Something significant happened today; it wasn't me doing all the talking.
I'm not entirely sure what I did that was different. I exhorted the students to chip in with their own comments on one another's work as usual... and this time they did.
Perhaps I've said it so often they're getting the idea I actually mean it.
Or, and this has just occurred to me as I write, perhaps it was the fact I removed myself front of the class while they made their presentations in groups...mainly, it has to be said, to get a clear view of the work myself.
I think this served to take the attention off me and somehow opened up the floor to everyone. Perching on a desk three quarters of the way back clearly makes me look like I've shut up and it's someone elses' turn.
Whatever the reason, there was some good, lively debate and opinion flying about the place, so from that point of view... a result!
Friday 30 October 2009
Under the microscope x2
Second 'micro' session and back on home ground with a crash course on the creative brief and an 'audience participation' exercise in spotting the proposition by working back from a number of ads.
Tried to broaden the teaching methods as much as possible, so made use of the board, the handouts and three juggling balls! (specially purchased to illustrate the 'throw three propositions, catch none' principle of simplicity in advertising)
Everybody seemed genuinely interested in the subject - and even more interested in the chili chocolate that was the subject of the example brief.
They may only be ten minutes each, but I feel these sessions have been really helpful. Not just for the experience of planning and delivering my own lesson, but in seeing how others approach it and by learning form one another.
Happy half term... back soon.
Tried to broaden the teaching methods as much as possible, so made use of the board, the handouts and three juggling balls! (specially purchased to illustrate the 'throw three propositions, catch none' principle of simplicity in advertising)
Everybody seemed genuinely interested in the subject - and even more interested in the chili chocolate that was the subject of the example brief.
They may only be ten minutes each, but I feel these sessions have been really helpful. Not just for the experience of planning and delivering my own lesson, but in seeing how others approach it and by learning form one another.
Happy half term... back soon.
Thursday 15 October 2009
Under the microscope
Now with my student hat on...
Last night was the first of our two 'Micro Teaches.' Ten minutes on a subject of our choice to five fellow trainees.
I chose a map reading exercise. One, because I thought it might be interesting to tackle a subject different to the one I teach. And two, because I need more time to work out how to cram an advertising project (usual duration 7 days at least) into a ten minute exercise.
It went OK by all accounts. And it brought home again how proper planning makes everything more relaxing and straightforward on the night.
I've read one or two articles by musicians and performers in which they say the rehearsal time is the work, the performance the reward. I think the same principle is in operation here, with lessons becoming so much more relaxed and enjoyable when I'm confident with the content.
Several of the feedback sheets commented on the good organisation too, which is nice to hear as 'well organised' isn't my default setting by any stretch of the imagination.
Of course it's easier in a small room of people you're beginning to get to know quite well, who know it's their turn next, than in front of a class of 2nd year students in need of constant motivation...
A great exercise, nevertheless. And where else in a single evening will I get to learn the basic ballet foot positions; CPR and life saving skills; computer jargon busting; and rudimentary medieval medicine?
Last night was the first of our two 'Micro Teaches.' Ten minutes on a subject of our choice to five fellow trainees.
I chose a map reading exercise. One, because I thought it might be interesting to tackle a subject different to the one I teach. And two, because I need more time to work out how to cram an advertising project (usual duration 7 days at least) into a ten minute exercise.
It went OK by all accounts. And it brought home again how proper planning makes everything more relaxing and straightforward on the night.
I've read one or two articles by musicians and performers in which they say the rehearsal time is the work, the performance the reward. I think the same principle is in operation here, with lessons becoming so much more relaxed and enjoyable when I'm confident with the content.
Several of the feedback sheets commented on the good organisation too, which is nice to hear as 'well organised' isn't my default setting by any stretch of the imagination.
Of course it's easier in a small room of people you're beginning to get to know quite well, who know it's their turn next, than in front of a class of 2nd year students in need of constant motivation...
A great exercise, nevertheless. And where else in a single evening will I get to learn the basic ballet foot positions; CPR and life saving skills; computer jargon busting; and rudimentary medieval medicine?
Sorry Molly, it's over.
Competition for time and teaching space put the squeeze on my lesson this Tuesday.
The result was, I had to shelve what I'd planned until next week and make it a simple studio session. Reviewing what each student had done one-to-one and then giving them feedback for development.
It used to be what I did for the majority of sessions, but it's clear now how limiting just 'talking to Molly' really is.
Like spinning plates, I can see the rest of the group losing interest and laying back whenever I spend more than 5 minutes with one individual.
And when we've finished talking and I move on to the next student, I can see that individual mentally 'clocking off' because they know I won't be bothering them again.
Essentially, it's a system whereby students are obliged to concentrate and think about their work for five or ten minutes... and provides ample opportunity for distraction for the other 2 hours 50!
I could play the 'in my day' card and suggest it shows a lack of focus and self direction in today's youth, but I know that's not right. There are just so many better ways to guide, stimulate and motivate people more effectively.
And they know that...
The result was, I had to shelve what I'd planned until next week and make it a simple studio session. Reviewing what each student had done one-to-one and then giving them feedback for development.
It used to be what I did for the majority of sessions, but it's clear now how limiting just 'talking to Molly' really is.
Like spinning plates, I can see the rest of the group losing interest and laying back whenever I spend more than 5 minutes with one individual.
And when we've finished talking and I move on to the next student, I can see that individual mentally 'clocking off' because they know I won't be bothering them again.
Essentially, it's a system whereby students are obliged to concentrate and think about their work for five or ten minutes... and provides ample opportunity for distraction for the other 2 hours 50!
I could play the 'in my day' card and suggest it shows a lack of focus and self direction in today's youth, but I know that's not right. There are just so many better ways to guide, stimulate and motivate people more effectively.
And they know that...
Thursday 8 October 2009
Time to get reflective...
The first session of the new term with an entirely new year group…
How’d it go? Quite well, I think. Certainly the best prepared I’ve ever been for a first lesson. And with none of that slight but persistent trepidation aboutaddressing a roomful of unfamiliar faces after a long summer lay off.
The difference, most definitely, is in the planning. Sounds strange, but until it was spelt out to me, I never really grasped how crucial it is. To everything.
Because much of what I teach takes the form of feedback to students on the work they’ve produced, that’s how I’ve ‘planned’ lessons in the past: set the brief, sit back and wait for them to come up with something we can talk about.
And I wondered why so many sessions simply tailed off in a general air of apathy and uncertainty!
For last Tuesday’s lesson, on the other hand, I tried to make use of everything I’ve learned in the last four weeks. So there were aims and objectives. Planned outcomes. A definite structure with clear ‘staging posts’ for the whole three hours.
I introduced a ‘mini exercise’ on advertising and memorability. I tried to get the students to contribute their opinion and experiences to make things a little more discursive. I even bribed them with chocolate…
(Not strictly true; the chocolate was part of the brief. We were simply interrogating the product!)
OK, so where was there room for improvement?
First and most definitely, I’m still talking too much. Having a ‘script’ of sorts helps, but I know I’m still prone to over elaboration and the odd tangenital departure. Partly out of enthusiasm for the subject, partly a lack of self-discipline.
And I’d kill to know how to moderate a group criticism effectively. Despite my pleas to ‘chip in with your own comments’ and reminders that ‘your opinion is just as important as mine’, getting more than a ‘Yeh, ‘s ok’from students by way of comment on one another’s work is seemingly impossible.
I’d love to get a heartfelt, impassioned debate going on, but so far it’s eluded me - one of the reasons my first professional practice observation is going to be a group criticism overseen by a more skilled tutor.
On both the above counts, Andy – my mentor and curriculum leader – sets a good example.
In Tuesday’s PM session, I noticed he was careful to stick strictly to the bones of the brief and the outcomes he expected. There was no ambiguity, no room for misunderstanding on the part of his learners. Only when those ground rules were firmly embedded did he become more chatty and engaged with them on a more informal level.
He also has an effective technique for drawing comment from his students; on throwing open the debate with a ‘what does everyone else think?’, he isn’t scared of allowing the ensuing silence to draw itself out to quite excruciating lengths before one of them offers their opinion.
I know for a fact I’d be jumping in with my own comments – and scuppering the possibility of a group debate – within five seconds.
A tool to try out next week, perhaps …
How’d it go? Quite well, I think. Certainly the best prepared I’ve ever been for a first lesson. And with none of that slight but persistent trepidation aboutaddressing a roomful of unfamiliar faces after a long summer lay off.
The difference, most definitely, is in the planning. Sounds strange, but until it was spelt out to me, I never really grasped how crucial it is. To everything.
Because much of what I teach takes the form of feedback to students on the work they’ve produced, that’s how I’ve ‘planned’ lessons in the past: set the brief, sit back and wait for them to come up with something we can talk about.
And I wondered why so many sessions simply tailed off in a general air of apathy and uncertainty!
For last Tuesday’s lesson, on the other hand, I tried to make use of everything I’ve learned in the last four weeks. So there were aims and objectives. Planned outcomes. A definite structure with clear ‘staging posts’ for the whole three hours.
I introduced a ‘mini exercise’ on advertising and memorability. I tried to get the students to contribute their opinion and experiences to make things a little more discursive. I even bribed them with chocolate…
(Not strictly true; the chocolate was part of the brief. We were simply interrogating the product!)
OK, so where was there room for improvement?
First and most definitely, I’m still talking too much. Having a ‘script’ of sorts helps, but I know I’m still prone to over elaboration and the odd tangenital departure. Partly out of enthusiasm for the subject, partly a lack of self-discipline.
And I’d kill to know how to moderate a group criticism effectively. Despite my pleas to ‘chip in with your own comments’ and reminders that ‘your opinion is just as important as mine’, getting more than a ‘Yeh, ‘s ok’from students by way of comment on one another’s work is seemingly impossible.
I’d love to get a heartfelt, impassioned debate going on, but so far it’s eluded me - one of the reasons my first professional practice observation is going to be a group criticism overseen by a more skilled tutor.
On both the above counts, Andy – my mentor and curriculum leader – sets a good example.
In Tuesday’s PM session, I noticed he was careful to stick strictly to the bones of the brief and the outcomes he expected. There was no ambiguity, no room for misunderstanding on the part of his learners. Only when those ground rules were firmly embedded did he become more chatty and engaged with them on a more informal level.
He also has an effective technique for drawing comment from his students; on throwing open the debate with a ‘what does everyone else think?’, he isn’t scared of allowing the ensuing silence to draw itself out to quite excruciating lengths before one of them offers their opinion.
I know for a fact I’d be jumping in with my own comments – and scuppering the possibility of a group debate – within five seconds.
A tool to try out next week, perhaps …
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