Author: Ian Holmes

  

Session/artefact to be observed/reviewed: 

Size of student group: est: 45 (possibly more) Register includes circa 150 students 3 from courses.- Last week 49 

Observer: Kwame Baah 

Observee: Ian Holmes 

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 is the second session of Block 2 – Advanced Research Methods Unit for the above PG Marketing courses (the content of this session was also delivered to MA FDM on Wednesday – some minor adjustments have been made – which reflect changes to the main course content – I have been in liaison with Unit Lead Julie Dennison) 

The Language Development programme is embedded within the main course on the Unit Moodle page –(for this unit there is a Language Development Tile in the Unit Moodle page and has been highlighted to all the students in the Unit Launch lecture – which I also attended Thursday 8^th. This is part of a strategic plan to align the content of the LD sessions with the content of what is delivered on the main course – sometimes explicitly using the same slides (this will also form part of a case study for the PG Cert- Planning). 

In this session we will be looking a back at some language items from the last weeks – revision of Research Philosophy lexis and theoretical terminology – using some frames and promoting a “collaborative disruptive” workshop – generating ideas through language form well as looking forward to some of the content – lexis Research Strategies that will be presented in the main course lecture on 20^th Feb – PM. This session will also focus on SCR (Sourcing – Citing – Referencing) text and diagrams – especially Saunders, Thornhill and Lewis (2023)The rationale for this approach is to concept check and revise some items that the students will have seen previously – and to provide them (especially learners who speak English as a second or other language), with a deeper understanding of the language-based items i.e. academic writing – a research proposal – that they will encounter in the main course presentation. In this respect the activities in this lesson have been designed to scaffold students understanding of what they are required to do in the production of the research proposal RP – which is the ultimate (summative) output for the unit.  

Last week activities: The first activity of this LD session was to unpack the learning outcomes for the unit as the fundamental/ abstract instruction for the task – in terms of what learners are required to do. This is a procedure, which we applied at the start of the Autumn term with the Learning Outcomes for the Block One assignments, synthesizes Bloom’s (revised) Taxonomy of cognitive domains (Krathwhol, 2022) with a framework for HE essay question analysis (Gillet, 2025). This is a procedure which I have been refining and adapting since the beginning of 2024 and is designed to help learners understand what they are being asked to do (it will also form part of a PG Cert case study).  

References:  

Gillet, A. (2025) Understanding the task. Available at: https://www.uefap.com/prepare/task/task.htm (Accessed 10^th Feb, 2025) 

Krathwohl, D.R. (2002) ‘A Revision of Bloom’s Taxonomy: An Overview’ Theory Into Practice,  Vol. 41, No. 4, pp. 212-218 Available at: https://www.jstor.org/stable/1477405 (Accessed 11^th Feb, 2025) 

What are the intended or expected learning outcomes?  

LAST WEEK: 

• Learners will understand on a deeper level what they are required to do for the unit (the basic criteria for assessment) through linguistic analysis of the Learning Outcomes.  

• Learners will revise semantic understanding of ‘Ontology’, ‘Axiology’, ‘Epistemology’- and expand knowledge from nominal form to adjective – as well as how to pronounce through visual phonology.  

• Learners will through pair discussion revise their understanding of what is expected in terms of academic writing at MA level  

• Learners will revise their understanding of in text citation in Harvard (this will feature in more depth in the following week’s session) 

• Learners will understand how to achieve cohesion within paragraphs and identify the functions of sentences in terms of their purpose and content through analysis of actual student (example) RP texts 

• Learners will understand how to construct the Aim and Objectives (A&O) for the RP – and what to include – through the analysis of an example A&O – identifying the who, what, where, how and why 

THIS WEEK: 

20.02.24 

• Learners will revise key vocab – research philosophy: ontology – epistemology – axiology – and: Theory – vs – theoretical framework vs – conceptual model 

• Learners will be introduced to  new lexis: research strategy: ethnography – netnography – narrative enquiry – phenomenology – Research philosophy: Reflexivity and useful word for understanding through visualization: heuristic.  

• Using example aim from last week – learners will generate ideas through using the frame and ideating variations of the who – what – where and why the from this pool – mix and match to create new aims (also exploring example Mixed Methods and Inductive Business Report aim frame– then write a title for paper(s).  

• Learners will revise knowledge/ use of Harvard for SCR – as per citethemright – plus use of caption for figure – practise paraphrasing text from – with reference to the heuristic: The Research Onion- Chapter 4 (Saunders, Thornhill and Lewis, 2023, pp-131-132).  

• Learners will develop cohesion, SCR and paraphrasing  

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

Are there potential difficulties or specific areas of concern? 

• Learners will match vocabulary items to definitions revision– Padlet task/ Paper-Whiteboard Task 

• Learners will produce language ideas to frames – (aims) and will then collaboratively ideate ‘Working Titles’  

• Learners will learn (and use) new lexis and practice pronunciation 

• Learners will produce captions for figure, paraphrase and cite section of Saunders, Thornhill and Lewis (2023) 

All the activities will be displayed on the lesson slides and separate activity slides – that students can download and use as they wish during the class – this will be available on a new Padlet for the unit and delivered to the students via Moodle announcement .There will also be some whole class activities that involve student interaction and elicitation – using what is displayed on the slides. Some of the activities will also be available as paper printouts.  

On the master slides and activities – I have used pastel colours – so there is less glare/ contrast in viewing (this is a design feature that I maintained to be more inclusive to dyslexic learners – based on knowledge gained through CPD)  

Potential issues for the session will be students’ access to the digital tasks – most tasks can be done in pairs – and there will be paper based tasks – and most tasks can be done via the screen too. 

Attendance could be an issue as this is a non-compulsory element – however last week we had 49 students – I expect that there will be reasonable attendance for this class – however if everyone on the course does arrive there will not be sufficient space in the classroom. Students will arrive late and therefore I will need to get them up to speed with activities – I will also ask students to peer assist. 

TASK DESIGN FOR DIVERSE LEARNING PREFERANCES 
 
I have tried to design tasks so that learners have the choice of how they wish to the task to provide a diversity of media to meet diverse preference – this includes working alone or with others – I will however be encouraging students to work together – especially across cultures and language groups.  

References: 

Citethemright (no date) Citation Available at https://www.citethemrightonline.com/article?docid=b-9781350928060&tocid=b-9781350928060-setting-out-citations&st=use+of+et+al (Accessed on 15.02.25) 

Saunders, M., Lewis, P., and Thornhill, A. (2023) Research Methods for Business Students. 9th edition. Harlow: Pearson Education 

Student Padlet: See Session 2 

https://artslondon.padlet.org/iholmes9/ld_block-two_advanced-research-methods-muoydx8jcprgmgkv

After the session I add the complete lesson slides to the Padlet  

Master Lesson Slides:  

2_ARM.pptx 

How will students be informed of the observation/review? 

The students will be informed via Moodle announcement – email as part of my communication with them re content and materials ahead of the lesson.  

What would you particularly like feedback on? 

Learner engagement with the tasks and with each other 

The efficacy of the procedures activities I have designed for the lesson including for the potential range of the diverse learning needs/ preferences of the learners 

The effectiveness of experimental activities – the language generation and disruptive generation of language and ideas 
 

The approach I take to teaching Harvard citation style as stipulated by citethemright and therefore UAL 

How will feedback be exchanged? 

Via email (form)  

Verbal – following Observation (TBA) 

Part Two 

Observer to note down observations, suggestions and questions: 

The observation took place in LCF and the class was attended by a wide range of students from LCF I presume. An interesting fact I learned was that prior to students attending this class there was no idea who would actually be present in class. The direction of the class was to learn about ways of writing in English by developing specific schemes of writing that was target specific, including Harvard referencing. 

In the session the main focus was about generating ideas based on ‘Who’, ‘What’ and ‘Why’ in writing for a specific context. The category based key word task generated considerable interest and it was supported with a digital option in the form of a Padlet, this supported an inclusive approach for the task. The pace of the class was very suitable to the entire class even though some kept really quiet and may not have been at par with others. I also commend you on making each person feel welcome by greeting each student that joined the class after it had commenced. It was a useful way of providing individual recognition of attendance and effort. 

Overall your lesson had a suitable enough pace to allow for different abilities of the collective students to keep in touch with thinking and learning. This was supported by questions and comments from both student and teacher, which was a very good approach for supporting student development. The suitability of learning was highlighted by one student who mentioned that using your approach to writing, centring functionality and purpose, helped her get an A-grade in one of her course assignments. 

It is very difficult to know the impact your lessons have on the students, who attend your classes, because of the changing landscape of students. there is however an opportunity to create a Padlet for them to share feedback for each class iteration. You have developed a good methodical approach for supporting good writing skills in your classes and stepping through how the Harvard referencing works was the icing on the cake. 

Thank you for the privilege! 

Part Three 

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

Thank you, Kwame, for the observation and notes  

I am very pleased that the efficacy of the methodology and approach to teaching this group of learners can be recognized through this observation – this gives me the confidence to design future lessons using the strategies that I employed here.  

In response to the difficulty of assessing the impact that the lessons have on the students who attend the sessions I think it may be useful for me to design research with which I can measure the outcomes of their assessed written work over the course of the academic year – so that it is possible to measure progress in grading outcomes against the variables of L2 users (and  L1 users) of English who do and do not attend – using block 1 – 2 and 3 data. This will involve planning and co-ordination with course leaders; however, it will provide useful metrics that could be used to communicate the value of these (non-compulsory) sessions to learners, course leaders and the wider UAL community. 

In response to the note about providing a Padlet for students to offer feedback on the sessions – I agree that this would be a useful way to gather more data on the efficacy of the sessions from the students’ perspective. This is something that I have offered in a limited way with some of the sessions I have delivered using Padlet – and there has been some response from students, however this too has been limited. I feel that an effective strategy would be to make the channel for feedback more salient – bring this to the attention of the learners earlier on in the program and sessions (from the beginning) so that it becomes embedded in the learning process. I feel that perhaps the lack of foregrounding this stems from a lack of confidence in approaches that I am employing, and my willingness to adapt what I am doing – however, through this process I feel that I am more confident in recognizing the value in having a more open dialogue between myself as teacher and the learners about the development of the teaching strategies and approaches in the language Development classroom.  

Session/artefact to be observed/reviewed: Masterclass: Studio Industry 2 (Still Life Editorial) 

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 is part of a series of industry classes for MA Fashion Photography (Year 1). It is one of the technical workshops within the ‘New Iterations in Fashion Photography’ unit. This unit is designed to foster a deep and integrated engagement with both theory and practice, leading towards a more self-directed and individualised research and development phase in the course. 

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

Since the beginning of the academic year. I am one of their specialist technicians, delivering inductions and technical workshops, contributing to their unit briefs, and providing support through 1-to-1 tutorials. 

What are the intended or expected learning outcomes? 

Key learning outcomes for this workshop include developing students’ ability to work collaboratively in groups to produce work that meets industry standards. They will also gain essential collaboration and studio photography skills. 

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

In this workshop, students will work together to produce a series of images or a single image based on the given brief. They will be provided with the necessary products, accessories, and props to create a fashion editorial piece. 

Are there potential difficulties or specific areas of concern? 

• Late attendance can sometimes be disruptive. 

• The workshop runs alongside 1-to-1 tutorials with their tutor, which can make it challenging for students to fully commit to the session. As a result, it can be difficult for them to stay motivated, attentive, and work efficiently within their group or team. 

• Space is also an issue, particularly during deadlines and especially since moving to EB. 

How will students be informed of the observation/review? 

I will send students a reminder email a few days in advance to inform them of the observation. I will also introduce the observer in class. 

What would you particularly like feedback on? 

Any feedback will be greatly appreciated. 
Feedback on the challenges mentioned above would also be helpful. 

How will feedback be exchanged? 

Through this form and, if possible, through an in-person conversation. 

Part Two 

Architecture and Delivery  

I was able to observe the initial briefing and teaching input element (10-11:30 AM) as well as the final student collaboratively produced work at the end of the whole day workshop (16:30-17:00).  

The initial part of the session took place in a teaching space separated from the ‘open heart’ space by pillars – there were a variety of example objects on the table where the students were sitting that could then be used in the later photography workshop. The proximity to the objects set a strong haptic element to the class – they were within reach of the learners and would later be handled in the workshop in the design of the photographs.  

As you had anticipated – some students arrived late – however there were 5 by 10:10 with one more arriving at 10:16 – and you managed this first 15 minutes of the class time well as an effective check in for the students. You have a relaxed manner with the group and there is a good rapport between you and the learners – “How’s the unit going?” – and the beginning of the lesson served well as an opportunity for students to talk through some ideas.  

You made clear the Learning Outcomes for the session – ‘to create a fashion editorial piece’ – “to industry standard” (product) and to “work collaboratively” – and develop “studio photography skills” (process).  

Students sat at table with objects facing the screen – where the slide deck was presented – you sat behind them to operate the slides remotely. There was a moment where some students (those who were directly between yourself and the screen) were not sure where they should be looking, however, you later moved round so that you and the screen were in the same frame for the students. At this point you began to elicit from students – “where do we see products?” You then provided the analysis of the purpose of such representations of products in advertising – “to attract the viewer – to sell the product” – however, maybe this could have been a further opportunity to elicit from them by asking – ‘what is the purpose of these images/representations?’  

You then presented an example of how a professional has created a narrative with photography of a product – you suggested that the photographs had “a mediterranean feel – if that makes sense?” – Maybe you could have asked the students if they could identify any elements that suggest this. There was an interesting point about body parts being considered as still life. Another example where you talked helped explain the playful elements – the bold colours – the objects – the teeth – the tie as a tongue, etc. Was clear, however I thought that this could have been another opportunity to elicit some language from the learners what they could see in the images that created the playful effect/ feeling. In addition, it may have been useful to focus on the word tongue (especially for L2 speakers of English) – this is an example of difficult spelling and pronunciation relationship (obviously I’m looking at this from a Language Teaching perspective, but I think sometimes highlighting features like this can give L2 learners more confidence in actually using the words to refer to objects (essential to effective collaborative communication) – rather than just avoiding them.  

The section on composition techniques was effective in helping the learners to understand how this work in practice – through the examples you showed and your explanations. This was especially well anticipated as one of the students remarked that she was not sure about ‘the rule of thirds’ and your demonstration using examples provided an excellent understanding for this learner – and the group. The student asking for examples and your response is very useful for those students who remain silent – and probably have the same questions. The insights gained for the students about the Fibunaci pattern and the composition of text and images on the cover of magazines – Dior vs Hello was very interesting and useful – as was the point about how we read left to right affects the choices of these compositions – although I thought it may have been a good opportunity to point out the cultural specificity of this idea – in Arabic culture the direction of reading is right to left.  

Whilst I felt that the analysis of each example technique was clear – the initial thumbnails for each were a little bit small to read the text and see the detail in the sketch/images, maybe this could have been blown up a bit.  

I feel that you gave some very good advice about how to approach the tasks – talking about your own practice: “In my personal work – I find it very useful” – and in reference to the techniques – “It’s a guide – not a rule.” 

Setting music for when the collaborative task began was effective in setting the creative workshop focus mode for the group.   

Overall, I feel that the session was well managed – even with some noise disturbance and the tutorials that were going on in the corridor at the same time. You were able to provide real insights into how professional photography works and set up the collaborative task for the day. Using the example of a previous students work – with which they gained professional work – was great at showing the real-world application of the skills that the learners were developing in practice.  

At the end of the presentation section, you brought the objects into focus and this was effective in making the ideas that you had presented on the screen real (and haptic), you clearly set the agenda for the rest of the day’s workshop and provided advice about how to assign roles – decide on the product and think about the brand identity and narrative you want to tell – and effectively work collaboratively towards producing the finished work.  

Achieved Goals  

In the final presentation of the project at the end of the day it was evident that to had met the Key learning outcomes for this workshop through the development of students’ ability to work collaboratively in groups learners were able to produce work that meets industry standards. In this process they were also able to gain essential collaboration and studio photography skills. 

You were then able to provide your expert analysis of the work produced as well as provide an opportunity for learners to reflect on the process – “what was the story/narrative?” – “what was the concept” behind what students were trying to achieve – “what would you have done differently?” 

It was interesting to see how the examples that you used at the beginning ultimately informed the work the learners produced at the end of the day.   

Summary  

I felt that this was a very cohesive and valuable practical R&D lesson for your learners – having a whole day workshop for them to collaboratively work together and apply some the techniques that you had taught them. Some of the students were talking about how useful they had found the workshop and how much they had learned through participating in it.  

In response to the key issues you asked me to look at: 

• Late attendance can sometimes be disruptive. 

• You were able to manage this and integrate late arrivals  

• The workshop runs alongside 1-to-1 tutorials with their tutor, which can make it challenging for students to fully commit to the session. As a result, it can be difficult for them to stay motivated, attentive, and work efficiently within their group or team. 

• Again – you managed this as best you could – the students, the other teachers and you working together to achieve multiple tasks at the same time – in a professional manner 

• Space is also an issue, particularly during deadlines and especially since moving to EB. 

• Despite some noise – you were able to manage this without having to raise your voice too much  

Some points to consider re eliciting from students – maybe think about more opportunities to get them to suggest the answers to potential questions before giving them all the information – even if they don’t know the answer they will be engaged and thinking about the content information. I feel that you have the instinct as teacher/technician instructor to do this – as you demonstrated, but this is something that I have learned to do more myself – even if half the time I get no response – at least I feel that I am drawing their cognition rather than them waiting for me to provide completely new information/ thinking for them.  

  

Session/artefact to be observed/reviewed: 

Size of student group: est: 3-5 (possibly more) Register includes 21 students from course.  

Observer: Maria Thelin 

Observee: Ian Holmes 

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 is the second part of a speaking/ seminar skills series. Last term we focused mainly on research and writing, for the remainder of block 1 the focus is on speaking – along with tutorials to review written assignment: Fashion Marketing Report. Here is a link to the Padlet which contains all the materials we have covered so far, this academic year: 

https://artslondon.padlet.org/iholmes9/bsc_msc-strategic-fashion-management_yr-1-8p1rv65ed0dgiive

This Padlet also contains the activities materials for today’s session – following the class I will add the main slides. This platform is accessible to students via their main course Moodle page.  

Here are the materials activities for the session:  

https://artslondon.padlet.org/iholmes9/seminar-skills-2_marketing-management-joq0qfpzp7ehgzsk

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

I have been working with this group specifically since November 2024 as Language Development Tutor. However, during October I lead the Language Development element in the ‘Into to Fashion Business’ course, which was a large cluster of a number of BA/BSc courses in the Fashion Business School, of which this current course was a part of.  

What are the intended or expected learning outcomes? 

• MAIN AIMS 

• Learners acquire/revise lexical items for managing seminar discourse – agreeing/ disagreeing. 

• Learners to improve confidence in talking about the issues relating to their practice. 

• Learners to improve ability at managing conversation/ seminar discussion. 

• SUB AIMS  

• Learners gain greater awareness of cultural differences which affect communication 

• Learner’s practice asking critical questions of source material 

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

Engage in conversation (1:1) – producing target language: agreeing and disagreeing  

Are there potential difficulties or specific areas of concern? 

• Attendance – non-compulsory course – means the majority of cohort will usually not attend (actual numbers are difficult to estimate + the composite of attendees re language groups and abilities)  

• Active participation – Some students may lack confidence/ some students will be more introvert others more extrovert (also see below)  

• Ability range – L1 speakers – and competent L2 speakers and less competent/confident L2 speakers of English – creates possibility for dominance L1 and anxiety/ reluctance to participate L1. (L= Language)  

How will students be informed of the observation/review? 

The students were informed in the previous week’s lesson – they will also receive notice via Moodle announcement – email as part of my communication with them re content and materials ahead of the lesson.  

What would you particularly like feedback on? 

• Students’ interaction/ engagement with the tasks and each other  

• Production of target language in scaffolded tasks (pair work) and open discussion (whole/small groups).  

How will feedback be exchanged? 

Via email (form)  

Verbal – following Observation (TBA)  

Part Three- Observation feedback  

Architecture and delivery 

Your delivery is clear, engaging and relaxed. But at the back of the room there is a noisy fan, which made it difficult to hear you. Closer to the students I could hear well, and you made sure all students gathered at the front. But if you have a bigger group of L2 students, you might want to consider speaking up slightly more. 

The small group of students sat in the front row of tables. When a student arrived late, you made sure that they sat next to the others and could join in the discussion straight away. For a discussion exercise you moved the tables, creating a square so the students could face each other. Maybe you could try this layout from the beginning of the class?  

Students can look at the presentation on their own devices as well as on the big screen. You helped them find the right resources and checked that it worked. Despite this, one of the students got distracted by a glitch during the first task, and I think some personal notifications. You also offer the students paper and pens to take notes, and most opt for this. Maybe you could try a session without personal devices? 

Achieved goals 

You explained new vocabulary, and the students also helped each other find the right words. You put common terms before academic ones in you presentation, e.g. body language (kinesics), making it more approachable. You wrote down vocabulary on a paper pad and a white board. I like how these stayed up during the session, as opposed to notes on a slide which quickly gets replaced. 

You greeted the students as they entered the room, asking how they were and creating a relaxed and safe setting from the start. When you gave the students a question or task you allowed them time to reflect and find the right words without interruption. You noticed if a student didn’t engage in the task or the discussions, and gently encouraged them to contribute, which they did. 

In the open discussion, the L1 students were first to speak, but the L2 students were paying close attention and soon joined in. The L2 students brought their cultural perspectives, and experiences of the global fashion market into the discussion. The conversation grew organically, everyone participated, and it is clear that they had grown in confidence and conversational ability thanks to your tasks. 

Summary 

Your session was clearly structured and the students achieved the aims that you had set out. It is a shame that your sessions are not compulsory. I know they would greatly help my students to complete the work for their compulsory units. Having visited your class, I will encourage them to attend with a new enthusiasm. 

Part Three 

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

Thank you, Maria, for the useful feedback on the lesson. 

Architecture and delivery 

I agree that the volume of delivery on my part would need to be louder for a bigger group – especially in competition with the air conditioning system in that particular room. I anticipated that the number of students would be 3- 5 (however – it is always an unknown).  

The arrangement of the furniture would have been better early on as you have suggested. My rationale for leaving the tables arranged in a line was because a lot of the work at the beginning was plenary, and I wanted the group to focus on the presentation. However, in retrospect I feel that it could have worked better, as per your suggestion, by having smaller tables for pair work – where the students could face each other and then bring the tables together for the whole group discussion.   

I think that the overreliance on personal devices in terms of my classroom activities is certainly an issue for reflection. The use of Padlet – to share the activities – which mirror the presentation slides – has become a staple format for delivery. This in part has been driven by an attempt to make my lessons paperless from an ecological perspective – in terms of the resources; I am trying consciously to avoid wasting paper. It is also through my assumptions about the learners and how I perceive their preference for working- i.e. in the digital space. However, this then does require students to be able to access and use the platform – and there is always the possibility that technical problems will arise which then create barriers to the learners engaging with the tasks. Where possible I do try to give students alternatives – like using pen and paper. This will usually need to be supplied as students will not have pens or paper. I think I need to try to resource more ‘scrap paper’ ahead of sessions (and pens) so that I can offer alternative ways of engaging with the tasks.  

On reflection – in terms of getting to understand the needs and preferences of learners, it might even be worth me surveying them regarding this. I feel like there are benefits to using Padlet as a way of delivering activities – but it does also present barriers. The other issue that you picked up on was the student then becoming distracted by personal messages – this also happened several times with other students – even with devices that they weren’t using to do the tasks – i.e. smart phones. This is an issue which I observe across all my teaching experiences – but honestly, I really don’t know how I should deal with it – rather than take the devices from them – which is something I do not feel comfortable doing. I point for further reflection and research, I think – both from literature and peers.  

Achieved goals 

I always try to make use of the whiteboard (where available) for highlighting vocabulary, grammar and pronunciation items – that come up during the class. Reflecting on your comment- that you liked that the board work stayed visible for the duration of the lesson, this is something that I will make a conscious effort to do more of in future. I think there is value in having the ad hoc language items visible for reference for the whole duration of session (after they have been written), as these points of learning reflect the emergent language in the room, as well the scaffolding that can help learners to communicate their ideas more effectively (especially in speaking focused lessons such as this one).  

Encouraging students to participate is always a tricky balancing act – with regards to students’ levels of confidence – preferences for interaction etc., however, I’m glad that, in this instance, I encouraged this learner to engage – as she was able to produce cogent language and make a valid contribution to the discussion. An aim of the lesson was to build confidence through participation, and it is my belief that through having the (encouraged) opportunity to participate, that this student will be more confident about doing this in future discussions – e.g. the seminar sessions in their main course – BA (Hons) Fashion Management.  

I was also happy with the level of engagement between the L1 and L2 students, the exchange of cultural knowledge and increased cultural awareness was a sub aim of the session – but one which I think has a greater value beyond this session and the language Development programme. This is a strategy which I will adapt for other courses that I teach in the Fashion Business School at LCF. It was very useful to have an external observation of the interactions between participants in this session.  

Summary 

My core approach with Language Development is to provide learners with the skills and strategies with which they can successfully apply to the compulsory and assessed elements of their course. I agree that it is unfortunate that the sessions are not compulsory – as this reflects the attendance, however, this is beyond my control (and as a non-credit bearing course it would seem unlikely that Language Development would been given that status. However, what is within my control is the (strategic) marketing of what I can offer, determining when the best time is to address certain foci, e.g. skills – writing – reading – speaking and listening – for the students during the term/block – communicating to students in their main course sessions  (where possible) the value of these sessions, and communicating and collaborating with course leaders as best I can.