Session/artefact to be observed/reviewed: Pedagogies in Tutorials
Size of student group: 21
Observer:Karen Matthewman
Observee: Romany Taylor
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
Pedagogies in Tutorials
How long have you been working with this group and in what capacity?
Over 2.5 weeks,
x1 session briefing/individual tutorials
x1 session individual tutorials
1x crit
What are the intended or expected learning outcomes?
– Synthesise, analyse and present research from a diverse range of primary and secondary sources
-Evaluate and develop research to make informed choices in the development of work
– Generate and explore ideas that show an understanding of different social and political contexts for creative work in art, design and media
– Demonstrate visual, oral and written communication skills, commenting on your own and others work critically and constructively as part of a clear argument or purpose
-Apply and test a range of specialist skills to expand work
What are the anticipated outputs (anything students will make/do)?
- Sketchbook / primary research
- Secondary research referencing other designers who have used any of the techniques covered in the Project
- Mood board documenting key research images, colour and yarn choices.
- Technical File containing notes and test pieces
- At least one test piece of each technique demonstrated
- Minimum of 4 Final samples (can be a combination of techniques)
- Minimum of one visualisation showing potential product / end use of your samples
Are there potential difficulties or specific areas of concern?
Time, there are many students for the time available (21 in 5 hours)
Quality of formative feedback
How will students be informed of the observation/review?
The session will be online, so no need to inform.
What would you particularly like feedback on?
Utilising the time that I have efficiently
Encouraging Inquiry based learning – independent research (curiosity)
How to engage students quickly in the project
How to encourage them to look at their notes and work through them
How to get them to see the value of coming to tutorials especially when they are struggling
How will feedback be exchanged?
Verbal & Written
Part Two
Observer to note down observations, suggestions and questions:
Romany and I met online to discuss her experiences with tutorials for 1st years in the second term. She set the scene of 1-1 tutorials happening in a large studio while demonstrations are taking place using the machines. Students are ‘taken out’ of these demonstrations briefly for a few minutes to check in with Romany about their understanding of the components of the course and the progress they are making.
Romany talked about the priority at these times that the students give to their technical work, while also at the end of the project sometimes being disappointed with their marks, which often focus on learning outcomes beyond technical skills.
We talked through some of the aspects Romany had focused on above. Most of these aspects centre on encouraging students to take more responsibility for these short tutorial sessions and to get the most out of them. It can feel that they come unprepared and sometimes leave unchanged, with Romany doing most of the work to try to guide them in the right direction.
We discussed a few different possibilities for improvement. Having small group tutorials might give more time for these tutorials and may also engender more of a sense of peer responsibility and shared concerns. This has its own issues, as students don’t like to be take out of the studio for too long and it might be harder for technicians to manage. I also suggested this kind of change might be coordinated more with the technical team, but this can be hard with so many activities going on. We left this as a possibility to ponder, as it involved several staff, logistics and course leadership buy in.
We also discussed several strategies based on current literature of what works. One of the key areas we focused on was that of applying coaching principles to the 1-1 sessions. These included but was not limited to: Adding a student section to the tutorial notes where students write agreed action points arising from the discussion. Asking powerful questions to ensure that the student takes responsibility for decisions. Students could be made aware of one or two specific tasks they need to complete and bring to the tutorial which frame the discussion. Much of our discussion acknowledged the need for a balance between student autonomy/agency, while still supporting them as participants quite new to this concept of taking control of their own learning, and with different past cultural/ / linguistic/ institutional norms which might influence their expectations. The concept of gradually withdrawing scaffolding while keeping some structure n place was discussed.
We also discussed institutional/ resourcing/ leadership constraints which mean that we sometimes as practitioners and educators we only have influence rather than control over what happens in our sessions, and how best to exert that influence across a wider team with their own priorities and concerns.
It was a wonderful, layered discussion, and Romany clearly brings so much insight, disciplinary knowledge and reflection into her practice.
Karen Matthewman
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Reflecting on the Karen’s feedback, I see several key areas where I can improve my 1-1 tutorials with students. The main challenge highlighted is that students often focus solely on their technical work during these sessions. While technical skills are crucial, it’s also important for students to take responsibility for their learning and develop a deeper understanding of the course, including the learning outcomes and the submission requirements, as these are key areas where much of the assessment and grading are focused.
One way I plan to address this is by incorporating coaching principles into my sessions. Specifically, I will ask students to identify three key takeaways or actions to focus on after each tutorial, framed as a ‘to-do’ list, which students will write themselves. I will then summarise my feedback, aligned with these actions, using bullet points at the end of the session to ensure clarity and focus. This approach ensures students leave with concrete, actionable goals they can work on before the next tutorial, rather than relying on extensive notes they may not revisit. It also empowers students to take ownership of their learning and helps them stay focused on what they need to achieve, especially in relation to course expectations.
In addition to this, I will continue to incorporate open-ended, reflective questions that encourage students to think critically about their progress and decisions. Encouraging students to take more responsibility for their learning and allow them to identify areas where they need support, rather than waiting for guidance to be handed to them. Framing tutorials around specific tasks or challenges that students bring to the session will provide additional structure to the conversation, helping them to come prepared and ensure that the discussion is focused on their immediate learning needs. This approach also aligns with the goal of gradually helping students develop the skills to manage their own learning, moving them from passive recipients of feedback to active participants in their educational journey. The combination of specific tasks and scaffolding will guide students as they gain confidence in taking more control over their learning.
The idea of small group tutorials is another suggestion I would like to implement, by having students engage in smaller groups, there could be more peer-to-peer responsibility, fostering a collaborative learning environment. However, I understand the logistical challenges this might present, particularly in coordinating with the technical team and the other tutor on this rotation. While this idea may require further discussion and planning, I would be open to exploring it if it can improve student engagement.
Recognising the need for balancing scaffolding with student autonomy, as students come from varied cultural and institutional backgrounds, it’s important to gradually withdraw support while maintaining enough structure to help them build confidence in managing their learning independently.
I am committed to implementing these strategies and reflecting on their impact, with the goal of creating a more student-centered tutorial experience that encourages greater autonomy and responsibility, while ensuring students fully understand the course requirements and learning outcomes.