Briefing seminar 18th January.
Task
What appear to be the richest opportunities for development in Stephanie’s teaching practice?
Researching and applying different types of pedagogy. It appears that Stephanie is more focused on her research projects than teaching and the students pick up on these things. Using the feedback from the students, she should try different methods to engage the students for example, setting group tasks, object based learning rather than reading tasks. I would also suggest she reads Allan Davis article Learning outcomes and assessment criteria in art and design. What’s the recurring problem? Its dangerous to assume that just because the assessment criteria is written in the course handbook, that students understand what it means.
What tips would you give Stephanie to help her to overcome her defensiveness?
I would tell Stephanie to not take the criticism personally. As teachers, we give constructive feedback every day, and this is not personal. We do this to help the student improve. This is the same as receiving student feedback. We need to extract the constructive elements of the feedback in order to improve and progress.
I also question is Max Schaefer is defensive or not as this is Stephanie’s opinion of him, and she appears to be jealous of his popularity. If this is the case, she has attended his peer observation already biased in the way that he teaches before she has seen it. She should equally focus on the positive and negatives of Max’s teaching, so she could apply the positives to her own teaching methods, and the negatives she can relay to Max so he can also improve.
Allan Davis article Learning outcomes and assessment criteria in art and design. What’s the recurring problem?
http://arts.brighton.ac.uk/projects/networks/issue-18-july-2012/learning-outcomes-and-assessment-criteria-in-art-and-design.-whats-the-recurring-problem