This session was a preparatory session aiming to introduce us to being observed and observing others. To do this we were asked to read an extract from paper written by McFarlane – A time to Reflect.

This paper presented the experience of Professor Stefanie in receiving feedback from students and on observing a colleague’s teaching. I thought the example quite caricatural in its representation of the teachers but here were some note worthy issues raised within the scenario.

These are the aspects of Stephanie’s teaching practice that appear to be the most ripe for development:

• implementing time and space for questions and discussions with the students to make sure content and expectations are clear throughout the delivery of the unit, so that student experience and feedback is considered throughout the delivery.
• Explaining the reason behind implementing different teaching methods such as ‘peer learning’ so that changes in delivery feel less like a ‘testing ground’ but more an opportunity for learning.

To move past her defensive reaction, stephanie could take time to reflect but also reach out to other colleagues and discuss raised concerns. I feel like there is a strong lack of a sense of community within this text, as though each lecturer is operating alone and almost against each other

For me most interesting questions (or problematic) this case study raises are the apparent disconnect between Stephanie’s teaching practice, the institution, the needs of the students and her colleagues. I wonder if what this example highlights is the lack of support and framework from the university to encourage and facilitate teaching where students and teachers’ needs can be met. What I mean by this is when all hours allocated hours are used up by either delivery of prep, this leaves little time for research and developement.

Secondly, implementing a hierarchical methods of delivery (Teacher > Student) especially in art and design courses can mean that students become passive in learning – this I think relates to this issue of peer feedback being seen as unbeneficial by the students in this case study. Dismantling this kind of structure and encouraging students to have an active role, through discussion and feedback (throughout the unit) might help create a better learning environment.

There were some other interesting questions raised by other teachers on the padlet:

• ‘Scaffolding – not just ‘dumping’ information but building it up in chunks and ensuring students know why things are happening and have an opportunity to ask questions.’
• ‘accessibility and diversity learning: Her assumption that if you don’t understand its because you don’t attend is a bit wild. She probably could do some work around understanding learning styles and adapting materials accordingly’
• ‘Using sessions for discussion and debate rather than transmission of content’
• ‘Could the department be doing more? Neither Stephanie nor Max seem particularly receptive to feedback, and the language indicates passive relationship with an imposed procedure, rather than a culture of support, reflection and practice development.’
• ‘SPACE – the first frontier! Where is the space in Stephanie’s teaching for inclusivity and accessibility? Where is the space in Max’s teaching for students to bring their own ideas and thinking into discussion and assignment?’
• ‘How can we support diversity (of methods / approaches / background) when creating curricula’