Emo Mod

My first try, as promised. Think I might have to purchase this...



My colleague Martin (the other voice in the video) has just read my other blog posts and pointed out all of the grammatical errors.

I will try harder.

Sexy Girls

I feel a huge change is occurring in my teaching, and thankfully, in a good way! Since the re-assessment of my methods and session plans since my peer observation, I feel much more confident about my classes, and the students are reacting like never before.

Last night I taught week 3 of my digital imaging course - a week that I always dread. It contains a lot of technical theory, and my fear is that the students get bored (which I think they have done previously). With the introduction of more exciting and relevant slides and (mainly) with the introduction of GROUP QUESTIONS AND DISCUSSIONS, the students were respondent, enthusiastic, involved, attentive and obviously enjoyed the session. Im looking forward to the next one!

The one request I did get was for more photographs of sexy men. I use my own fashion photographs of models for lectures, and admittedly they are all sexy girls. This particular class of 8 women and one man said they'd definitely prefer sexy men.




In other *technological* news, I downloaded a program called Screenflow. It's a shareware application, and allows you to record everything you do on your computer, as well as your voice through the Mac in-built microphones. This means I can talk through how to print (for example), and students can go to our own Digital Media Workshop website, and play it all back. I think it's pretty cool...

I'll post one later.

Success!

Who woulda thought that this PGCert thing might actually help my actual teaching?!

Following my previous post, I stayed up most of the night and comPLETELY re-did/re-shuffled a PowerPoint presentation that I've used many times in the past. It used to work, but this time on my way to take the session I felt more confident than ever that I had plenty of material (it's a 90 minute session), plenty of spaces for student discussion, and plenty of interactive aspects. I've always been slightly nervous of asking questions to the students (not quite sure why to be honest..!) but it went down really well, and the class of 12 interacted with me and each other better than ever before. All of the slides were relevant and they all picked up the theory. I even started the class with a pop quiz of the main points of week 1 (the same way that Jane shocked us on day 2 of LT3 111), and got the same shocked reaction! I only gave them a minute and we discussed as a group. Every one of the 13 points were remembered without my help along with new suggestions, and I even used the whiteboard for the first time ever!

I will be overhauling every presentation I do from now on so cheers Russell!

In other news I've started my poster and today got 4 books on assessment ooy of the library, including "The Problem Of Assessment In Art & Design" which looks particularly relevant!!!

Here's the PowerPoint I used last night:

| View | Upload your own

Tweaking Through Reflection

I have been teaching a fairly 'unchanging' session for about a year now for my digital imaging classes. They have always seemed to work pretty well - I can see for certain that students have learnt, and that they are applying new techniques and outlooks to their photography. I also know that students enjoy the course from the feedback they have given me, and by their general communication with me throughout the sessions.

However, after being observed (not assessed!) by Russell last week, I've been having a bit of a re-think. Although my sessions work, I'm 100% positive that they can be improved. I will be working on session one in the near future, using Russell's observations, but as I have session two tomorrow I will be tweaking that now.

Russell's report is at the bottom of this blog. His main points for me to work on are as follows:

• Dan's speech could be a little slower at points in the presentation, this speed seems brought on by a silence from the students at points where he pauses. I think this could be helped by asking them questions at these ‘points of silence’.
  

A simple but very valid point. Tomorrow I will consciously speak more slowly. Sometimes I feel pressured to carry on the session after asking a question with the worry that no-one will actually offer up an answer. A bit of self-confidence should enable to pause for any length of time until a student offers an answer!

• At one point Dan is introducing his website and says “ you might not be interested but...” whilst showing its different sections. This was definitely not justified as his work is interesting and the students were clearly glad to see the work, on the same note it would have been good to see individual images for a little longer. Dan could possibly have picked one from each section before hand and lingered on it longer.
  

This is only really relevant for week one, but is duly noted.

• A little longer pause after questions would be good, if a pause isnt long enough, some questions can seem rhetorical and therefore not provoke a response.
  

This was addressed in my first point. 

• I think the presentation worked best when slides were referred to rather than images which were not present, Dan has spent time putting together a bold and interesting slideshow of images. I don’t see a need to deviate from it.
  

Another very true observation - sometimes I will think of another example on the spot and talk about it, or try to describe it, when I actually have a perfectly good example on the projector! I will thoroughly go through the images in my slideshow and make sure that I am happy and confident that they are the best examples to use in my presentations. 

• When making statements such as “maybe you like this, maybe you hate it” I think it could be put to the students.
  

Yes....I do do this...it not only sounds a bit pessimistic and sometimes nonchalant about the subject, but it could also be used as a great way of getting students involved, and getting their feedback on photos, quite possibly starting a discussion within the entire group of 12.

• Multimedia and ICT is limited in many ways and restrictive of time, but if possible, a slideshow of the photographs the students take during the activity time could be a great closing focal point where all students could see each others work.
  

This point is actually addressed in my previous post. 

To sum up, I will be assessing all of my current slides, trying to find spots for more questions and opportunities for discussion, making sure I stick to my plan, leaving enough pauses where necessary, and S P E A K I N G   M O R E   S L O W L Y . . .

After it's tweaks I shall post up the PowerPoint. 

Here's Russell's full report (to see full size click on 'view on Slideshare' at the bottom right, and then 'full screen when a new window opens):

| View | Upload your own

Feedback

I just received this email from a mature student of mine that took my course on digital photography before Christmas:

Hi Danny

Sorry I haven't had a chance to reply sooner- it's been hectic to say the least! I've managed to take some shots since the course and need to get them up on the flickr group at some point. My feedback for the class is great- I thought you were a great teacher and really patient with the different ability and experience levels. You didn't make people feel bad if they didn't have the latest and greatest DSLR- it came across that you just encouraged them to use what they had and that there was nothing wrong with that. The one on one time that people got was great and really personalised the course but sometimes it was tough being the last  one to get some time (which I know was because there were some people that weren't as confident with their camera as Gav and I were). However, I learned enough that it wasn't a problem.

I really do hope there is an 'advanced' course in a few months, I'd be really keen on doing it. More shooting technique and more learning what our cameras do would be great. I also think that getting out as a group with the cameras would be handy for some instant feedback on shots would be useful.

Take care.

Xochitl

Xochitl Ireland
PA to Heather Alderson and Rachel Hatton

I have everyone's full permission to publish their feedback, and I was pleased by her comments and by the fact that she wants to learn more with me! I will take on board the comments about waiting around for one to one feedback. I think at this point in a session I could prolly give the students a small assignment if they are otherwise sitting around doing nothing.

Patch 1

It happened. I started patch 1. I've decided to do it on a piece of software I use for my teaching called Remote Desktop which enables the tutor to view and project any screen in the room. Now to find some sources to back me up..

Peer Observation!

So, as planned, Russell John from FADA came to my adult learning class in Soho last night to do my peer assessment. It is an 8 week course and this was the first week. There are 12 students, mainly between the age of 25 - 40, and the have all optionally signed up to the course which makes it a lot more fun as they all arrive with a great willingness to lean, unlike some students on university courses that are only there because they absolutely have to be. 

I have ran this course a number of times before so I felt prepared and fairly confident about the way the session was going to run. As I mentioned in an earlier blog it was actually the first time that I'd ever filled out a session plan, and this certainly helped to strengthen the way I felt about the class. This session plan and the PowerPoint presentation can be found in my previous blog post.

The class ran fairly smoothly and the students were great - extremely chatty and enthusiastic, as well as respectful. After the first 5 minutes I forgot that Russell was watching me. I won't go in to the entirety of the session, mainly because Russell has summed it up so well himself, and I will post his peer observation form in a future blog. 

We had a long chat and feedback immediately after the session, and this was extremely beneficial to me. Russell was the first person (besides my students) who has ever actually observed me teach, and given me any feedback. I have been teaching on and off for 2 years now, and never really known whether I was teaching in a 'correct' way. On the whole Russell enjoyed my lesson, but also gave me some excellent points to brush up on and some ideas on how to make the lesson more interactive. A couple of these things I had thought of before but can't easily implement due to technicial limitations. For example, I talk for 30 minutes on different methods and rules of photographic composition. If I could somehow have a digital camera connected to the projection screen at the front that immediately posted up live shots, that would be a great way to illustrate my points. I will look in to this further...!

Jane just made a good point in an email about my blog, and how I have referred to Russell's attendance as peer 'assessment', rather than peer 'observation.' What does this mean? I think it means that I feel like I am indeed being assessed, whether that be true or not. I think this is partly due to the fact that the activity MUST be carried out to complete the PGCert, and partly down to feeling fairly under-pressure whilst being observed..!

Due to a constant stream of students with problems this blog has taken the entire day to write so I'm just going to finish and publish now!

Back In The Game

Well my HORRIBLE throat infection has cleared up and I'm back at work. Tomorrow evening I teach week one of my eight week Digital Imaging Course. I've tweaked the session plan slightly since I last ran it, mainly due to the availability of the Session Plan Proforma on Blackboard. I've never actually written a lesson plan before, only followed my PowerPoint presentations or written notes, and I've found it extremely helpful! I no longer need to be worried about filling in the time or over-running as it's all mapped out in front of me! Although I don't think I'll use the actual lesson plan in the lesson, it has made things much clearer in my mind. 

I've uploaded the lesson plan to Slideshare and so hopefully it's going to be appear here:

| View | Upload your own

If you click on the 'view on Slideshare' button on the bottom right you can see this full size. I thought I'd push my luck and try a PowerPoint presentation too so here's what I'll actually be showing students tomorrow:

| View | Upload your own

I had to lower the resolution slightly to get it on to Slideshare, but you get the picture (no pun intended).

Russell John will be peer assessing me tomorrow night which I am actually looking forward to. I have never had anyone other than  students watch me teach and I think the feedback could be extremely useful.

I shall post me over the next couple of days on my reflections of the lesson. 

Keep Blogging...

Unfortunately I've come down with a rather nasty viral infection so all teaching (and planning) has been postponed for a week. I'm hoping to be back to work before the week is out but it still feels like this thing in my throat is getting bigger...!

Of course, I haven't been wasting my time, and have spent the last 4 days in bed...reflecting.