A2 Teaching and Supporting
In my interactions with students I start each session and unit with clear expectations and aims of the outcome. Our student body has changed alot so to support a wider range of approaches to
the studio and to making, I spend time unpicking learning objectives and assessment criteria with students. This term we have experimented with providing a weekly breakdown of tasks
alongside starting research resources through padlet. This aims to support autonomous learning getting students started and keeping momentum through the project. This also aims to support student with poor attendance, they can clear see what is expected of them following a session and gives an opportunity to catch up as well as contribute asynchronously.
In each session my core aim is to be approachable and understanding to students. A large part of my role is supporting the student experience, paying close attention to the questions and
feedback that students are providing us with. For each unit I track the types of questions that students are asking us in my mega document. This allows for immediate reflection (used fordiscussion and planning with staff in the moment) as well as a reminder when planning units the following year.
Following student feedback particularly around the cost of living crisis I am to create a studio space where everyone can make and work. This year we have provided students with more resources and equipment in the studio so that even someone who has brought nothing to class with them can still join in a session or work independently. This term this has been supported by renee materials donating a ‘swap shop’ to our first year studio. This is also supporting UAL’s reuse/ reduction on making policies that encourages students to make with what they have/ can find before buying more.
Throughout sessions I am very active in walking through the spaces, listening and joining conversations with students. I offer to provide constructive feedback in the moment, modelling and suggesting ways of working that is appropriate to each individual students learning needs and area of research. I think this also encourages critical thinking – encouraging students to think more critically about the materials and processes they are engaging with – supporting their
enquiry in a way that builds on rather than discourages. I am always telling students that they are the researcher and that they have claim and agency in the studio. I encourage students to make connections with their own experience, encouraging their own unique voice to come through their making