teaching practice – Page 2

Observation of my teaching practice by a peer (Part One: Observee’s notes)

Part One (provided to the observer, Ian Holmes)

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.

Dried Gourd Art in Cypriot Traditional Culture: A Reflection on Microteaching

Introduction and Planning

When planning my microteaching session, I knew I wanted to focus on an object that held cultural, historical, and personal significance. The dried gourd, or “koloji” as we call it in Cyprus, was an obvious choice. It’s something I grew up around but also something I lost touch with over time.

My goal was to create an engaging session that wasn’t just about delivering information but also about inviting discussion, storytelling, and hands-on interaction. I structured it around an inquiry-based approach—starting with an object and encouraging participants to explore its possible uses before revealing its history and craftsmanship. I wanted this to be a moment of shared curiosity, rather than just me talking at the group.

Presentation Structure

I started by showing the class a dried gourd and asked them to guess what it was used for and what it was made of. This led to an interesting mix of responses—some people recognised it it is a dried vegetable, while others had no idea what it was. Once I introduced its history and role in Cypriot culture, I shared my personal connection to it.

I talked about my grandparents, who were displaced after the 1974 war, and how they relied on the land for survival. My grandad used to grow and carve gourds, but none of his work was kept, which always felt like a missing link in my heritage. That’s why, when I randomly found a Cypriot-carved gourd in a vintage shop near King’s Cross, it felt like stumbling upon a lost piece of my family’s history.

From there, I moved on to the practical uses of gourds—how they were used for storing liquids, as musical instruments, and as household tools, and in decorative arts. I explained the different crafting techniques, from carving and burning to painting and varnishing, drawing connections to other folk traditions across the world. To make it more interactive, I asked participants to design their own patterns, almost like creating a family crest.

Feedback and Reflection

The response was really positive. People appreciated the mix of personal storytelling and historical context. The hands-on activity worked well, sparking discussions about cultural preservation, sustainable materials, and folk crafts in contemporary design. Some participants even started sharing their own experiences with traditional crafts from their backgrounds, which made the session feel more like a collective exploration rather than a one-way presentation.

If I were to do it again, I’d possibly allow more time for the design activity or even bring in a real dried gourd for people to handle. I also realised that I could have expanded more on the sustainability aspect—how these objects, made from a natural, biodegradable material, fit into today’s conversations about eco-friendly design.

Conclusion

Reflecting on this microteaching session, I can see how objects carry more than just functional value—they hold stories, identities, and connections to the past. The gourd, something I initially saw as a relic from my childhood, became a tool for wider discussions on heritage, sustainability, and craftsmanship.

This session reinforced the power of using tangible objects in education. It’s one thing to read about a tradition, but it’s another to interact with an object, to consider its textures, uses, and meanings. That’s something I’ll definitely take forward in my teaching—finding ways to make learning a more sensory and personal experience.

Microteaching-Plan_-Mihalis-IntziegianniDownload

References:

Hardie, K. (2015) Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching. Arts University Bournemouth.

Heartland of Legends – Kolotzia: Get Creative with Dry Gourds. Available at: https://heartlandoflegends.com/kolotzia-get-creative-with-dry-gourds/ (Accessed: 26 January 2025)

Cypriot Kitchen – Kolotzi. Available at: https://cyfoodmuseum.wixsite.com/cypriot-kitchen/kolotzi-en (Accessed: 26 January 2025)

Observation of a peer’s teaching practice (Part Two: Observer’s notes)

I attended Maria’s class on January 24th where she had a great command of her teaching style and created an open, welcoming and engaging atmosphere for the students. Throughout the course she remained approachable and actively engaged with the students, creating a sense of inclusion.

As the lesson was built on previous work, it was clear that the students had a good understanding of the tasks at hand. The learning environment was supportive and helpful for the practical work, as evidenced by the students being able to continue the trouser making project effectively.

Maria structured the lesson well with clear, concise instructions. She provided an engaging demonstration that all students could see clearly so that they could follow the steps required to make their trousers. She also supplemented the lesson with on-screen presentations that clarified key concepts and provided clear reference points for the students.

The blended learning approach, which included both digital resources (presentations, worksheets and technical resources) and practical demonstrations, was really well implemented. Allowing students to access the information as required and use the resources provided in advance ensures that students can develop their skills in a more flexible way and at their own pace.

Some students arrived after the lesson had started, which can lead to them not being able to follow the first instructions. Maria has already mentioned this challenge, but it might be helpful to think about strategies to mitigate the effects. One possible solution would be to introduce short review sections at key intervals during the lesson so that latecomers can catch up without interrupting the flow of others. Another option would be to set up a peer support system where students who are on track help those who are late.

There was quite a relaxed atmosphere in the class, with students dropping in and out all the time, which I could observe when I was there. Some students left the class for a while and then came back to continue their work. As this lesson was the penultimate of the unit, it is possible that the students had already progressed to the point where they could work more independently as they had already acquired the basic skills. However, it is uncertain how the interruptions affected the learning process, especially given the nature of the tasks being worked on.

In terms of suggestions for further development, a peer support structure or time-limited revision could effectively support students who arrive late and ensure that they do not miss important instructions. Clear rules for starting and catching up on material at the beginning of each lesson could also help to maintain continuity for all students. Maria’s engaging teaching style could be further enhanced by creating more opportunities for student participation, particularly for those who are less engaged, for example by asking them to demonstrate or support different aspects of the work. Although Maria’s blended learning approach is effective, due to the ongoing technical issues with Moodle, further platforms should be explored or ensuring that physical handouts are available for students who have difficulty accessing online resources. If learning materials are accessible outside of class time, this could further support student learning.

Observation of a peer’s teaching practice (Part One: Observee’s notes)

Part One (provided by the observee, Maria Thelin)

What is the context of this session/artefact within the curriculum?

This session is the second to last tailoring session in a 40 credit unit, Tailoring, Design and Identity (1st year Bespoke Tailoring). During this unit students are making samples, a pair of tailored trousers, a technical resource and a sketchbook.

Resources for this session:

I will show a short presentation at the beginning of the session. There is a worksheet with the steps of the trouser construction process. There are also videos showing how to make the trousers.

I have shared a folder with the Technical Resources for this unit (presentations, worksheets, patterns). All of this is available on the student’s Moodle page, but unfortunately it doesn’t work this year. I have also provided the students with printed worksheets.

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 lecturers, delivering their tailoring sessions, conducting personal tutorials, formative reviews, MTG sessions, briefings, assessment.

What are the intended or expected learning outcomes?

Learning Outcomes and Assessment Criteria related to this session:

LO 3: Draft, cut and construct a bespoke tailored trouser. (Process, Knowledge, Realisation).

LO 5: Accurately record bespoke tailoring processes and techniques and design narrative. (Communication

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

In this session they will work on their bespoke tailored trouser (a classic tailored trouser cut in appropriate material, constructed using handcraft tailoring methods). We will complete the seat seam and finish the fly front. They will also take notes, photos and do sketches for their Technical Resource.

Are there potential difficulties or specific areas of concern?

Late attendance: Difficulties include students arriving late and missing the intro and first practical demonstration.

Low attendance: Another challenge is students who have fallen behind in the making of their trousers. It can be hard to keep them motivated, attentive and working efficiently.

How will students be informed of the observation/review?

The students were informed in the previous week’s session. I will remind them during again at the beginning of the session.

What would you particularly like feedback on?

I would appreciate any feedback.

How to handle no/low/late attendance.

How will feedback be exchanged?

Through this form.

It would be nice with an in-person chat if possible (TBA).