Record of Observation or Review of Teaching Practice
Session/artefact to be observed/reviewed: Sample Room, Year 1, Group B, Sleeve and Collar Unit. Block 2.
Session name: Drafting a Sleeve
Location: Room EB_1107, London College Of Fashion, 105 Carpenter’s Road, E20 2 AR, London
Size of student group: 16 students
Observer: Lamprini Tzanaki
Observee: Justyna Machnik
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 session would be introducing students to the more advanced technical processes associated with sleeves and collar designs. In this session students would be learning how to generate pattern for any armhole shape.
How long have you been working with this group and in what capacity?
I have been working with this group since October 2023 as their Creative Pattern Cutting Tutor.
What are the intended or expected learning outcomes?
Examine and illustrate the skills associated with Sleeve drafting on basic bodice block example.
What are the anticipated outputs (anything students will make/do)?
Students would be asked to re-create flat pattern cutting technique (demonstrated by the tutor) to draft and generate final pattern of a sleeve that fits any armhole shape. Students would be using bodice block as an example.
Are there potential difficulties or specific areas of concern?
The group of students displays a diverse range of pattern cutting and technical skills. Approximately one-third of the students demonstrate advanced technical proficiency, another third performs at a standard level, while the remaining student’s skills in pattern cutting are not as strong.
This means that the class task might take a lot longer to complete by the weaker students then it would take for the technically advanced once. I tend to do split demonstrations to allow students to repeat the task step by step, otherwise the demonstration can be very long, students’ loose concentration and will not remember all the stages. Advanced students can use the extra time working on recording and documenting processes in their pattern cutting folder.
How will students be informed of the observation/review?
I’m planning to inform students of the observation at the beginning of the session.
What would you particularly like feedback on?
I would like to receive feedback on teaching methods, student engagement in the class, instructional techniques used, classroom management, and the effectiveness of communication between myself and student.
How will feedback be exchanged?
I would like to receive written feedback.
Part Two
Observer to note down observations, suggestions and questions:
The session was well organised, and all materials and tools were prepared and ready to start. Justyna introduced the lesson, providing a clear overview of the garment construction techniques to be covered but also mentioning the previous lesson reminding the students of the skills and techniques that they learned and what they’re going to learn in this session.
Justyna was also well prepared in case students missed previous lessons or forgot work that they needed for the current session. It is clear that this is one of the challenges since the session is heavily technical and students need to know and understand each step of the process. Latecomers also offer a challenge as they are potentially missing significant information about the process. Justyna was able to tackle this challenge by checking in with each student after the demonstration.
The demonstration of drafting a sleeve was well-executed, with clear explanations and step-by-step guidance. Even though the session is heavily technical, Justyna separated the process into different steps. This allowed the students opportunities to absorb the information and try it themselves before moving on to the next step. It also allowed opportunities for Justyna to provide individualized feedback.
Bearing in mind the mixture of levels and learning styles, it may be worth considering reducing the amount of technical information given at any one point. Also, offering a step-by-step guide of the process, either projected as a slide on tv/projector or as a leaflet/handout, may prove helpful.
It was noticeable that the studios are open planned, so there were people walking around the space and other classes being taught at the same time which can be distracting for the tutor and the students. Justyna dealt with this challenge well by not allowing it to interfere with the session’s flow and embracing the collaborative opportunity with different departments.
Students showed engagement and enthusiasm throughout the session. Justyna asked questions throughout the demonstration about the different aspects of the process. This made the session more interactive and tested the students’ knowledge of the subject. In turn, this promoted a positive and dynamic learning environment. I thought that the communication between Justyna and the students was constructive and encouraging.
The use of diagrams and samples helped the students to understand the intricate construction details. Students were able to take photographs of the demonstration and the different samples provided. Justyna also encouraged them to experiment with different types of sleeves and cuffs whilst also informing them of the different challenges they might face depending on their choices- such as budget.
Overall, the lesson was well-structured and delivered with real enthusiasm. The observation proved to be a valuable experience for my own professional development, allowing me to evaluate the approach taken by a more experienced practitioner.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Thank you Lamprini for taking time to observe my session in person. It’s encouraging to hear that my session has been observed as organized and well-structured. However, latecomers pose a challenge, especially considering the highly technical nature of the sample room sessions and fast pace of delivery. The pace of the sample room sessions is largely dictated by significant amount of content that needs to be covered each week. When students arrive late, they miss significant information about the processes and need to be re-brief on the task, which can be challenging. When this issue arises, I try to divide my demonstrations to allow time to repeat them for latecomers, ensuring they can catch up with the rest of the group. This approach allows the rest of the group to proceed with their tasks while providing an opportunity for latecomers to catch up, after which we re- group to complete the demonstration together. However, this means that the rest of the group may miss out on one-on-one support and guidance during the session. I emphasize the importance of arriving on time and fully prepared to avoid disruptions and delays during the session.
I appreciate your suggestion regarding the amount of technical information provided during demonstrations, and I will strive to minimize it whenever possible in the future. Splitting the demonstration into multiple parts could help students absorb the information better, and it would also allow late arrivals to catch up more quickly on any parts they missed.
Regarding the suggestion to provide handouts to support demonstrations, I already supply these through Moodle for each demonstration and provide pre-recorded videos, making them available to students before class to pre- watch. I should perhaps remind them of it at the beginning of each class, as I noticed students don’t take full advantage of those re-sources. Since FPC students are expected to document all their processes and understanding in their Technical Folder at the end of each unit, we encourage them to take notes in their own words during demonstrations to deepen their understanding. I’m concerned that displaying step-by-step guides on the screen might distract students from observing the demonstration itself. However, upon reflection, perhaps displaying those on the screen after the demonstration could be helpful and allow an opportunity to ask additional questions. This might also support students with their own tasks at hand before they formulate their own notes.
The open-planned studio spaces can sometimes result in disruptions for both students and tutors during sessions. However, the collaborative opportunities that arise between different groups often outweigh these challenges. It’s worth noting, however, that the open space policy poses an additional challenge in fostering a sense of belonging, as discussed in Blog 1 of my portfolio.
It’s encouraging to learn that the students were engaged and enthusiastic during my session. I’m glad to hear that the samples and mock-ups were helpful tools in aiding students’ understanding of construction details. I frequently bring garments or prepare 3D mock-ups to support various techniques of creative pattern cutting, as well as to encourage activities such as design analysis and critical reflection.