Record of Observation or Review of Teaching Practice         

 

Session/artefact to be observed/reviewed: 26-02-2024.

Room: EB506, Stratford, 12:30-1:30

Size of student group: 15

Observer: Lindsay Jordan

Observee:Zoi Zoupanou

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?

The Qualtrics introduction workshop (3 hours) is integrated into the Quantitative Methods unit of Fashion Psychology within the Psychology of Fashion bachelor’s degree program. Students will use it to collect data as part of assessment 2 in the Unit.

The unit leader will offer an extra workshop in March 2024 as a continuation of generating a survey.

How long have you been working with this group and in what capacity?

This workshop serves as an independent introduction to Qualtrics. It marks my first occasion delivering Qualtrics instructions for this specific unit.

As a psychology technician, I specialize in conducting workshops that cover both qualitative and quantitative research methodologies.

What are the intended or expected learning outcomes?

1.To conduct quantitative research with participants, including data collection and analysis, and consider implications, applications and limitations of this research

2. Contribute constructively to collaborative work and acknowledge the influences of psychological processes and behavior on group work

3. Demonstrate an understanding of quantitative research methods and their application to psychological research as applied to the fashion industry.

What are the anticipated outputs (anything students will make/do)?

Students will engage in paired exercises to practice creating various types of questions, determining the number of choices, editing questions and responses, and renaming blocks.

Students will actively participate in defining choices, editing questions and responses, and renaming blocks through practical exercises.

Are there potential difficulties or specific areas of concern?

This is my first interaction with this group of Year 1 students, and I have yet to become acquainted with them. My only opportunity to engage with this cohort of students (Year 1) was during the induction week beginning of the academic year.

How will students be informed of the observation/review?

I will inform the students in the classroom about the arrival of Lindsay Jordan, who is a colleague, and is here to observe my teaching.

What would you particularly like feedback on?

Feedback should be provided regarding the application of Qualtrics to facilitate learning experience for students.

Feedback should be supported by evidence and demonstrate how it enhances student engagement with Qualtrics.

Additionally, feedback should cover the preparation of teaching materials and the learning environment.

How will feedback be exchanged?

Feedback to be communicated in written form through a record of observation review.

Part Two

Observer to note down observations, suggestions and questions:

You did great, Zoi! You were well-prepared with suitable resources and activities, and while some of the students took a while to get going, most of them were on task most of the time. It was a long session in total (3 hours), so I’d be interested to hear how the rest of it went.

Teaching a computer-based application using the demonstration-and-click-along method can present loads of challenges. One is getting a sense of how everyone is doing, and not being able to tell if your students are on task. The desk layout is generally an important factor and isn’t something we can often do anything about in a computer room. Do you remember in the PgCert inductions, we were in a room with rows all facing the front? This was great for me, because I could just walk up from the back of the room and see immediately what everyone was doing. In contrast, in this room you need to keep moving in an E-shape to check on everyone. You could experiment with using coloured paper cups – each person or pair has a stack which they can turn to amber or red if they need your assistance (It’s a Dylan Wiliam idea: https://youtu.be/lX0JEZ3Pgk4)

Another challenge with the point and click demonstration approach is that it’s quite draining for the teacher, who has to stand up the front and perform all the time, as well as checking progress and trying to adapt to the range of levels of experience in the room. So it’s worth considering: is this the best way of teaching this—for them and for you? Are there alternatives? What are they?

This was the first time you have taught these students, and you have three hours with them, which is plenty of time to start connecting with them as individuals and building a relationship. It may not seem like worth the effort — you may never see them again! But it may well make those three hours more pleasant, engaging, and effective. You don’t have to use name stickers or shout people’s names out over the classroom; you can simply say ‘hello, what’s your name’ before you interact with anyone, for example when you are walking around, or if they put their hand up to ask you a question. Then use their name as often as you can. You can say ‘Hello, what’s your name?’ [Becky] ‘Becky. Show me where you’ve got to, Becky.’ Or ‘Hello, what’s your name?’ [Luigi] ‘Luigi. What’s your question, Luigi?’ It doesn’t even matter if their name goes out of your head again instantly (although it probably won’t). Just say, unapologetically, ‘remind me of your name’ the next time you interact. It honestly makes the world of difference to a student to feel that the person teaching them doesn’t just see them as another body on the conveyor belt.

One student arrived around 15-20 mins late, another one 20-25 mins late. You didn’t acknowledge them, probably because you were focused on what you were doing. Some teachers tell me that they feel a sense of judgement when a student arrives late. Others might feel personally affronted that the student didn’t feel their class was worth turning up on time for, to the extent that it injures their self-esteem, which they deal with by shutting off to it. I don’t know if you relate to either of those reactions? You might well be like me and happily assume that they did their best to get here on time, or they had a timetable clash, or whatever. I would recommend in any case that latecomers are welcomed and assisted in some way. Have a think about what that assistance might look like at various stages of the class, and what resources might be needed.

I saw the following indicators of engagement:

• Students asking/answering questions
• Students complying with your diagnostic questions
• Students looking at what you’ve asked them to look at

I saw the following indicators of disengagement:

• Students looking at their phones
• Students talking to each other while you are talking
• Students not responding when you ask open questions e.g. ‘Ten minutes? Ten minutes, is that ok?’

In summary, I would say that your current approach is working for these students. However, it is demanding of you, and there is both a high risk of engagement failure and a high cost. For example, the low-level chatter from two female students in the middle of the room for the first 20 mins or so, although quiet, is distracting and makes it harder for everyone else to follow what you are saying. Did you consider asking them to stop? How would you haveapproached it? How could you have approached it?

Around 1.30 when some more chattering started up from different places in the room. You took the cue to call a break, which made sense. It is a long session.

That’s about it! Let me know what you think 🙂

Part Three

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

Dear Lindsay,

Thank you for your valuable insights and feedback.

After the break, I implemented a peer-to-peer learning approach by organizing group activities where students collaborated to share ideas and set up their questions online. This method encouraged them to learn from each other’s experiences. Additionally, I utilized tutorial videos outside of class time, reserving in-person sessions for discussions. I reminded students to attend open class sessions every Wednesday, where I act as a facilitator guiding students through an inquiry process, providing individualized support as needed.

I appreciate your suggestion regarding monitoring student engagement in a computer-based teaching environment. Inspired by Dylan Wiliam’s idea, I plan to implement coloured paper cups as a signalling system. Green will indicate “all good,” amber for “questions, but can wait,” and red for “immediate assistance needed.” Regular check-ins during class will allow me to observe and address students’ needs promptly, adapting my teaching approach in real-time based on feedback from the signals.

Regarding alternative teaching approaches, I emphasized the availability of open class sessions where students can engage in inquiry-based learning independently, with my support as a facilitator. Additionally, I will explore using technology to provide online tutorials to supplement self-directed learning and offer individualized support.

Addressing students by their names and supporting latecomers are essential for fostering a sense of connection and inclusion. I did not ask the latecomers when I delivered teaching because I thought it was good they came even late, and that probably had problems with the transport.

I could greet latecomers as they enter the classroom with a smile and a welcoming gesture. And acknowledge their presence and reassure them that they have not missed much. I will make an effort to  brief them discreetly on any missed instructions. I could check in with latecomers after class if they need any assistance catching up on missed content and will be available to answer their questions after class.

To re-engage disengaged students who are looking at their phones, talking to each other, and not responding to open questions, I will incorporate group discussions, hands-on experiments, debates, and problem-solving tasks. Encouraging active participation and providing opportunities for questions and clarification will be a priority.

Dealing with low-level chatter in the classroom requires a tactful approach. I will use non-verbal cues such as making eye contact or pausing momentarily to signal to the students engaging in chatter that their behaviour is disruptive. Restating classroom expectations regularly will reinforce the importance of respect and attentiveness during instruction.

Thank you once again for your suggestions. I am eager to implement these strategies to enhance the learning experience for all students.