6/11/2014 Contextual Studies Observation

This is a lesson that was observed by my PCET tutor and Mentor for the following lesson on Austerity and the Post War Years. The lesson included a presentation on the Utility Scheme and the New Look.

 

Lesson Plan Austerity and the Post War Years

Utility and the New Look Final

*For further details of this post, please look under the PCET, Mentor and Peer Observations

Micro-teach and Reflective Evaluation
Describe and Compare the two images with the use of Semiots

Describe and Compare the two images with the use of Semiots

Presentation – Semiotics

As a part of the teaching, learning and assessment I had to deliver a micro-teach amongst fourteen students all based at level four and in relation to my subject specialist. This lesson is delivered at an introductory level to a series of six lessons. Throughout this reflection, I have used David Kolb’s – Experiential Learning Cycle and by this I will be evaluating on my strengths and weaknesses from the micro-teach. ‘Learning is the process whereby knowledge is created through the transformation of experience’ (David A. Kolb, 1984).  Fashion theory plays a big impact on design and manufacture. Students need to have the ability to understand why design matters and for that reason I based my micro-teach on semiotics.

Semiotics is the study of signs and symbols and their use or interpretation. According to Semiotic theory, visual images and their respective signs can be read in an identical manner to text. The aim of this micro-teach is for the students to have the ability to analyse imagery and to find deeper meaning with the use of semiotics within fashion theory. The learning outcomes and objectives are as follow: define semiotics, explain how semiotics enables the viewer to extract meaning from fashion and fashion imagery. Analyse and discuss images to extract meaning and information using semiotics.

During my planning, I was aware of using Bloom’s Taxonomy throughout the micro-teach and this was used to introduce new learning to the students. This is a way to categorize the levels of reasoning skills required in classroom situations. The aim of this lesson was for the students to have the ability to analyse two fashion magazine covers. The first was a 1909-1910 Vogue magazine cover and the other was a recent spring/May cover with a 1920’s twist. Along with these covers, I produced two sample boards with fabric swatches and interior details as well as mood boards. These were placed on each table so the students had the ability to feel and gain inspiration of the different eras. As a further resource, I produced a PowerPoint presentation to deliver my lesson and this was presented to every student.

Having these resources allowed the students to develop their thinking and question themselves in reference to the two images. The students were given a hand out sheet with a task. The task was to analyse the two images in a spider diagram form and to summarise at the end. This is where learning would be assessed. During the planning stage, a diagnostic approach was taken as differentiation and to identify a path for the students that would struggle. This was highlighted in a PowerPoint slide by using a word cloud on the left side of the slide. This slide was visible throughout the lesson so the students could consider using the key words as a starting point when analysing the two images.

I believe this was a useful and a successful approach due to some students having special educational needs such as dyslexia and implications in eyesight.

Delivery was important and this was the area that I would get the students to engage with the subject as well as each other to express their findings. At the beginning of the micro-teach, a diagnostic question was asked to the whole of the class ‘a raise of hands if you know what semiotics is?’ This was done to assess prior education and experience in the subject. With not any students raising a hand this was a successful starting point to new learning. Bloom’s was considered as this was the time to provide new knowledge to the students.

A clear definition was explained to the students whilst standing in front of the class and presenting the PowerPoint. An example was shown on the board of a melting ice cream. The aim for this slide was to get the students thinking of what is in the image. The students were to identify the sign and the symbols in the image to extract the meaning. For example, the sign in the image was that the ice cream was melting and the reason behind it was unknown due to there being nothing else visual in the image. This is was to test the students ability in analysing as well as beginning a discussion to what is semiotics. A verbal example was given to the students after that by explaining the signs within a traffic light and what the colours mean.

Whilst on the first slide, I explained to the students what a signifier is and what the definition of signified is. This was to express how the image can be analysed as well as summarised

The third slide was the task for the students to do. The two fashion images were displayed on the board and the worksheets were handed out to the students. Once I explained the task, I got the students to work together in their groups by discussing the signs and symbols to analyse the two images. The students were instructed to use the word cloud on the board if they struggled with a starting point. The students were encouraged to communicate with one another to express the findings and to develop their understanding by using the boards that were presented. I believe by creating an environment where the students are in discussion with one another would promote independent learning by expressing their approach and ideas to their peers.

Once the students began their task, I gave it a few minutes before approaching each table to discuss any strengths and issues to the task at hand. By speaking to each group, guidance was given to those who were struggling and additional ways to approach this task to the stronger students. This was identified by speaking to the students. I feel as if formative assessment was constant as my aim whilst delivering was to assess their learning skills. Towards the end of the lesson, I allowed the students time to finish the analysing and to summarise the task by writing the definition of semiotics and to briefly evaluate their work. This was then handed in at the front for further assessment. At the end of the micro-teach, I again assessed learning by asking the students to raise their hands if they now know the definition of semiotics as well as supplying them with an additional reading material.

Feedback was delivered to me by peer observation sheets. This was to outline my strengths and weaknesses. Peer one and two explained that there was a good use of Bloom’s in the objectives and the resources produced were very visual and multisensory. The task was clear and all the students were taking part throughout. It has also been highlighted that one of the strengths is that my classroom management was good by the way feedback was gathered from my students. An encouraging manner was expressed throughout whilst explaining the task and checking learning throughout the lesson. There was enough time for the students to explore and allow deeper thinking to identify the signs in the imagery. Many of the peers seemed to have enjoyed the lesson and this is shown through the feedback where they have mentioned areas such as good confidence, delivery, resources and subject knowledge.

Areas of improvement are the main focus to the Micro-teach. A few peers felt as if there may have been difficult words to understand and this could have been explained in the PowerPoint. The Learning outcomes could have been visual to the students by providing them in the PowerPoint as well as the reason of using the formative checks that I did. My main reason for the formative checks was to identify the ability of how my students are learning. This could have been expressed in a different way and I believe this would be beneficial to do another formative assessment check at the beginning of the next lesson. To improve my assessment checks, I believe individual questions can be asked once the working ability has been identified in depth. Another area to check learning is to have a stronger discussion with the whole class by asking each group to explain their approach of the task. This is a way to make the learning stronger with contribution from every student.

My experience has led me to believe that every student works at different levels. By encouraging every student, they do have the ability to achieve and understand the task in hand. This is by ensuring that every students need is met and learning is checked. By using Bloom’s, it allows the teaching to help the students to progress and this is by having high expectations concerning the students’ abilities. As a teacher, I should attempt to move students up the taxonomy as they progress in their knowledge. It is extremely important that as an educator, I should help the students to become critical thinkers. By building on knowledge and helping students, they should begin to apply, analyse, synthesize, and evaluate. These are the keys to helping them grow and prosper in education and beyond.

“It might seem crazy what I’m about to say…” Happy Video!

‘Because I’m happy
Clap along if you feel like a room without a roof
Because I’m happy
Clap along if you feel like happiness is the truth
Because I’m happy
Clap along if you know what happiness is to you
Because I’m happy
Clap along if you feel like that’s what you wanna do’

During the first week of the course, a Happy video was created along with my peers that are aiming to teach in the subject specialist of Art & Design. The team consisted of five members and the planning for this video began on the Thursday. With many of us having a creative background, we began by focusing on our areas and what visuals/media we will be working with.

The main location to shoot this video was at the David Hockney building as well as the art studio in the Lister building of Bradford School of Art and Design. The first shoot was one of the peers juggling as this was a skill that made the peer happy. In the art studio, many exciting tasks took place to demonstrate the subject areas and how the skills all make us happy. Many objects were used such as photography, manniquins, fabrics, paints, musical instruments, ceramics and photography.

The video includes all aspects of creativity in art and design. Paint was thrown all over the protected walls were a typo font was created and the word Happy was the main visual feature. each peer has a skill that makes them happy and this is visual throughout the two minute plus video. As a qualified Fashion individual, the main area was to experiment with fabric and have this recorded through photography with another peer. This was a area that all the peers got involved in by taking part. The paint was used in many areas such as the peers all got the paint thrown on them. The use of the paint symbolises the fun in using colour. Ceramics were smashed and the musical instruments were all used in the process of making this video.

The team worked very well in organizing and committing to produce the video. There were many ideas that worked well and had a great affect within the visual recordings. This was a very well designed icebreaker to understand all peers and how creative they can be. The video can be seen on youtube.