Record of Observation or Review of Teaching Practice         

 Up date and save 05/01/2025

Session/artefact to be observed/reviewed: introduction to the White Laboratory room J005 to Performance Programme theatre students,

Size of student group: From 5 to 15 students (sign up session)

Observer: Karen Matthewman

Observee: Michael Ste. Croix

Date: 22/02/2024

 

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 is an introduction to the White Laboratory room J005 to Performance Programme theatre students, that have not had a workshop induction in the safe usage of the theatre lighting and sound equipment and best health & safety practice in the space. This is a sign-up session.

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

This is a mixed group of students from across all three stages of the year Stage 1,2 and 3. I have worked with these students on group/course projects, 1:1 project tutorial, was workshop/construction instructor, delivering workshop inductions and health @ safety advice, as Technical Coordinator/facilitator of theatre resources and supporting/delivering Performance Programme course curricular.

What are the intended or expected learning outcomes?

To have basic knowledge in the safe usage of the theatre lighting and sound equipment. To have instruction on Health & safety in using the space. To answer student questions, discuss student projects or staging of set designs in space

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

The students will have the chance to use the lighting & sound equipment and explore ideas in its use.

Are there potential difficulties or specific areas of concern?

There should be no potential difficulties apart from the odd shyness from some students who do not want to touch equipment. Which is always strange to observe but I do encourage students to get familiar with equipment and develop confidence.

How will students be informed of the observation/review?

I will introduce you to the students and explain the reason why you are here observing my workshop induction.

What would you particularly like feedback on?

I would like feedback on the whole of my workshop induction class, from how I speak to the way I engage with the students.

How will feedback be exchanged?

I would like spoken feedback at the end of the session so that I can make immediate notes. If feedback is detailed, more than happy to have written exchange.

Part Two

Observer to note down observations, suggestions and questions:

I watched Michael’s video as I was sorry to miss his live session due to being ill. Michael graciously recorded an extract so I could watch and listen later. This reflection is based on that video and accompanying notes.

Commentary

As the video starts you are explaining the various safety considerations clearly and calmly but what I particularly liked is you always gave the rationale for why a safety rule is a rule.

I wondered at times if you could turn these into questions to help them be more memorable For example. ‘We can use some types of tape on the floor, but not gaffer tape. Can anyone think of why?’

There is a lot of oral explanation and I wonder if for some students if this is a lot to take in, but you speak clearly calmly and in plain English. I can’t see- maybe there is written support on slides or posters for those who need a bit more visual reinforcement?

Asking concept questions to check understanding is one way to check how much has been absorbed. e.g ‘so we talked about 3 main safety concerns. Can anyone list them?’

You go on to explain the working of lighting and ask if anyone has used them before. You answer questions well. You break down (what to me are) quite complex sequences in simple and easily understandable chunks.

Students are gathered around and very motivated, asking questions and taking notes.

You use gestures and changes in voice to help enhance understanding.

You are very encouraging to allow students to experiment: ‘Who wants to have a go?’ ‘You can’t break it!’

Your main method is oral explanation accompanied by physical demonstration. Most of the time you are in the ‘driving seat;’ with control over the equipment while letting students touch the equipment at times.

The lesson moves through different phases and it is clear that by the end the students have had a thorough demonstration of what otherwise would be a daunting piece of equipment and will definitely have the courage to work with that in their future projects.

Summary

You are clearly an effective and experienced facilitator and technical demonstrator. You are able to give clear directive ‘commands’ where necessary in terms of safety consideration while also encouraging an atmosphere of playful experimentation.

I was trying to think of a few ideas that might help:

One thing might be for you to think how you could change your ‘role’ at times during such demonstrations.  Could you scaffold micro- tasks and hand them to individual or groups of students? Could you change your physical positioning, so you are less in an instructional role and more in an observational role?

 Could you ‘gamify’ the tasks by for example splitting into groups and asking each group to demonstrate a specific sequence to show the other groups? Could you make a set of  ‘playing cards’ that if picked mean a certain light sequence needs to be shown.

These are just ideas that may or may not work in your context, but it is fun to think of different ways learning can happen, isn’t it, and might be a motivating form of formative assessment.

What a fabulous and enjoyable workshop and I am very sorry I couldn’t be there in person.

Part Three

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

Dear Karen,

Thank you for observing my introduction to the ‘introduction to the White Laboratory room J005 to Performance Programme theatre students’,

I will take on board your advice as this has been very helpful in reviewing my teaching style and to improve future workshop introductions/workshops. *This has been a great opportunity for me to have this type of feedback. I believe I am in the unique position to record my lesson so that I can review my style of teaching and correct where the lesson needs improvement.

Thank you for noting the health and safety aspect of the introduction the White Laboratory. I think this is one of my strongest points in my role as Technical Coordinator Performance and Teaching Resources is paramount. I am glad that came across OK.

The workshop is very instructional and that it is not very engaging for student to participate with the equipment when reviewing the video. In future I will plan and structure the session with written key points for me to follow where I give the students the opportunity to be more interactive and playful with the equipment and the laboratory space.

This will include:

1. The introduction will be more structured. List of questions and instructions.

• A written, structured workshop plan that I will follow with key points highlighted for students to engage with equipment.

• I will try to reduce where appropriate-the oral explanation. ‘So that students stand and listen’. Try to create more oral engagement with students.

• I will have written information to hand out to students that will contain key learning outcomes and direct them to further learning information/resources for them to take away and read. On the wall there is a notice poster above the equipment that gives instructions how the equipment is used. This includes QR codes to different elements. This is a great opportunity for student research and learning. I pay more attention to this resource for students.

• I agree that I should pose questions and set tasks for students to encourage them to talk amongst themselves and share their learning as they resolve tasks. ‘Learning by doing’.

• At some point in the class when I feel the students have a good understanding in operating the equipment. To have the roles turned around. They play with the equipment, and I stand and observe as they discover what the sound and lighting board can do. By doing this, I listen and answer their questions while they operate. As the observer, I can help and support, while they playfully create sound and lighting effects.

**The next time I present another introduction to the White Laboratory, I will break the student body into smaller groups so that everyone will be able to access the equipment within the allotted time I have in the space.

Below are structured key points that I will deliver at my next presentation. ‘Introduction to the White Laboratory room J005 to Performance Programme theatre students’

1. Introduce myself, the name of the course they are attending and why they are here taking this workshop induction.
2. Written information to be handed out to students explaining the course. Give out additional learning material where appropriate.
3. Introduction to Health and Safety and the use of the space.
4. Look at basic equipment in the space, lighting, and sound boards. Karaoke machine and microphone. Any theatre scenery in the theatre space.
5. A closer look at the lighting and sound boards and how to use them.
6. Ask students questions. Field students’ questions.
7. Show students information poster above lighting board. Explain what the information is i.e. the use of QR codes.
8. Break students into smaller groups. Set tasks i.e. ‘create a lighting state’, ‘connect a device to soundboard’. Combine the use of a microphone to soundboard.
9. The student groups-each to have turns on the equipment to explore and play.
10. Discuss with the student body their design ideas and future projects in which lighting and sound is involved. Field any other questions related to the workshop session.

NOTE TO ME:

*Looking at my video recording can be a helpful tool to review and reflect on how you present your lesson and teaching.

** Teaching issue. All tutors encounter a ‘time allocation to a space or resource’ that can be restrictive and an issue when delivering presentations, workshop Inductions and discussing abstract design ideas/design theories. Explanation of complex equipment and demonstrating its use.

Not having time to use equipment can be a problem- space bookings can be limited to an hour due to room booking and availability. Lessons have to be structed and to the point to make the best of time allocated and class learning successful.