Record of Observation or Review of Teaching Practice
Session/artefact to be observed/reviewed:
Size of student group:
2
Observer: Jacob Wu
Observee: Phoebe Stringer
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
Observe to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artifact within the curriculum?
Second mid-project Formative assessment for my Costume students in the Co-lab unit. Each student has a 10 min catch up and conversation with me where we discuss where they are in the project, how they’re feeling and if they understand the requirements for submission/hand-in
How long have you been working with this group and in what capacity?
I’ve been working within this unit since October as a project lead
What are the intended or expected learning outcomes?
A finished costume that narratively expresses the social justice issue that the students chose, the students must show that they met the LO’s in regards to sustainable materials, audience communication (is the piece narrative? Does it speak to the social justice issue?), research into their techniques, and research into their social justice topic.
What are the anticipated outputs (anything students will make/do)?
A well-conceptualised and executed final costume for their exhibition, that is backed by a research-based submission.
Are there potential difficulties or specific areas of concern?
Students not attending this formative assessment. This is a mandatory assessment and it must be attended
How will students be informed of the observation/review?
An in-person explanation before the formative begins so that they understand who Jacob is and that he’s UAL staff
What would you particularly like feedback on?
I’m always worried I come off as unprofessional to my students, I try to be open and inviting with my demeanor so they aren’t afraid to ask questions but I fear I overshoot the mark and come off as nonchalant.
How will feedback be exchanged?
As a short written paragraph and brief conversation after the review
Part Two
Observer to note down observations, suggestions and questions:
General Overview
This session is an informative assessment where 2 students provide updates and progress on their projects. The focus is on guiding students through reflection, ensuring they feel clear about their direction, and supporting them in reaching the final stages of their work.
Student 1
Reminder on Learning Outcomes:
The tutor effectively reinforced the intended learning outcomes, ensuring clarity for the student.
Encouraging Approach & Tutor Support:
The tutor maintained a supportive and encouraging tone, providing clear guidance on how students can access help.
Reflection on Final Presentation:
The tutor asked the student reflective questions about their feelings regarding the project, identifying any difficult areas.
Refinement & Technical Feedback:
Discussion included annotations on reflective writing and instructions on presenting the dress, highlighting technical elements such as:
- What techniques were used?
- What makes the dress unique?
- How should the final presentation be framed?
Project Timeline & Confidence Building:
The structured timeline with clear checkpoints ensured that the student felt confident and equipped to complete the project. The tutor checked in with:
- “How are you managing?”
- “What do you need from the tutor?”
Student 2
Positive Feedback & Encouragement:
The tutor maintained a positive and empathetic approach, creating a space for the student to express their concerns.
Student’s Challenge:
The student felt overwhelmed by the amount of research material and struggled with selecting relevant information.
Tutor’s Guidance & Checkpoints:
The tutor provided clear progress checkpoints, mentioning:
- “Big room” available on the 22nd
- Hired photographer scheduled for the 28th
Suggestion:
Creating a structured outline to help student manage the information from research
, that enable students to develop a strategy for filtering research material, such as:
Identifying key themes early on.
Check in with questions like:
- “What is the most important takeaway from your research?”
- “What key aspects do you want to highlight in your final project?”
Overall:
This was a well-structured and supportive session, providing students with clear guidance and encouragement. The tutor fostered reflection through thoughtful questions and maintained a positive, engaging environment. Progress checkpoints helped students stay on track, and the feedback was constructive and empowering.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
I’m delighted that my reinforcement of the LO’s or ‘Meet the grade’ during the assessments didn’t come off as pushy/off-railing the natural conversation! I’m feeling reassured that I don’t just casually chat with them like a peer but rather as an informed member of staff. The unit ended well and all the students Jacob oversaw handed in strong submissions and did well,
In the future, I’ll be considerate of blending this feedback into my own concerns so that I don’t become complacent and overconfident in my approach
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