Record of Observation or Review of Teaching Practice. Observed by Peer         

 

Session/artefact to be observed/reviewed: 1:2:1 Study Skills Tutorial

Size of student group: 1

Observer: Charline Caceres

Observee: Fran Barry

 

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?

The session is one of a weekly 1:2:1 study skills tutorial.  The sessions are usually face to face but due to personal circumstances the student has requested an online session.

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

I have been working with the student since the beginning of this academic year.  She is a Phd research student and is relatively new to the whole process.

What are the intended or expected learning outcomes?

At the first session an Individual Learning Plan (ILP) is agreed as part of the learning contract.  A key issue that we focus on is time management and organizing workload.  The student has a family and therefore competing priorities. Another key issue is reading strategies and note making as the research project requires the student to complete a large volume of research to underpin their research topic.

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

This particular lesson will focus on a discussion of reading strategies and note making in particular.

Are there potential difficulties or specific areas of concern?

The student already has a number of strategies so hopefully this tutorial will add something to her existing approach and not just repeat what she already knows.

How will students be informed of the observation/review?

She was informed a couple of weeks ago and is happy for the observation to take place.

What would you particularly like feedback on?

I am interested to see how well I manage to make the session interactive and not just lead with advise on how to make notes.

How will feedback be exchanged?

Hopefully via written and verbal means.

Part Two

Observer to note down observations, suggestions and questions:

Any phrases starting with “ are your words, St. is student responses and [ ] are comments of what happened.

[You start with a recap then switched to asking how the student’s presentation went]

St. responds…

[You’re listening with acknowledging prompts “right, yeah”]

[Student continues with progress from experience, and you affirm with “brilliant, and when is the event”]

“speaking of last time…” [back to recap]

“any more feedback from supervisors?” [checking development since last discussions]

St. responds with “supervisors were fine, that’s a relief”

[Good listening – you are looking away – are you checking notes? – still affirming listening is happening “okay, yeah”]

“You have already been accepted so it shouldn’t affect you visiting later…” [Reassuring student]

“the last thing we discussed…exhibition plans” [continued recap]

St. responds “It was getting a bit too much at one point wasn’t it? That’s what we were talking about” [student adds to recap].

[You invite yourself to exhibition – you are cultivating belonging and creating a safe space through active engagement and promoting a culture of mutual respect]

“we’ve talked a few times about reading strategies and well, more organisation of reading material [you move on to discuss student’s literature review].

[You briefly mention AI as a tool but didn’t expand. You did some research for the student on reading strategies from a study skills book].

“It’s going back to basics, I apologise if it feels patronising… you have lots of techniques under your belt” [you recognise student’s prior knowledge and show sensitivity to their level of expertise aligning with a form of constructivist teaching perhaps].

[pause while you share screen… then you ask about the baby – connecting on a personal level] [family]

“can you see the shared screen? This is some standard writing tips, you can compare this with what you’re doing at the moment” [you talk through reading strategy and using it for critical reading]

“I read a lot myself, but I read really quickly, since I started this course [PgCert] I realised that’s not critical reading…” [you go on to explain critical reading from your own learnings. Using ‘Use of Self’ to build your relationship and empathy]

“are you still sifting through different frameworks” [checking back with the student for relevancy]

St. responds “still very early stages of sifting through…”

“but you have an idea of the overall theme?” [finding out more, progressive questioning]

[You ask about research area – Is this to understand where she’s at with regards to the note taking method or connection building?]

St responds “… She gave it to the archive herself… it’s fascinating” [student engages with this inquiry, building enthusiasm]

[you continue to ask questions about students research]

“okay, so you’ve got the kind of argument, looking for sets of reasons, support arguments” [you bring it back to the note taking strategy]

“I think she was talking about not just researching literature, but also quantitative information…” [you explain the strategy further]

“will you be doing any quantitative research?”

St… I don’t think so…

“okay, maybe that bit won’t be relevant…” connecting back to the strategy in question.

[you continue to ask questions to find out what’s required for her research]

[You ask about current note taking methods] st. … I use an App called Notion, I’m bad at it but I do try.

“okay, so this is good research and makes it easier for the reader…” [You bring it back to note taking strategy. Might there be an opportunity to explore student’s comments (I’m bad at this) further to identify specific obstacles?]

[while explaining note taking you acknowledge that sometimes the difficulty lies in the reading/author, not the reader… language… You are affirming that the student is not at fault.]

“you are still formulating that?”

St. “I’m starting to highlight colour code the themes…” {development]

“I remember you saying you like to read a book, and then read it again to take notes, is that right” [confirming your knowledge about student process]

St “I worry about wasting time but prefer to do that”

“its good to take notes, even as a motor skills perspective…. Motor memory… nothing you don’t already know, but a good reminder… [again, assuring student of her knowledge]

[student talks about being slow] “critical can take time, but could use a lot of time to read first and then again to take notes” [gentle suggestion as response to why it might be slow]

[guidance given by reflecting using in ‘use of self’ from your experience on PgCert given, writing everything down can be useful]

St. responds “yeah, like a brain dump”

St. “it all feels very slow, I don’t know if that’s normal”

“it can take time…”

[you show student another method… pause…]

[you talk through method]

[student talks through a fellow student’s techniques] “but I could never be that organized”

“it sounds just like what’s recommended” [could there be some exploration here about what the student thinks she could manage in terms of organization?]

[you continue to explain method, and ask if the student showed her an example]

[Pause, while you look for another method you want to show student, then you engage with her experience of her work]

[you ask questions about her experience while explaining the new method]

“do you read the whole book?”

St. “sometimes yes, but sometimes I look at the intro and conclusion…”

[you talk about being critical with reading… as you get more confident with the texts you can decide…you refer to your experience and building confidence to be more selective – this is reassuring]

St. “one of the areas I do need to improve on is this critical… for example I found a relevant piece of reading and thought it was amazing, but supervisor said it was problematic…”

[you talk about being critical and thinking about the author’s positionality] “get to know as much as you can about who’s written it”

St. there’s confidence involved, isn’t there?”

“yeah”

“moving forward…” [you prepare to conclude]

St. “this is really helpful”

“I hope so, I hope I’m not telling you what you already know” [affirming students knowledge again]

“have a go… I wouldn’t pick a long one… one of them is 12 pages or something?” [laugh]

St. “thanks, really appreciate it”

“the more you’re practicing”

St. “and organizing it, so difficult when you have dyslexia”

“you can make your own categories with these note taking methods…”

“okay, I’ll see you next week”

St. I really appreciate it”

……………………………………………………………………………………………..

Feeback

Your session was highly interactive and ‘student-centered’, effectively balancing guidance with space for the student’s input. You consistently acknowledged the student’s prior knowledge, reinforcing their confidence while introducing new three reading and note-taking strategies in a way that felt supportive rather than prescriptive. You covered a lot in one 1-hour session!

You clearly did a lot of preparation to ensure you were providing useful strategies / note taking methods. Your use of questioning was particularly strong at times, helping the student reflect on their own methods and refine their approach (ensuring relevancy). You struck a balance between being authoritative and compassionate, providing clear expertise while also creating a safe, encouraging space for discussion.

Staying present in a one-to-one or tutorial while ensuring important statements are acknowledged can be challenging. Techniques like active listening, pausing to reflect, and asking open-ended questions might help, not as rigid strategies but as ways to develop a more intuitive and responsive approach. Would it be useful to explore adaptable frameworks that allow space for unexpected but valuable discussions? Perhaps note-taking or post-session reflection could support this process?

The way you connected on a personal level and reassured the student about their progress contributed to a positive learning environment. You encouraged a ‘growth mindset’ through using specific yet probing questions and scaffolding to build confidence in the students abilities to work independently.

Overall, this an engaging session that encouraged reflection and independent learning.

Part Three

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

The observer’s comments are very generous, and the record of the session is really detailed.  Very impressed that she was able to capture so much from the session. I have to admit that I was nervous and aware that the session was being observed and, on reflection I think my nerves contributed to the speed with which I covered some of the points we were discussing. In fact she pointed out that I covered a lot in one 1 hour session.  Maybe I should have broken it down, chunked the exercise and done a bit more deep diving. Less is more.

Highlights for me are her confirmation that the tutorial was student focussed and pitched at the right level.  This is a very able PhD student with lots of strategies under her belt so I was fearful that the exercise on critical writing and note taking might have seemed too simplistic, not a good use of her time in the session. The observer reported that the student seemed engaged, and she thanked me after the session.  We are still working through and exploring ways to make notes, not just take notes.

The observer also provided feedback that I have been reflecting on and intend to make some adjustments to improve my practice. She observed that I looked away from the student, I was reading her record of work from the previous week.  I also flipped between what she was currently doing and our weekly recap.  I need to work on finishing the recap. 

Her suggestions about using techniques like active listening more effectively, more pausing to reflect and asking more open-ended questions are techniques that I will be more conscious of going forward. Sometimes its hard to know where the conversation will go during tutorials but as the observer notes, it is very important to stay present in a one-to-one or tutorial while allowing space for unexpected but valuable discussions.

A really useful and thought-provoking exercise.

Record of Observation or Review of Teaching Practice    Observed by Tutor    

Session/artefact to be observed/reviewed: 1:2:1 Study Skills Tutorial

Size of student group: 1

Observer: Tim Stephens

Observee: Fran Barry

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?

The session is one of a weekly 1:2:1 study skills tutorial.  The sessions are usually face to face but we also have online sessions. This session is face to face.

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

I have been working with this student since the beginning of this academic year.  She is a 3^rd year Fine Arts BA student.

What are the intended or expected learning outcomes?

At the first session an Individual Learning Plan (ILP) is agreed as part of the learning contract.  A key issue that we focus on is time management and organizing workload.  The student struggled a lot with writing her dissertation.  She completed lots of research but found it hard to plan and structure the written work.  Feedback from course tutors often added to her anxiety as she did not always understand what she needed to do.  We spend a lot of time brainstorming ideas, discussing how to apply theory to her case studies and to give context so the ideas she was putting forward were easier to frame.

She is currently focusing more on her practical work and is more confident with this aspect of the course.  However, she is keen to keep working at improving her writing skills, especially when putting together her portfolio and artist’s statement.

Time management is also a concern, so the weekly sessions help her to keep focussed on all the different elements of her work.

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

This particular lesson will focus on a review of the weekly planning grid we agreed last week. Progress towards plans for the open studio day in March and her artist’s statement will also be reviewed and refocused if needs be.

Are there potential difficulties or specific areas of concern?

The student already has a number of competing priorities and had a busy week planned so there may be some slippage with her weekly goals so hopefully this tutorial will not add to her anxiety if this becomes more obvious as we go through the planning grid.

How will students be informed of the observation/review?

She has already been informed and is happy for the observation to take place.

What would you particularly like feedback on?

I am interested to see how well I manage to make the session interactive and not just lead with advice on how to manage her time.

How will feedback be exchanged?

Hopefully via written and verbal means.

Part Two

Observer to note down observations, suggestions and questions:

Key to write up…I tend to write up the observations in a way that allows you to remember the session yourself, so you can reflect on the detail.

Text in “ “ are actual words text in [ ] are my comments or observations.

[You introduce me to the student and make sure she is OK with the observation

“Hows’ your week been…?

St. talks about dissertation grade…

“Would it be useful to go through the feedback…? As it’s on your mind…[You respond immediately to the presenting issue of her concerns… excellent practice, shows your sensitivity

“I will send timesheets…I know it’s a bit of a bore…but you need to accept all..[you aware of professional role

St Yes…I lost my lanyard again….

“Oh..I don’t know…2 questions, re they going to make you pay…? If they’d already found one…can you not pick that one up…? [You are problem solving, very nice

St. They might have thrown it….

Tutorial this afternoon, be talking about folio…[She is nervous or expectant of this afternoon session

“We talked about artists statement, etc [You sum up…about how much research she did..

[You share feedback on screen and read out…there is a lot of detail….”a B+” [actually, it was a B- which may/may not explain her disappointment…Was it wise/best to read the whole thing at once? Could she be providing prompts, could this be co-reading..? See comments..]

“What do you think of the feedback…? [Great open question, much needed at this point

St. I’m trying to connect this with the foley..?

“Anything more specific…you did so much research…they are talking about arguments and we tried to work on that…[You are connecting memory/recall with previous practice/sessions, good practice

St. talks and explains more [She is being very open and honest with you

“I don’t mean to sound patronizing…the grade, it’s a real indication of your work…

“What is it that you want to take from the dissertation…maybe if we go back and discuss the keywords…

St. Of the feedback….? it’s the last bit of the feedback… they quite interesting… for the foley…[she repeats the questions listed at the end of the feedback

“So, let’s go through each question….read out the first question again…

St. recites again the question..

“Have you got an immediate answer to that…[This is a v. good following of an implicit student centred structure; where the curriculum is literally being defined/designed by the student, and your extrapolation

St. Foley is used in film, a technique in cinema..

When we discussed foley, it’s more a technique…used to….the two artworks, you included…[you explain and define foley] used in a much more philosophical way…[This is embarrassing, someone at the door…Don’t worry! Happens to us all!:)]…what did you think when you read it…

St. How is the sound perceived…and shown…[St explained in Aura’a (?) exhibition and trumpets…[She picks up on a key concept for her concerns, see comments..

“This is how I understood it, sound in film and sound in art…work in crit, making one sound in application. Challenges people’s perception of sound…could that be one way…? If you want to explore a key point in the portfolio, thinking of one or two differences…between way sound is used in film and art…I guess you..[You explain in your own words. This is a great technique, of clarifying through reflecting back; a type of sounding board technique…

St. For me it’s preparing for open studios in 2 weeks, this is the sketch and the foley board I showed you…[she then explains in detail about the materials and the sounds and activation processes etc. Problem of the …[Shows effectiveness of that technique perhaps

“Technically you have the details, the sounds, I think its wonderful you’re using the sections of the orchestra…[Authentic teaching and use of self, see comments

St. It’s kind of creating an illusion the sounds are going to be live when they’re not..

“I’m not a technician but how would that work..you’re not playing sounds at them…you’re doing something more interactive …[Very authentic questioning again…

St. No, I’m preprogramming…water with wood wind, stone with percussion…micro phone will have detector…I’m still exploring how it can be activated on the floor…whether they do step out of the box, copper tape…would be. Conductor would activate the sound…if they had to step on [shows book] like here or here…or microphone like a sensor thing that detects movement…[You perhaps anticipated that this would help her articulate her work in preparation for the afternoon presentation

“What is it that you want them to get out of the experience…? [Good directive question

St I did a little bit of writing…I guess its also looking into looking into alarming sounds from everyday….invisible sounds that aren’t really the, but making the sounds visible…playing with the idea of perception playing with the materials…[see comments

“From my perspective…how much time you have….to put this together…it sounds amazing, you said you’ve got 2 weeks…do you how tutorial support, again just thrashing out some ideas…[Professional role and boundary keeping again, well done

St. Finding the material,. The sounds, by Thursday…and seeing how it would function ..this is an idea in development…if for my final degree show…[explains the strategy…for degree show]

within each contained box…is it raw material I keep out, in or put in, a conversation, inside like the box, for example, in the wood like string instruments, like wire or a specific type of wire that reflects that sound…? For example, or the stone, just a stone…going to be something that reflects a conversation….What a foley looks like…[Great listening and space giving for reflection and articulation…pausing, see comments

“Again I keep banging on about context…it sounds amazing…you realize the abstract…do you want them to look at the materials and guess how they are connected to sound…or an example of an instrument…you’re right this is a work-in-progress…you need this by Thursday…what’s the best use of your time and what expertise can you tap into…[Great contribution to connect her up with others, sound intuition. Another route might be further questioning or active reflection, two models, see comments…

“I’m not very useful because it’s not my area of technical expertise..you’ll get some feedback today…[Great point. You don’t need to be self-deprecating. Joking is fine; but aside, are we good enough to be so humble, is something I ask myself…! You clearly are useful, hence the tutorial space as a space for confidence building may be compromised…in the worst case scenario!

St. Yes, everything is a bit rough…it will be simple still struggling with the materials…

“Do you have…the raw materials, giving them enough information to give you feedback as well..is the board going to be lying down…[You’re very good at these directive questions for inquiry

St. No, it will be on the floor…listen to the sounds and see what other people think, I guess it’ll be me asking questions…

“So you have been thinking about some questions…

St. Yes, the ones we are talking about now…

“What were the other questions at the end of the feedback, that one generated quite a bit of discussion on film and art…were there any other…[This is a fantastic intervention and I am so glad you were able to track the structure of the conversation and return to this – wonderful tutoring, well done!

St. reads out another question…

“Ok that sounds…[St. goes on to explain and reflect on your comments

St Just writing that down…the materials and raw materials you can find anywhere…some of the sounds I’m interested in are alarming sounds..a few people I want to get into contact is…foley studio up north where they record Peppa pig’s sounds…the one’s where they create explosions…

“Which resonates more with your work then peppa pig, which I remember was quite alarming…[Great joke – well; I liked it! This is where authenticity also works by keeping us real, or grounded, whether or not the student notices…]

St A few people..get a day or a few days to go there, and meet the people .I would need to write them an email or ring them up…

“North of London, England..

St and then what do these visualization of sound do differently [reads last question]

“You create a lovely pause. [This last for about 20-30 seconds! Which is very long in the tutorial-teaching world. Well done you!]

St. I guess I was thinking, do I go to a shop and buy it, or go out of London and take more time…

“If we think about Thursday that’s your first deadline…[Role; boundary setting

St by Thursday I’m just building the board

“Do you think you could get a visit to studio by the 19^th

St No.

“You’ve got your recording or at least a snippet…you want the material… to be representative, stone, water..when you say go to a shop, were you thinking of instruments…?

St done some experiments with salt…and everyday materials..

“Well that can be a question. I don’t feel I’ve been very helpful this session…[! See comments] how you see people connecting with the piece…or experience the sound without giving much direction…

St. I guess its for them to experience the sound yes. With the speakers, more a function of how they perceive the sound….are they near the installation of further way or someone activates…

“Do you know where it is…[You go on to raise the very important question of site specificity

St. i’m trying to show it in the street [You both discuss the sound and acoustics]

“Today… I just want to recap …today the different steps…talk through what you have …will one of the questions be the materials…doesn’t sound as complication as the technical aspects…I guess it might fall into place..[Again very professional tutor role-technique

St the materiality of the objects inside…

“I can almost visualise the board…you know an archaeological or anthropological different materials, that’s what I’m visualizing I my head…[She really listens when you say this I notice. Best element of authenticity, that our imaginations can be involved..?

St I’m just having a hard time reflecting on the materials…and that I want kind of like what are the materials saying or indicating…[Correct problem-finding as one of the key aims of the tutorial

“Is there any elements of your research you can go back…any aspects from them the installations, how they are realized….

ST. I guess its raw materials of everyday life but not aware of the sounds…

“Yep, so maybe having raw material rather than buying…this is a rock piece of metal..looking at the shape what’s it made of…not reflecting on the signs… and the different sounds

St. What, the sounds…[she goes on to share more

“Maybe ask them to imagine what they see when they hear that sound…even that scary piece of research you introduced me too, about court cases…[you explain] difficult how sound can be manipulated as such…hopefully just talking through your ideas is being useful…hopefully…me just being old…and the time it take you …and you were involved in a couple of collaborate pieces. {This turns out to be a very insightful comment just on HOW BUSY she is – indeedJ Made me feel tired just listening to her at this point too!

St. The open studio is more important than other things…what was I going to say…I’m just a bit stuck on this stone, and what like the kind of like materials and the sounds with it…

“Was there anything…the bells, and everyday use, and used in a sinister way, I do remember the discussion there on the everyday…[You share an honest relationship with this student, and have built up a lot of mutual trust; that is excellent work to have invested and gained her trust and confidence

…

“But good luck with today…[Nice, kind intervention!

“One of the collaborations is that with one of your peers..[Continue on a good line, raised earlier…

St No, That is with an MA sound graduate…the sound mirrors in Eastbourne..but I also have an exhibition next week on Thursday..so there’s a bit going on…

“I would spend some time with this graduate though and mull some ideas…[Agree wholeheartedly

St and lots of things she was saying, she told me about this sound theorist…about my other project…that I was working on with my speaker…

“You’ve a lot going on, and so what they connect with each other..

“Are we seeing each other next Tuesday> Hopefully no lurgies’…

“Yes, I’ll go back and read through my notes..

“OK, good luck with it, next week. See you next week.

ST. Ok, thank you, bye.

You bring me back in to say thanks and goodbye too, well hosted and looked after ‘tutorial space’. See Comments.

Session ends.

……………………………………………………………………………………………..

Feeback

Firstly, just to say this was a wonderful session and an incredible one to observe. You’ve achieved so much to get a working tutorial relationship to this stage already. It is clearly evident that you have established a deep level of trust between you and the student.

Co-reading; this is a practice -if we think about it – first part of the nature of reading prior to the industrial revolution, but has been used as pedagogic technique in NZ in particular and in the intergenerational adult literacy movement from the 70’s in the UK, which soon spread to schools, or through community schools etc. Think about how co-reading might work in your context maybe.

The students key concept, especially given it is 3^rd year realization time, seems to be the differences between appearance of sound-forming-objects and a gap between that and the materiality of sound, to translate a sense of emergency..? I love the way you kept inquiring into the student’s ideation process and ability to articulate it in preparation for her afternoon tutorial and strategically for her writing and contextualization going forward, crits or titles etc.

Authentic teaching and use of self, you are gifted in this capacity. Great tutoring skill. Also part of being good at grounded or down to earth honesty – which often cuts through appearances and gets to the heart of student’s concerns, and allows them to be honest.

Pausing phenomenon – this is a thing, believe it or not in the education literature, partly to explain student’s pauses in language learning and other, but also teacher pauses and uses of silence in dialogue.

Two models for this: Jung’s ‘active imagination’ and Schön reflecting-in-action; try both out for size, see what interests you.

Confidence. We want to inspire confidence in learners and this is done in any number of ways; starting with easy (easier) questions, praise, setting high expectations, positive feedback and feed forward, etc. In this context, you ‘may’ need to be aware of being too self-deprecating; why? well, firstly because you’re doing an absolutely great job of tutoring; secondly, in all power relations we model practices and ways of being, at the same time. Fortunately/unfortunately.

Space for confidence building and the downsides of authenticity…being transparent and honest is not always easy, for ourselves or the students; have a think about ways we might manage this style and approach to student centred practices.

e.g. In authentic teaching, how do we protect students from our own patterns or preferences?

In itself, beginnings and endings are equally important! You managed both. Great achievement. Believe me, Not easy. Well done for this, and in generalJ

Part Three

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

Overall I m delighted with the feedback.  I really was not sure how the tutorial had gone.  The comments have made me feel more confident in my tutoring abilities.  Sometimes its hard to assess how a lesson has gone and there are lots of very generous comments so thank you.  There are also suggestions and ideas that I will explore going forward.

I has a particular lesson in my mind, a follow up from last week but the student had just got her mark and feedback for her dissertation which she had struggled with but worked incredibly hard on. This is what she wanted to spend time on.

I aways encourage students to go through feedback and have found that they are more likely to focus if I offer to read it aloud.  I feel I rushed the exercise in this session and this was picked up on.  Not sure what co reading is as practice but will investigate further. I have been reflecting more on how we can use feedback to enhance metacognition which is the subject of my third case study.

My student is currently working on her practical piece, as sound installation.  This was the theme of her dissertation so we have discussed lots of ideas previously but I am not a technician nor a curator so when she was discussing her installation in detail and asking fro advice I felt ill equipped.  Again, this was picked up; my use of humour, perhaps my reiterating too many times that I was no expert, was not very helpful in the circumstances, so I will reflect on this aspect of the feedback.

His comments re authentic teaching are useful.  My student was brainstorming ideas on what materials to use and in what form and I think at one stage I got rather carried away with sea sponges and pumice stone (she had been making ceramic sponges that she though could represent stone). Should not have so directive.

I also want to further explore pause phenomenon as there was positive feedback on the use of this pause. I can’t remember why I paused so perhaps I need to explore how the technique can be used in my practice. I’m happy that the level of trust came across.  We have been working together since the beginning of the academic year and she rarely misses a session.  Even when she was so stressed with the dissertation and had maybe had a difficult conversation with her subject tutor she always came to the tutorial ready to move forward.

She is a remarkable student and I feel privileged to be working with her.

Record of Observation or Review of Teaching Practice   Observing a Peer

Session/artefact to be observed/reviewed: Women+ of Colour in Leadership Programme (session 8: Live brief work) 

Size of student group: 19 students (18 participants + 1 Ambassador) 

Observer: Fran Barry  

Observee: Charline Caceres 

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? 

This will be week 8 of my Women+ of Colour in Leadership Live Brief Programme (W+CinL) for 2025. 

Each year 15-18 UG students who meet the criteria will be selected through an application process. This year we have 18 students. 

The students receive 11-weeks (1 day a week) of leadership coaching from a professional leadership coach and race equity and neuro inclusion specialist. They will simultaneously apply what they have learnt to a brief provided by an industry partner – this year we are working with creative agency, Uncharted and not-for-profit organisation called SheSays. 

The students work in 3 teams of 6 on the live brief, most of this work happens outside of the sessions, apart from three sessions to meet the partners, find out about the brief and pitch their ideas back to them. We also have industry mentors to provide guidance on building a campaign. 

Leadership sessions cover topics like, cultural capital, resilience, team working, presentation skills and more, all built around a naturing supportive environment. There are also opportunities for students to build their connections with industry, graduate and senior staff networking.  

Session 8 is a new addition which serves as a catch-up opportunity, helping students consolidate their ideas, refine their work, and receive targeted support before their final pitch presentations. Their industry mentors will be attending and me and my colleague will be giving short (10-minute) 1-2-1s. Our W+CinL ambassador will also do a short presentation on the brief she did last year. 

Plan for session 8 – Live brief work 

 
2:30 – Fran intro 

2:35 – Check in and Live brief presentation (student Ambassador) 
2:50 – Teams work on live brief  

Working breaks 
3:40 – students work with mentors  

4:20 – check outs 
2:50 – 4:25 -Student one to ones (10-minutes each) with Charline and Sat 
 

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

I have been running the programme for 6 years but been working with this group for 7 weeks so far. The one student ambassador was on the programme last year, so I have been working with her for over a year. 

I organise, plan and coordinate all aspects of the programme. I support the sessions and provide communications with all stakeholders plus additional pastoral support to students when needed. 

What are the intended or expected learning outcomes? 

The expected outcomes for the programme will be; 

Leadership Development 
Students will enhance their leadership skills, build confidence, and strengthen their self-belief. 

Teamwork and Communication 
Students will develop their ability to work effectively in teams and improve their presentation skills. 

Industry Networking and Community Building 
Students will become part of a supportive, ongoing community and expand their professional networks within the industry. 

Career Awareness and Practical Experience 
Students will gain insights into different job roles and career paths while gaining hands-on experience by developing a campaign for industry partners. 

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

The outputs for this session will be; 

Live Brief Campaign Work 

• Developing ideas and strategies for the campaign in response to the industry brief. 

• Collaborating within their teams to refine concepts and strategies. 

• Preparing materials for their pitch to industry partners. 

Engagement with Industry Mentors 

• Receiving feedback and guidance from industry mentors. 

• Discussing challenges and solutions related to the brief. 

• Gaining insights into real-world industry expectations and best practices. 

Are there potential difficulties or specific areas of concern? 

Most of the students are balancing several commitments and some are feeling overwhelmed. A couple of students are also dealing with difficult situations or mental health issues. 

Any personal discussions will stay confidential and will not be observed, however. 

How will students be informed of the observation/review? 

Students have signed a consent form explaining the following; 

Context: 
Charline Caceres is currently studying for a PgCert and, as part of the course, is required to engage in several observations. 

One observation will take place on 5th March 2025 during a scheduled session. During this session, you will be working on the live brief and meeting your mentors. Charline and Sat will also be offering one-to-one sessions. 

Observation Details: 
A member of UAL staff (Frances Barry, Disability and Dyslexia Tutor) will be observing Charline Caceres as part of her PgCert course. The focus of the observation is solely on Charline’s practice, not on students. 

This observation will not affect the structure of the session or your participation in any way. Additionally, any one-to-one meetings will only be observed with the student’s explicit additional consent. 

Consent Statement: 
By signing below, you confirm that you understand the purpose of the observation and consent to the presence of a UAL staff member observing Charline Caceres during the Women+ of Colour in Leadership – Live Brief session on 5th March 2025. 

This has been explained further both in email and in person. 

Any 1-2-1s that may be observed will require additional permission on the day. 

What would you particularly like feedback on? 

• Does the session seem well organised? 

• Do the students seem confident to engage in self-directed work? 

• Are the students confident to ask questions? 

• If you are able to observe any 121s, are the students comfortable to share challenges or ask for guidance to help them move forward? 

• Any other observations on methods used and what could be improved. 

How will feedback be exchanged? 

On this form and in discussion. 

Part Two 

Observer to note down observations, suggestions and questions: 

I have grouped my observations in relation to specific areas Chaline wanted feedback on. 

Does the session seem well organised? 

The session was very well organised. I arrived early and most of the students were already in the room.  There were only 3 absentees, 2 ill and another had a film shoot. This is evidence that, despite this workshop being additional to original timetable, the students felt that it was worth being there. The primary aim of the workshop, as I understand it, was to remind the students of the value of leaving enough time for the planning stage of their research libraries and preparing their presentations for the ‘pitch’. Skills underpinning metacognition, an essential skill for critical thinking were being reinforced, such as planning, monitoring and evaluation (Medina et al, 2017) . These essential skills were promoted by the Student Ambassador, a member of the winning team from last year, who delivered a breakdown of the core elements that helped her team win. The value of having the Ambassador direct this learning made the exercise more ‘real world’ (Orr & Shreeve, 2017) 

Do the students seem confident to engage in self-directed work? 

The students are already split into 3 teams and during the teamwork on the live brief, there was much evidence of lively self-directed discussion on where they were in the process and what still needed to be done.  The student ambassador spent time with each team and expanded on the points she had made in her presentation.  She was extremely confident and enthusiastic, which may have influenced responses from the students during the check-in at the beginning.  When the Ambassador asked them to describe in one word how they were feeling, all but 1 student expressed a positive emotion.  Very powerful collective boost to start the workshop. 

Are the students confident to ask questions? 

At the end of the presentation, a number of questions were asked.  They had obviously been listening.  These questions continued during the individual team work and the range of questions and discussions evidenced that even though the task was the same for each group; pitch an idea which hits the live brief, the students had established a group dynamic that gave them the confidence to ‘self regulate’ (Medina et al, 2017)  their approach to the task.    

If you are able to observe any 121s, are the students comfortable to share challenges or ask for guidance to help them move forward? 

I was able to observe two 1:2:1 sessions. They were short, 10 minutes each, so Charline had sent a list of questions beforehand based on previous conversations to assess progress. 

. 

1^st 1:2:1 

Student was asked if her team was on track. Yes. 

Relationship with Mentors.  Miscommunication at start, improved as got to know each other better.  Charline asked follow-up questions to discover what the issue was and whether it was resolved. 

Challenges?  Timing (student is at uni 5 days a week.5 days a week.  

The key challenge was competing priorities with degree. At the beginning she struggled to concentrate in earlier sessions but was now able to leave uni work behind and focus on the live brief.  An indication of how engaged she has become.  Charline recommended ways to revisit earlier session content. On the whole Charline was evidencing supporting learning. She emphasised the need for self-care eg Mindfulness.  

The team meet early on Wednesdays and go over issues before the sessions. Also online meetings. Charline gave lots of praise and thanked the student for her commitment. 

2^nd 1:2:1 

On track.  Started late – but has done majority. 

Mentor – contacting by email. Charline suggested ways she could proactively contact the mentor and get more guidance. Suggested using the feedback form she had put together for the workshop. 

Team – good relationship. 

Seems to be all good so Charline asked a few more questions but didn’t push.  Reiterated the importance of raising any issues that might affect time management. 

Any other observations on methods used and what could be improved? 

This was an additional workshop so students might well have decided it was not crucial that they attend.  The fact that they did, that they arrived early, that the level of engagement was high, indicates that at this stage in the course the students are committed. The Ambassador’s contribution was a master stroke. The venue space was good, food was provided, M&S salads yummy.  The observation of Ramadan was mentioned, and we were asked to be mindful.   Great workshop. 

References 

Medina, M. S. et al (2017) Strategies for Improving Learner Metacognition in Health Professional Education. Available at: https://pubmed.ncbi.nlm.nih.gov (Accessed: 25^th February 2025) 

Orr & Shreeve (2017) Signature Pedagogies in Art & Design. Available at:  

https://artslondon.sharepoint.com/teams/AcademicPracticeProgrammeTeam-TPPunitSpring2025 (Accessed January 2025) 

Part Three 

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