oo3). Teaching for Quality Learning at University. Berkshire: Society for Research in Higher Education and Open University Press.

Biggs, John and Tang, Catherine. (2007). Teaching for Quality Learning at University. Berkshire: Society for Research in Higher Education and Open University Press.

Bono, E (1986) Teaching Thinking, Penguin Books

Brown, G (1978) Lecturing and Explaining, Metheun , London

Donnelly, Roisin (2006) Perceived Impact of Peer Observation of Teaching in Higher Education. International journal of Teaching and Learning in Higher Education [online]

Exley, Kate and Dennick, Reg. (2004) Giving a lecture from Presenting to teaching; Routlege Falmer

Gibbs, G, Habeshaw, S and Habeshaw, T (1998) 53 Interesting ways to appraise your teaching, Technical and Educational Services, Bristol

Kolb, D (1984) Experiential learning, Prentice- Hall, Englewood Cliffs, New Jersey

Miller, M.A. and Ewell, P.T. (2005) Measuring Upon College Level Learning. San Jose, CA:

National Center for Public Policy in Higher Education.

Moon, J.(1999) Reflection in learning and professional Development. Abingdon; Routlege Falmer

Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge Falmer.

Ramsden, P., Beswick, D. and Bowden, J. (1986) Effects of learning skills interventions

on first year university students’ learning, Human Learning

Savin-Baden, M. (2000) Problem-based Learning in Higher Education: Untold Stories. Buckingham:

Society for Research into Higher Education/Open University Press.

Scardamalia, M. and Bereiter, C. (1999) Schools as knowledge-building organizations,

in D. Keating and C. Hertzman (eds) Today’s Children, Tomorrow’s Society:

The Developmental Health and Wealth of Nations. New York: Guilford.

Schon, D (1983) The Reflective Practitioner, Jossey-Bass Publishers, San Francisco

Trigwell, K. and Prosser, M. (1990) Using student learning outcome measures in

the evaluation of teaching, Research and Development in Higher Education

‘Quick Thinks: The Interactive lecture’

http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=818

accessed on 1/10/13

APPENDICES

Appendix 1: Pre Observation Form – Cycle I

Post Graduate Certificate in HE Pre-Observation Planning Form

Lecturer’s name: Saumya Pande

Observer’s name: Aarti Uberoi

Date: 8th Aug 2013

Venue: VC Room, Ground Floor

Module:Fashion: Art & culture

Learner Group: UGFD Semester 3, level 1

Number of learners: 35 Time of observation: 12.30pm – 3.30pm

Main teaching method: Lecture-demonstration, Powerpoint presentation, group exercise & discussion.

A completed copy of this form should be given (or sent electronically) to your observer for discussion at the pre-observation meeting.

Aim of the session:

· To introduce students to the module and the subject content.

· To introduce students to the basic concept of clothing and fashion.

· To initiate them into analysing the principles of clothing.

· To initiate them into applying the knowledge base.

Learning outcomes to be achieved during this session

The learner should be able to:

a) Connect the input of foundation studies with the new vocabulary of fashion.

b) Explore the concept of ‘clothing as the second skin.’

c) Appreciate the garment in terms of material culture, environment, form and detailing.

d) Confidently apply the principles of basic clothing in understanding of the garment.

Knowledge and Understanding

a) To initiate a group discussion so as to apply the understanding of the principles (as discussed) in clothing the body.

b) To appreciate the relevance of ‘context’ to clothing.

Transferable/Key skills and other attributes

a) Demonstrate adequate skills in clothing the body with minimum tools with the understanding of the principles (as discussed in the class)

b) Demonstrate the ability to verbally defend design solution/suggestions.

c) Demonstrate the ability to work as a team player.

d) Demonstrate the ability to take part in discussions of design /cultural and social importance.

Learners – give a brief description of what you know about them

The undergraduate course in fashion design was started in Noida in the year 2012. This batch has been through the foundation programme with inputs of 6 modules: design concepts, visual studies, cultural studies, and material exploration, communication and computer skills.

This is their first semester of specialised inputs in fashion and they have two modules – ‘self and environment’ and ‘form realisation’ which runs one after the other. Fashion: art and culture is a subject being taught under ‘self and environment.’

This module examines fashion from the beginning of clothing to the present world of modern fashion. The aim is to examine fashion as a reflection as well as an influence on the cultural context of the respective time period. In the broader sense students should gain a perspective of ‘context’ to appreciate contemporary fashion’s design, tastes and trends.

This cohort comprises a total of 30 students, with 24 girls and 6 boys. The batch looks enthusiastic, sincere, bright and eager to learn.

Teaching methods rationale: appropriateness to the required aims and learning outcomes, learner needs, subject content, resource availability and equal opportunities

At the outset, students will be asked to give a brief recap on what they have understood in their previous semesters and how they think, those inputs are relevant to their study of fashion.

The topic of fashion in relation to culture will be delivered through a PowerPoint lecture supported by use of white board and a marker. The session will be made interactive by way of asking questions which will make students think and analyse the visuals. There will be a group exercise and the analysis/outcome of the exercise will sum up the lecture.

Learner needs: The students must show the ability to convert their thoughts/observations into a 3d form. A brief exercise will be given to them to demonstrate that ability.

Subject Content: In this session they will be made to understand why we need to clothe our bodies.

Resource availability:

White board, marker, projector, old news papers, yarns staplers and stapler pins.

Equal opportunities:

Students will be divided into groups of 5 each and a small exercise will be given in which they will apply the concerns discussed in the class. Each group member will be required to make a presentation on the garment that they have constructed. Critical evaluation/feedback will be given while the groups are presenting. Fellow students will be encouraged to participate.

Timed session plan: structure and content

Refer to lesson plan

Opportunities for learner participation and learner interaction in the session, and learner feedback on the session.

The session will provide opportunities for students to recap and clarify understanding of the module in semester with respect to their foundation year inputs.

During the practical group exercise session, learners will be able to interact among themselves and work towards a 3d form.

Evaluation of how successfully the task given is carried out will reflect the level of understanding amongst the students.

Assessment: how I will identify the extent of the student’s learning during this session.

There will be no assessment during this session. Nonetheless, there will be opportunities for formative evaluation of students given by the tutor. Since the entire session will be very interactive, student’s active participation, enthusiasm and passion for the subject will reveal the extent of student’s learning.

Particular aspects that I would like feedback on related to my own development as a teacher?

a) Was I able to make the subject simple, interesting and understandable?

b) Was I able to hold students attention?

c) Most importantly, did the students enjoy the session?

Appendix 2 I Session Plan Cycle I

Date:8 Aug 2013

Time: 12.30pm-3.30 pm

Duration: 3 hours Location Room: VC room

Lecturer: Saumya Pande

Programme:UG- fashion Design

Semester 1

Subject/Module: Fashion: art & culture/ Self & Environment

No. of students: 35

Topic: Why Do we need to clothe our bodies?

Lesson Aims (teacher’s intentions)

· To enable students to understand the basic reasons for clothing and discuss them as principles..

· To enable students to analyse and apply the knowledge base to construct a 3d form/garment.

Specific learning outcomes:(what you intend to achieve in this lesson)

Students should be able to :

a. Develop a perspective on clothing.

b. Apply the knowledge in constructing the garment.

Assessment method(s)(how each learning outcome will be assessed)

a. By initiating discussions

b. Group exercise, presentation and critical evaluation

Previous knowledge assumed:

The students have related to their environment as part of the design concept module and also reflected on ‘context’ as part of the cultural studies module in their foundation year.

Materials and equipment required:

White board and marker, projector, old newspaper, yarn, stapler and pins

Home work/preparation for the next session (if required):

Students need to apply the learning in carrying forward their projects during the semester.

Notes on differentiation and equal opportunities:

The whole session will be very interactive, in terms of asking some questions and getting students to answer them. There will be no monolog strategy followed.

In the concluding part of the session students will be divided into groups of 5 each and a small exercise will be given on how they will apply the principles taught. Each group member will present their perspective and all the students will encouraged to participate. A critical feedback will given for individual group at the end.

Time/

Stage

Subject Matter/

Content

Lecturer

Activity

Student

Activity

Resources, Notes & differentiation

Level of activity

L M H

12.30-12.45

12.45 –1pm

1-1.45pm

1.45-2.45pm

2.45 – 3.15pm

3.15-3.30pm

Recap of what they learnt in foundation year

Introduction to the module and subject

Powerpoint presentation

Group exercise to understand the principles of basic clothing

Presentation of the groups

Concluding the findings

Prompting, giving clues

Explaining the concepts

Explaining and getting the students to answer, involving them in discussions

Helping them in brain storming, putting ideas together on paper, selecting ideas that have to be executed

Feedback

Answering any questions

Discussing,

Asking questions if any

Answering, discussing and clarifying doubts


Students to present and defend the garment, other students to participate

Answering and discussing

Whiteboard & marker

white board and marker

Projector and white board, marker

Paper and pencil

H

H

H

M

H

H


Post Graduate Certificate in HE Observation Form

Course Member: Saumya Pande

Date of visit: 8Aug 2013

School: Pearl Academy, Noida

Timing: 12.30pm – 3.30pm

Course Description: Foundation Design

Number of students: 35

Topic area: Why do we need to clothe our bodies?

Module: Fashion, Art & Culture

Planning/organisation/content

Observed

Comment

Teaching purposes are clear and stated in appropriate terms e.g. aims/objectives/outcomes.

Yes, the objective of the module was built up by starting with an introduction to the module and discussions.

The session began with a recap of inputs in cultural studies in Foundation which she had, also, taught and connected between the in-put in Foundation studies to the students area of specialisation ‘Fashion’. It is essential for students to be able to correlate between the different modules and their previous learning to understand the relevance of each module.

Teaching purposes are appropriate to the needs, experience and abilities of students. LO

Yes

As this was the first session of the module, the students were gradually led to the Topic and by the end of the session the students were clear about the learning outcome.

Structure of session; introduction, development, conclusion is evident.

It was divided into

1. Introduction to module. 2. PowerPoint presentation and class discussion on basics of clothing and fashion.

3. Group exercise to create a 3d form to reflect their learning.

4. Group presentation.

5. Peer and tutor feedback to conclude the findings.

There was a little mismanagement of timing as the PowerPoint presentation and discussion extended beyond the designated 1hr session to 1.5hr.

There was insufficient time in the end for individual group presentations and it concluded with a ramp display of each groups work.

The whole session left the learners with a thirst for more and an interesting discussion to follow in the future sessions.

Content is appropriate for the level, abilities, interests and needs of students.

The content of the presentation was well researched, up-to-date and appropriate for an introductory session.

The cohort was very involved in the discussion and activity that followed thereafter.

Content is well researched and up-to-date.

Saumya is very knowledgeable about the subject.

Saumya had planned out each activity carefully and the subject was well researched.

Teaching Strategies/Resources

Methods are appropriate to the purposes of the session

The methods used helped develop a perspective on clothing and apply that knowledge to construct a garment with limited materials.

Interactive lecture and group activity encourages participation and all the students were fully involved.

Methods are chosen with regard to students age, abilities, needs and needs of course/content

Methods used were right for level 1 FD students and for achieving the learning outcomes of the session.

Students were asking questions and answering yours.

Student discussion and activity helped hone their observation skills, interaction within the team and thereafter ably defend their outcome.

Methods are chosen to gain interest and participation.

The whole session was very interactive and gave students an opportunity participate, absorb information and exercise their voice and ideas.

Perhaps the group activity could have been introduced earlier where each group could have been encouraged to defend their outcome. A healthy debate between the groups at this stage could have helped students ‘discover’ and arrive at their own ‘conclusions’.

Class management is effective and appropriate.

Yes. One student was disinterested and sleepy and he was asked to freshen up and come back to class.

There is good balance of leniency and firmness.

One half of the class seemed more involved and participative. Could have been because it was dark.

A short 10 minute break could have infused some more energy in the class.

Resources are used effectively and complement content, methods and purposes.

Whiteboard and marker were used to write down the keywords for clarity.

The Visual presentation was projected on the LCD screen

This classroom had a LCD screen instead of the usual projectors. Some of the text and images were not clearly visible from the back of the class. Would have been a good idea to have some key words in bigger and bolder text and to check visibility of presentation from the back of the class.

Presentation/relationships

Effective presentation/communication skills are used.

The lecture was very interactive.

Saumya used the whiteboard and marker to arrive at keywords during the discussion.

After the discussion the lights were dimmed for better visibility on screen during the lecture. This induced sleepiness and lethargy and slowed the tempo of the class as students because they had a long lunch break. The flow from the discussion to the group exercise was a bit abrupt and the group activity thereafter was like a wakeup call. Perhaps a rapid-fire session or better time planning as Saumya had original planned would have led to a smoother transition into the exercise.

Spurts of humour helped break monotony during the lecture.

The tutor has a nice clear voice and often used hand gestures to effectively communicate.

Employs effective use of questioning to promote monitoring and understanding.

Yes

The session was made interactive by way of prompting, giving clues, asking questions that helped students think and help in analysing the visuals.

Student’s contributions and participation is encouraged in a positive atmosphere.

The tutor encouraged participation at all stages.

In the initial discussion Saumya gave clues and prompted students to arrive at keywords and then built on it.

The slides were also thrown over for discussion and gave students an opportunity to voice their opinions.

The motivation and enthusiasm of the students was very high during the group activity.

There was a lot of brainstorming. Different ideas and perspectives were brought out and argued during the PowerPoint presentation and students asked many questions.

In the group exercise there was a spontaneous frenzy of activity and deep discussions.

The students enjoyed the experience of applying their learning to create a tangible outcome and working with different materials. There was a high sense of achievement.

Equal opportunities exist for all students.

All the students were encouraged to participate in the discussion and explore their ideas in the group activity thereafter.

Student are very comfortable with Saumya and don’t feel shy to ask questions and clarify their doubts.

During the activity students could approach Saumya for any problem.

The students were divided into groups of 5, and each group was given an opportunity to present the mockup of garment they had constructed.

Assessment/monitoring

Suitable methods are used to identify and monitor student progress.

During the group activity Saumya went around the groups to monitor students work and give relevant feedback.

Yes.

Constructive feedback is provided.

Yes

Informal tutor and peer feedback was given. This helps motivate learners to perform better.

Supporting comments


The beginning of the class was a little dry after a long lunch break and discussion was long. The other half of the session was very exciting for students as they were very involved in the group activity. Perhaps the initial discussion could have been kept brief and students could have been introduced to the group activity earlier on. This would have given more time for analysis/outcomes of the task, reflections and feedback at the end.

The content of lecture was not boring theory, but, practical life experiences was narrated which perhaps one had not thought about or looked at. It was nice how she introduced that during the discussions that it not only made the subject more interesting, but also helped students understand the basic principles of design.

Teaching/strategies/resources

The students were completely unaware of the activity planned and there was an element of surprise which they all enjoyed and infused a lot of energy into the session. There was a lot or healthy competition ‘achievement motivation’ (Biggs, 2003) within the groups.

In one of my sessions I had asked the students to create a visual response of their senses by playing an audio of fireworks. To capture and maintain the interest of students perhaps doing the same here by sharing a fun video or audio as a stimuli to transport the students into the respective environments to feel the basic need for clothing rather than just imagining it could have made the discussion livelier.

Since there wasn’t any formal outcome the students were very relaxed yet they found the discussion and activity very challenging.

Presentation/class relationships/class management

Saumya has taught some of them in the foundation and is familiar with the knowledge level of the students. Therefore, the content of the presentation was appropriate for this level of learners.

The group activity worked very well and all the students got very excited and were very eager to share their ideas and apply within the group. The not committed and seemingly dull ‘Roberts’ and the keen academically inclined ‘Susans’ actively participated in the discussions.

Assessment and monitoring of students

There was no formal assessment during the session. However, students were monitored through the group activity which helped in selecting ideas that had to be executed.

Additional comments and suggestions for future development

· If the lecture is too long the tutor’s movement is also restricted next to the computer and thus unable to move around the class. It would be useful to either have a remote so one is able to move around or keep the lecture short.

· The classroom was small so it was perhaps hard to reshuffle the seating. The layout of the class was not conducive for a practical group activity which required space to work. Maybe a change of venue like a material lab would have worked better for the activity.

· Students can be encouraged to take notes so they can review the same later.

Observer evaluation form

These are my observations about the points that you specifically asked me to observe:

a) Was I able to make the subject simple, interesting and understandable?

b) Was I able to hold students attention?

c) Most importantly, did the students enjoy the class and experience joy of learning?

As an observer I thoroughly enjoyed the session.

I observed that your interaction with the class was very clear, understandable and appropriate for the level of students. There was complete involvement and participation. Clearly the students were very excited about applying their learning and you fuelled their imagination. You kept them engaged in the task till the end and kept alive their thirst for translating their observations and ideas into a tangible outcome. The outcome was a clear indication of students’ enjoyment and activity. They didn’t want the class to end.

Appendix 4Pre Observation Form I Cycle 2

Post Graduate Certificate in HE Pre-Observation Planning Form

Lecturer’s name: Saumya Pande

Observer’s name: Aarti Uberoi

Date: 23 September, 2013

Venue: 205, Second Floor

Module: Integrated Project (Indian Women’s wear) Learner Group: PGFD, Semester 3

Number of learners: 21

Time of observation: 8.30am-11.30am

Main teaching method: projection/presentation of the industry brief on the board, class discussion on pinned-up concept board through individual presentation of the same and individual feedback.

I am planning to use Aarti’s presence to bring in an objective viewpoint on the concepts that the students are presenting. (She is herself a trained designer who has taken on several industry briefs. She could be like a representative of the NGO Khamir, our industry partner for this project.)

A completed copy of this form should be given (or sent electronically) to your observer for discussion at the pre-observation meeting.

Aim of the session:

· To help students reflect on their approach/direction towards the integration of the research on Indian clothes with the project brief from the industry partner, Khamir.

· To help students arrive at their own interpretation of the project brief, keeping in mind the parameters of the brief.

· To enable them to initiate design development process specific to the project brief with constructive feedback.

Learning outcomes to be achieved during this session

The learner should be able to:

a) Connect her/his research of Indianwear to the project brief from the industry.

b) develop a visually communicative concept board for the client(in this case, Khamir)

c)Interpret a client’s brief in terms of client profile, cost brackets, fabric options etc.,

d) Confidently apply the integrated understanding to an intensive design development process.

Knowledge and Understanding

a) To initiate a group discussion so as to apply the understanding of the project brief to the concept board.

b) To appreciate the relevance of design parameters

Transferable/Key skills and other attributes

a) Demonstrate adequate skills in communicating visually through a concept board.

b) Demonstrate the ability to verbally defend design concept/suggestions.

c) Demonstrate the ability to ideate as a designer.

d) Demonstrate the ability to take part in discussions of design/cultural importance.

Learners – give a brief description of what you know about them

The two year postgraduate course in fashion design was started in Noida in the year 2012. This batch has been through one year of intensive design input in terms of design process, pattern making, draping, construction, traditional & creative textiles along with an 8-week industry internship in summer. They had travelled to Kutch in February 2013 as part of the ‘traditional textiles’ module during which, they had an intensive exposure to weave, print and embroidery design. During the field visit, they stayed on campus of Khamir, an NGO, that was set up to revive traditional crafts in Kutch after the earthquake in 2001.

Khamir is the industry partner in the integrated project in semester three.

This module runs over the entire semester and integrates the research of Indian wear with a project brief from an industry partner. The students have researched on Indian clothing for past 7 weeks and have travelled to Jaipur over the last weekend to look at the historical costumes in various museums. They are also in a position to interpret the brief that has been sent by Khamir as they have already been through industry internship. In the broader sense, students should be able to pause, integrate and initiate a design development process to finally, produce a prototype for khamir by mid November 2014.

This cohort comprises a total of 21 students, with 18 girls and 3 boys. The batch looks enthusiastic, sincere, bright and eager to learn.

Teaching methods rationale: appropriateness to the required aims and learning outcomes, learner needs, subject content, resource availability and equal opportunities

At the outset, students will be asked to give a brief recap on what they have been researched in last 7 weeks and what have they understood of the project brief given by Khamir.

The brief given by Khamir will be projected on the board to summarise the design specifications. The session will be made interactive by way of asking questions which will make students think and analyse the visuals. Constructive feedback will culminate the session.

Learner needs: The students must carry her/his concept board as a hard copy along with the research journal, to verbally present her/his concept. The learner should show ability to visually and verbally communicate and defend her design ideas.

Subject Content: In this session, they will be made to reflect on the design direction that they will be taking after integrating the design research with the industry brief.

source availability:White board, marker, projector, individual concept board and design research journal.

Equal opportunities:

Students will be individually asked to present the concept board that they have developed and verbally defend the design direction that they have taken. Critical evaluation/feedback will be given while the student is presenting. Fellow students will be encouraged to give constructive suggestions.

Timed session plan: structure and content

Refer to lesson plan

Opportunities for learner participation and learner interaction in the session, and learner feedback on the session.

The session will provide opportunities for students to recap and clarify the understanding of the research with respect to the project brief given, so that they can take a strong direction in design development process.

Aarti will be introduced as a representative of Khamir so that students have a feeling that they are presenting the concept board to the industry partner.

Assessment of the concept board by individual feedback will help evaluate how successfully the integration of the two components of the module was carried out.

Assessment: how I will identify the extent of the student’s learning during this session.

There will be no assessment during this session. Nonetheless, there will be opportunities for formative evaluation of students given by the tutor. Since the entire

session will be very interactive, student’s active participation, enthusiasm and passion for the subject will reveal the extent of student’s learning.

Particular aspects that I would like feedback on related to my own development as a teacher?

a) Was I able to culminate a phase of the module requirement so that they felt equipped to embark on the design development phase?

b) Was I able to give a constructive feedback?

c) This was not like a regular lecture. So, was there context, content and closure evident in the session?

d) Was I able to keep the attention of the students going?


Date:

Time: 8.30am-11.30am

Duration: 3 hour Location Room: 205, SF

Lecturer: Saumya Pande

Programme PG –Fashion Design

Semester 3

Module: Integrated Project

No. of students: 21

Topic: Integration of research and project brief

Lesson Aims (teacher’s intentions)

· To enable students to develop the concept board with indications about silhouettes, detailing and fabrics.

· To enable students to embark on design development process after integrating the two components of research and project brief.

Specific learning outcomes:(what you intend to achieve in this lesson)

Students should be able to :

a. Develop a view point on the elements of the collection that they are aspiring to prototype for the industry partner.

b. Apply the knowledge in moving towards design development process.

Assessment method(s)(how each learning outcome will be assessed)

c. By individual presentation of concept board, discussion on the project brief and concept board.

d. Showing actual samples, critical evaluation and ideation for design development process.

Previous knowledge assumed:

The students have researched on Indian costumes in a socio-cultural context and have also got inputs from the industry partner as a project brief.

Materials and equipment required:

White board and marker, projector, individual concept boards and research journals.

Home work/preparation for the next session (if required):

Students need to apply the integration of research and project brief in prototyping the selected garment.

Notes on differentiation and equal opportunities:

The whole session will be very interactive, in terms of asking some questions and getting students to answer them. The observing tutor will also be involved in generating an objective viewpoint.

In the concluding part of the session, the students will be asked to take a specific design direction in terms of silhouette, detailing, combination of fabrics etc. They will be encouraged to try out drapes/patterns on dress forms and swatches for detailing.

Time/

Stage

Subject Matter/

Content

Lecturer

Activity

Student

Activity

Resources, Notes & differentiation

Level of activity

L M H

8.30 am-8.40am

8.40am-9.00am

9.00am-9.15am

9.15am-11.10am

11.10am-11.30am

Display of concept board

Recap of what they have researched in past 7 weeks and what they observed in their Jaipur trip.

Discussion on the inputs sent by the industry partner as project brief.

Individual presentation of the concept board by the students

Concluding the discussion with specific inputs guiding them towards design development process.

Helping them put up the boards so that all concept boards get equal focus.

Prompting, going through research journal and pictures.

Explaining with the help of the projected text, encouraging them to deduce conclusions.

Explaining and getting the students to answer, involving them in discussions.

Helping them in brain storming, putting ideas together on paper.

Discussion on actual samples. Critical and constructive feedback

Answering any questions

Pinning up on display boards

Discussing,



present and defend their concept board and talk about the elements of the collection,

other students to participate

Answering and discussing

Asking questions and clarifying doubts

Concept board

Research journal,white board and marker

Projector and white board, marker

Concept board and research journal

White board marker

H

H

L

H

H

H

H


Post Graduate Certificate in HE Observation Form

Course Member: Saumya Pande

Date of visit: 26Aug 2013

School: Pearl Academy, Noida

Timing: 12.30pm – 3.30pm

Course Description: Foundation Design

Number of students: 21

Topic area: Integration of research and project briefModule: Integrated project


Observed

Comment

Teaching purposes are clear and stated in appropriate terms e.g. aims/objectives/outcomes.

The session started with

1 Display of concept boards.

2 Recap of research of Jaipur trip.

3 Discussion on brief and inputs sent by the industry partner.

4 Presentation by each student on their concepts.

5 Conclusion.

Students were clear of the aim, objective and outcome of the session. This session gave them an opportunity to brainstorm, discuss their ideas and an interim evaluation/ presentations at the end of each stage of the project, so they could understand how they were progressing.

Teaching purposes are appropriate to the needs, experience and abilities of students. LO

Students were aware they had to research and present their concept boards for the Industry project brief. They needed guidance to arrive at their own interpretation keeping in mind the need of the client and design parameters.

This was a live project brief and it was important to discuss students approach for them to have clarity for design development and apply it to their designs.

Structure of session; introduction, development, conclusion is evident.

The content was delivered through a PowerPoint to recap the project brief and highlight key points students had to highlight during the concept presentations.

This was followed by a discussion, feedback session, recap and conclusion to take the brief further.

Since this was only interim evaluation of the project planned as a special input a quick summarization before concluding the class to recap of the day’s learning ensured that the students walked away with their learning and knew how to proceed further with the design development. Saumya also gave them follow up work to discuss with her in the next mentoring session.

Content is appropriate for the level, abilities, interests and needs of students.

The session was planned as an interim evaluation/ presentation at the end of research on Indian costumes in a socio-cultural context and inputs from industry partner as a project brief. This was done effectively through lecture by tutor, individual concept presentations, sharing of ideas, learning from peer and tutor experience.

Having taught this cohort briefly last year I realise that what a challenge it is to teach these students as most don’t have any prior knowledge of the subject area of specialisation despite it being a PG course and they come from varied backgrounds with almost no exposure. Saumya is well versed that they need a lot of pushing and hand holding or else they tend to stray away. I have seen Saumya spend a lot of time mentoring these students

Content is well researched and up-to-date.

Tutor is very knowledgeable about the subject. She had got several fabric swatches from the industry partner to share with the students and actual garment samples of Indian wear to clarify doubts and support some suggestions

Saumya shared her own valuable real life experience in the industry and with different craft groups and specifically with this NGO as she had visited them at Khamir, along with the students last year. This ensured good understanding and up-to-date content.

Teaching Strategies/Resources

Methods are appropriate to the purposes of the session

Yes

The focus of the class was to develop a viewpoint on the elements - silhouettes, details and fabrics of the collections the students are aspiring to prototype for the Industry partner and then apply this knowledge towards design development process.

Methods are chosen with regard to students age, abilities, needs and needs of course/content

Students individually presented their concept boards and the session was meant to be participative.

These Final year Post graduate students were mature, had previous industry exposure and with these fresh inputs were ready to present their concepts and defend their design based upon the directions given by the industry.

Methods are chosen to gain interest and participation.

Yes

Students identify with Saumya as a tutor and look up to her.

Each student was asked to individually present their concepts.

Students were often reminded and encouraged to take notes during the discussion so that they don’t forget the feedback given or get confused.

Class management is effective and appropriate.

Saumya managed the students well and maintained eye contact with most. She moved around the room to ensure that she connected with the entire class.

Even though the classroom size was big while the group was small and the students were spread out, Saumya managed to keep eye contact with all students.

Resources are used effectively and complement content, methods and purposes.

The word document with project brief and further inputs from clients was projected and discussed with students.

The project brief had already been given to students. However, the tutor could have highlighted key words/points from the project brief so students that the students could focus more effectively.

Presentation/relationships

Effective presentation/communication skills are used.

There was a lot of discussion during the recap session of what was researched at Jaipur. However when Saumya shared the details of the email from the industry partner students engagement was a bit ’passive’.

A few ‘keywords’ or important bits could have been highlighted instead of having to read through most of the email and a handout of the brief would have been helpful.

Saumya’s voice was clear and audible. She paced around the room to interact with students and pointed at the visuals or showed actual samples wherever she wanted to emphasise or clarify something.

On one hand Fashion design jargons/terminology and local terms that students should be familiar with were repeatedly used to encourage students to use the same and communicate the concept easily.

Whilst on the other hand keeping in mind language limitation of some students, a switch from English to Hindi was made effortlessly, without making them conscious wherever necessary and provided relief to those who were unable to understand some English terminology.

Employs effective use of questioning to promote monitoring and understanding.

Tutor questioned students frequently to ensure comprehension.

‘Probing questions’ (Biggs, 2003) were used effectively to elicit a response and ensure that students’ attention was maintained. Also it encouraged the shy ones to speak up which helped in clarify doubts by those who perhaps hadn’t had a chance to ask those questions.

Student’s contributions and participation is encouraged in a positive atmosphere.

Yes

There was nice, positive and relaxed atmosphere which definitely encouraged students to participate.

Equal opportunities exist for all students.

Yes

Students find Saumya very accessible and she gives individual attention to each students. This enables them to unhesitatingly clarify any doubts.

Each concept was discussed and peer, tutor and observer feedback was given to each student.

Assessment/monitoring

Suitable methods are used to identify and monitor student progress.

Yes, Saumya kept notes during students presentations

Keeping a log is a great idea for tutors to monitor the progress of each student and project.

Saumya defined the criteria for feedback and encouraged self/peer feedback. “This helps change the role of students from passive to active. “(Moon, 2002, pg 123).

Constructive feedback is provided.

Yes

Besides the tutor the peer observing was brought in as an industry partner of the client for whom the students were designing.

It was an excellent idea to get the observing tutor involved in the learning as it takes away the awkwardness of having an outsider observe your class. More importantly in this case since I am also from a design background I was able to give unbiased objective viewpoint and feedback. It gave students the opportunity to present and defend their ideas to work on design direction.

Supporting comments


Saumya is very meticulous whilst planning her sessions and comes well prepared. She had informed the students about the session well in advance and so they had plenty of time to collate their research and collect their thoughts before the session. This time she stuck to her time planning so the whole session was kept tight and students did not have the opportunity to lose interest.

Working on a live project brief is always more exciting than a fictional brief as students enjoy creating marketable project and feel a sense of achievement. There was a lot pressure on both students and tutor to deliver good results and stick to timeframes like the real world. Having this interim session as this stage was required to help students proceed further in their work.

Teaching/strategies/resources

Saumya knows the batch well as she had taught them last year and this semester also. She understands each student’s strengths and weaknesses. For the students who had worked praise and acknowledgment was given wherever required. Whilst for the couple of weak students who seem to have gone astray or others who were non-performers individual coaching/mentoring was scheduled outside regular class rather than wasting class time and pointing out mistakes publicly.

Her feedback was very specific and encouraged participation. This also helped inculcate a sense of responsibility of their work and creates an environment of self-learning.

Presentation/class relationships/class management

She is very comfortable with the class and manages her class with a good balance of firmness and motivation.

Her face, body language and hand gestures are very animated and expressive perhaps due to her experience as a dancer. She uses it effectively to convey a point across. This keeps the whole class alive and involved.

Her interaction gave students clear direction. She demands perfection and motivated the students to push themselves further.

Assessment and monitoring of students

Saumya gave each student individual feedback, discussing pros and cons and gave constructive suggestions. She helped them deduce conclusions leading to a clear design direction that they could follow through into a marketable prototype for the client.

Additional comments and suggestions for future development

· You need to be strict with latecomers as this disrupts the flow of the class.

· Students could have been given a 15min break after the initial discussion to recap and to pinup their work or load presentations instead of doing it at the beginning as latecomers who hadn’t put up their work were constantly disrupting the class.

· Since I teach Communication Design a lot of student work is recorded or presented digitally. This gives students the opportunity to share things on email, receive comments from each other and tutor in case of insufficient time in class and help create a digital portfolio of student work. A lot of students lacked exposure or came from modest backgrounds they needed to be encouraged to use technology to utilize its advantages and use it more confidently.

· Technology can also be used more effectively for presentation and better visibility. The concept boards could have been pinned up for students to closely look at the boards or they could have been scanned and projected so that everyone could look at them clearly whilst presentations were on. Since all students don’t have good presentation skills imperfections can also be easily be fixed using the help of computers.

· Students often cut and paste from the internet which is often ‘misleading or non-factual’. Since our library resource is limited Saumya has a huge collection of design and art books which she shares with students often and also pushes the students to use the Pearl library more often. In the process of cut and paste they need to be able “to discriminate useful from useless information”. “The databanks are enormous and the students need to be trained to be selective, to use words that cross-classify so that the data can be gleaned to be relevant as possible, and to surf fruitfully” (Biggs, 2003, pg217).

· If a list of names with scheduled order had been given before the session, time would not have been wasted in between presentations, in trying to figure out who would be presenting next.

· Highlighting ‘keywords’ and projecting on the screen like in the case of industry brief will help focus students attention and also encourage them to use the same in their own presentations. In case of students it’ll also help clarify their thoughts, helps remember key points to be discussed and put together a presentation that ‘walks the talk’ and not ‘talk the walk’.

Observer evaluation form

These are my observations about the points that you specifically asked me to observe:

a) Was I able to culminate a phase of the module requirement so that they felt equipped to embark on the design development phase?

b) Was I able to give a constructive feedback?

Yes, you were able to culminate a phase of the module requirement by giving students a strong direction to take away to embark on the design development process with constructive feedback and suggestions. Your feedback was positive and encouraged further improvement.

c) This was not like a regular lecture so, was the context, content and closure evident in the session?

Yes, whilst this was not a regular lecture it brought clarity to students and gave them the opportunity to discuss, share ideas and experiences and gave them clear direction on how to take it further. This session helped save time instead of having to repeat the same several times to each and the students learnt from each other’s positives and negatives.

d) Was I able to keep the attention of the students going?

You helped sort the student’s thoughts. The rapport you share with the students and your sense of humour helps break the monotony of the class and keeps it lively.

�Identify this person - who is he and when did he make this statement

�Good observation

�Knowing this helps you become a better teacher

�One may not be able to eradicate one’s weaknesses in one go but gradually be able to do so.

�Good approach

�Excellent mantra

�This is an effective method

�Pl explain the significance of this briefly

�Try to give some questions students may have asked or doubts they may have felt

�Fine description

�List a few of these

�This could be listed pointwise

�Good observation

�Explain these ideas in your own words

�What information are you referring to?

�Did you find that the weaknesses you had pointed out in the first cycle were taken care of in the second cycle?

�You need to explain the significance of this poem in your own words

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