Session/artefact to be observed/reviewed: 1-2-1 Tutorials.
Size of student group: 3 out of 68
Observer: Jazmin
Observee: Michelle
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?
Tutorials relating to Part 3. Personal Project Proposal (PPP) and development and “Up & Running” project. 3 students prioritised owing to outstanding PPP information (relating to Section 2 concept development and title)
How long have you been working with this group and in what capacity?
Since Part 2 Oct/Nov 2023 (specialist) and some beforehand in Sept 2023 (diagnostic)
as an Associate Lecturer 2 days pw.
What are the intended or expected learning outcomes?
Learning outcome(s):
In this lesson all learners will:
- Make site visit to Kings Cross Roof Terrance to view space for Up and Running’s Thursday “Happening” (AM)
- Introduce the territory their PPP explores to small peer groups
- Introduce initial source material (archival, digital, physical, or sensory) that they will engage with for first ‘doing’ actions
- Produce an action plan for this week
- Begin creative actions in relation to their PPP
- Use reflection (PPP) to review experimental work produced
In this lesson some learners will: - Engage in high level discussion with their peers and tutor in relation to their own ideas, creative ambitions
What are the anticipated outputs (anything students will make/do)?
First making actions towards Up & Running
Consider what is challenging / interesting about responding to the KX terrace
Finalise PPP
Are there potential difficulties or specific areas of concern?
Some students have not completed PPP
How will students be informed of the observation/review?
By word at introduction of session
What would you particularly like feedback on?
How to improve student engagement
How will feedback be exchanged?
By email
PART TWO (Observer to note down observations, suggestions and questions)
Context: observed one-to-ones
One-to-ones take place in a classroom environment – doesn’t allow for complete privacy but overall students are respectful and allow for the students to have the time undisturbed.
First student
Immediately complemented the student – this made the atmosphere relaxed and warm. As they may have been a little uncomfortable with me observing. Checked if Workflow entries were in correct setting to avoid issues. Wellbeing- remembered details about student e.g. sickness as a reason for gaps in entries. Checked what exhibition the student had been to lately, as there wasn’t a recent record of one on their Workflow. The student stated they had been to one recently, but they hadn’t enjoyed it. You made it a point to still encourage them to include it, stating that it is sometimes easier to write about what they don’t like. Gave them room to explain their plan of action, didn’t interrupt even when there was a gap. This allowed the student space to form their ideas and articulate their thoughts. You then asked for clarification after: E.g., when student described something as ‘minimalist’ you asked in what way ’shape or colour?’In the middle of the session, you very clearly shifted the focus to next steps. Asking the student what they were going to do. The initial answer lacked a timeframe, so you casually asked them if it would be done on Tuesday or Thursday, to make use of staff and space. You then asked to view their action plan. Where you gave them more concrete actions that they could achieve that afternoon. Looked at own check list to be sure you didn’t forget anything you wanted to cover. Conversation naturally flowed, so student ended up developing a new idea for their performance piece. Also introduced a new concept ‘Relational Aesthetic’ so the student had a new area to research. Wrapped up by re-checking they knew what their priorities were for the afternoon. Double checked if they had a title. When student stated they considered not having one. You didn’t challenge them, but instead suggested one that would work well with their project.
Second student
Student started off by saying they had no idea what was going on with their PPP, you both laughed, which made the atmosphere easy going. Student didn’t have their laptop. You asked rhetorically, why didn’t they have it, but made sure to accommodate them by getting yours so you could still view their work on Workflow. Made sure to compliment their Workflow and them choosing a title. Guided them to rework their title due to its connotations. Acknowledged the student was feeling a little lost so kept encouraging them to take notes as they didn’t naturally do so. You stated that having things written down can ground them and help them feel as though they are making decisions. When explaining a new concept you checked in that they understood. They said yes. However, I can’t be sure, but you seemed to pick up on something from the student’s demeanour that made you explain it further and in a slightly different way. Prompted them to take notes throughout to ensure they didn’t forget anything. Began to discuss timelines of when what was discussed could be achieved, student was unsure, so you helped them narrow it down. The student had an idea for their project come to them that they were reluctant to share. You were firm but playful to encourage them to share it. Once they described it, you told them to go to the shop that afternoon in order to get all the necessary materials. Brought up another student that had a different working style, to let them know that not everyone needs to work in the same way. By the end of the tutorial student didn’t need to be prompted to take notes. Concluded by re-establishing expectations for the rest of the afternoon. Used humour, checked if they felt better and if they knew what they were doing.
Third student
Checked their knowledge of Workflow, as there was something that needed to be reformatted. Asked them to ensure they were uploading their work in the correct format. When student wasn’t taking notes gave gentle prompt by touching their laptop. When reviewing their work made the distinction between a truth and your truth. Explained it by using real life examples which was nice to see, as it made it very clear. Framed the students work differently – challenged them to see if they can prove themselves right or wrong. When you noticed an absence of imagery in their work and the student stated they hadn’t been to any exhibitions recently you googled some together. You then incorporated this into their Action Plan, asking them to list going to an exhibition as an action. They still weren’t taking notes, so you directly said they should be writing this down. The student said it was all in their head, so you didn’t push it further. You did get them to recap the actions to conclude though, by way of affirming what was agreed.
Conclusions, questions and suggestions
I really enjoyed observing your tutorials and the way you interacted with your students. You’ve got a great relationship with each of them and it was lovely to see the respectful and good natured way you guided them.
A few things I noticed worked really well were:
You’re great at giving them ideas on what they can achieve that afternoon! So, they don’t get a chance to get stuck in the planning stage. If students didn’t naturally take notes you made sure to tell them to do so. You tied things back to earlier learning. A couple of times you referred to Part 2, so students can see how everything relates. Maintained great eye contact. Good at meeting the students where they are and checked in with them regularly. Asked clarifying questions. Loved the Padlet that allowed students to get an oversight of free exhibitions on at the moment.
A couple of suggestions/ questions to improve engagement:
This may already have been said, but perhaps tell all students how to prepare for a one-to-one- Take notes, have laptop, show action plan etc. Are students aware of what you will be checking for during this tutorial? Perhaps if they’re not put the checklist on the board, so they know what the expectation is? Perhaps ask each student if there is anything in particular, they want you to check for them? Noticed you went into some of the student’s space and with others you found somewhere neutral in the classroom, was this intentional? Or just due to practicality?Could it be easier if you were to find a space in the classroom and have them come to you? Slightly away from their friends so they’re not overheard, but so it also allows you to have a base. Perhaps there could be a short buffer time between one-to-ones worked in so other students don’t need to interrupt a one to one of their classmates, if they need assistance?
PART THREE (Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged)
Thanks for your considered feedback. Having insight on how 1-2-1 tutorials are viewed by someone outside a teaching framework and from a Careers perspective is useful.
How I will act on feedback (Action Plan)
- The diversity of the 3 students observed out of 68 in the room required flexible teaching to approach the focused tutorials (PPP and Up & Running). As the expectations for the tutorial were to support idea development of first making actions, the “checklist” I referred to in the tutorial with Student 1 relates to where the student’s thinking might be evidenced, rather than something the student is expected to provide. However, I would like to adopt your way of introducing tutorial expectations as despite it being Week 25 and tutorials occurring every week, alongside Moodle notifications of expectations and daily whiteboard written expectations, students regularly forget their laptops and sketchbooks. As their PPP initiates their final project that is graded in Week 30 and the Up & Running KX event is an ungraded “one-off” activity that week, the importance of the 2 focus areas differs. If this combination happens again, I will begin the tutorial by clarifying the first 5-7 minutes will be dedicated to finalising their PPP’s on Workflow and the last 5-7 minutes will focus on their Up & Running ideas. To bookend the tutorial I will consistently incorporate reaffirming their action plan at the conclusion, and ask if there is anything they would like checked. If their enquiry cannot be accommodated within the timeframe I will arrange a follow-up tutorial with another tutor in the end-of-day handover email.
- It is helpful knowing the space/time needs are identifiable even if I’m unable to actively respond to the issue owing to logistics beyond my remit as an AL. As you witnessed painting students require more physical space than most students, which is a challenge in a culture leaning towards “hot-desking”. 70-80 students are designated to one room per year. The contextual studio culture of the course (Fine Art Painting) means student 1-2-1 tutorials occur within the student’s dedicated studio space to enable the student to discuss direct relationships between their practical work (walls and table) and Workflow. If a student indicates a need for privacy or there is prior knowledge of anticipated sensitivity, I move the tutorial to the desk area designated for the 2 teachers, or outside. These areas are negotiated in flux with the 2nd teacher according to student necessity.
- The student-teacher ratio determines tutorial timing. Ideally, 2-3 mins would exist between tutorials. The student volume necessitates aiming towards a minimum of 8/10 students a day within a 5-hour contact period and on this occasion, the number of tutorials per day remained (owing to the PPP deadline) and the buffer was adjusted responsively to accommodate the one-off KX site visit (for Up & Running) in the morning.