Enhancing Student Learning in a Time-Pressed Technical Workshop
As an HPL on the BA Textiles Technical course at Winchester School of Art, I was tasked with delivering a technical workshop on fully fashioning and trim finishings at the last minute. The workshop spanned two 5-hour sessions, one week apart, and was my first time teaching this second-year group in a technical capacity. Prior to this, my experience had focused on concept, design development, and collection creation. Transitioning to teaching technical skills, within a time frame and with no preparation, was challenging. These skills require clear communication and structured skill-building, both difficult under time constraints.
As Biggs and Tang (2011) state, “Effective teaching begins with a clear understanding of the context, learners’ needs, and the environment in which the learning takes place.” The tight schedule and varying student competence required a structured approach that balanced technical instruction with time limitations.
I tried to balance instruction with maintaining student attention, but this was challenging given the complexity of the material and time constraints. I segmented the content into theory, demonstration, and practical components, allowing students to focus on each independently, which left limited space for creative exploration. Given the time pressures and the need for students to apply techniques independently, my ability to assess their understanding was constrained.
Engagement varied among students, likely influenced by prior experience and confidence with these techniques. Since it was their first encounter with these techniques, I focused on scaffolding the learning process. Tomlinson (2001) emphasizes that “Assessment is not just a way to measure; it is a way to help students reach their potential.” This principle guided me to tailor support according to each student’s needs and proficiency.
However, the high expectations for mastering the material within such a short time created pressure on both myself and the students. The compressed timeline may have hindered students’ ability to deeply understand and practice the techniques. The reliance on independent work between sessions made it challenging to ensure all students kept up effectively.
By providing a balanced approach, supporting diverse learning needs, encouraging independent practice, and offering timely feedback, I aim to improve future workshops by:
- Break content into manageable chunks: Reduce pressure by covering material in smaller sections.
- Extend workshops over multiple days: Allow more time for engagement, practice, and reflection.
- Set clear, achievable goals: Ensure effective pacing and prevent students from feeling rushed.
- Create a supportive environment: Prioritize both emotional and intellectual needs, as Gibbs (2013) asserts, “The most successful learning environments are those that support both the students’ emotional and intellectual needs.”
- Increase hands-on practice and peer collaboration: Encourage small group work to reinforce learning through shared problem-solving.
- Integrate formative assessments: Use quick check-ins to monitor understanding before progressing.
- Acknowledge time constraints: Recognize challenges while delivering a technically coherent workshop that students can apply.
- Create structured learning environments: Build student confidence and understanding at a manageable pace.
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References
Biggs, J., & Tang, C. (2011). ‘Teaching for Quality Learning at University’ (4th ed.). Open University Press.
Gibbs, G. (2013). ‘The Assessment of Student Learning in Higher Education’. Routledge.
Tomlinson, C. A. (2001). “How to Differentiate Instruction in Mixed-Ability Classrooms”. ASCD.
GLOSSARY
Fully fashion – Fully fashioning refers to a knitting technique used to create shaped, seamless garments or sections of garments, where the knit fabric is knitted directly into the desired shape without the need for additional cutting or sewing. This process involves increasing or decreasing the number of stitches in specific areas of the fabric to achieve contours and shapes, such as armholes, necklines, or body panels. Fully fashioned pieces are often used in high-quality knitwear to ensure precise fit and reduce waste, as the garment is shaped during the knitting process rather than through post-production alterations.
Trim Finishings– Trim finishings in knitwear refer to the decorative or functional elements added to the edges or seams of a knitted garment to enhance its appearance, structure, or durability. These can include techniques such as ribbing, binding, piping, or the addition of woven or knitted trims. Trim finishings are often applied to areas like necklines, cuffs, hems, and armholes to provide a clean, polished look, prevent fraying, and improve the overall fit and comfort of the garment. They also contribute to the garment’s aesthetic by adding contrast, texture, or detail.
