Session/artefact to be observed/reviewed: BA Fashion Design and Development Lesson (Pattern Scanning & Marker Making on Lectra & NScan Software and Scanning Demo Workshop.
Size of student group: 18 Students
Observer: Kira Oliver
Observee: Andrea Marfo
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 optional to their curriculum, The demo to Nhega scanner and Nscan software is an additional knowledge/Intro session that students have the options to use CAD/CAM software (Lectra and Optitex) / Hardware to enhance their studies and their projects in the future.
How long have you been working with this group and in what capacity?
This will be their second lesson with the Lecturer and me, but I have been working with the course BA Fashion Design and Development (FDD) for 3 years now, so every year I deliver this demo scanning workshop within their lesson with new group year 2 cohort.
What are the intended or expected learning outcomes?
Students will be able to:
- Prepare manual pattern or draping fabric piece to scan, and checking all key information e.g. Grainline, Notches, Cutting information, Drill holes, Darts etc)
- Setting up Nscan software, scan manual pattern to digital one, set up for file type for (Exporting)
- Tidying up patterns on the software (Nscan)
- Opening DXF pattern pieces in Optitex and Lectra and saving them.
What are the anticipated outputs (anything students will make/do)?
N/A
Are there potential difficulties or specific areas of concern?
Taking notes whilst observing the demo, especially when moving from the hardware (N-hega) to software (Nscan). This is due to students finding learning technology overwhelming with all the different moving parts and information given.
Students finding it had to follow the demo workshop once they had finished their thought lesson.
How will students be informed of the observation/review?
Yes, verbally told last week and will repeat at the start of the lesson agin today.
What would you particularly like feedback on?
Are students able to retain information and explanation giving to them about the software and Hardware?
Students be able to use the Hardware and Software independently after this session. Will they be able to use them confidently?
The language and terminology are used to teach/ explain the software and hardware?
How well do I support students during the lesson thought be CAD/CAM lecturer and after the demonstration of the Nhega Scanner and Nscan.
How will feedback be exchanged?
Written and Spoken
Part Two
Observer to note down observations, suggestions, and questions:
First Part of Lesson (supporting other teacher)
- Great unobtrusive support of late individuals while other teacher speaking in a relatable and not harsh manner.
- Takes over the student work on the PC which is required to bring them up to speed with the rest of the class. In this setting it is needed, but in others it could potentially take away from their chance to problems solve for themselves (not to case here but something to be aware of).
- When demonstrating she always explains in clear relatable English – perfect for this setting.
- Clear signs between staff members.
- When supporting individuals she creates a good rapport between the two of them with jokes and dedication to their work.
- When supporting other tutor she stands at front just behind other teacher which is great as she can see all students computer screens and their faces when they look forward to the teacher and so she can identify when anyone gets stuck and is not in the other teacher’s way.
Second Part of Lesson (Andrea leading a demonstration)
- Before jumping in she checks existing student knowledge so can gear the information well.
- Asks questions and praises existing knowledge which builds students up and increases their confidence and therefore engagement with the subject. She also expands on these points which builds student knowledge.
- Uses objects to demonstrate and show students physically what to do. This increases student interest as it is like ‘watching a film’ something they find more interesting than just listening to the information. IT also helps visual learners retain the information better.
- The information she is trying to impart is very complex and heavy so difficult for students to take in from just watching and listening especially at the end of another session, it may be helpful to use students to demonstrate as well to keep the class more interested than when it is just her.
- Explains file type changing with a lovely simple real-world analogy which students should be able to use to grasp a complex concept easily.
- She repeats important points throughout the demonstration and also has these on a hand-out which is great for supporting the knowledge retention of these particular facts.
- Gives industry examples and therefore context as to how this would be used. Bu giving real-world examples it allows students to relate to and understand why this information is important and where they might actually use it in the future.
- Asks questions at the end of the session to gauge student’s understanding and fills in any blanks. Also gives finishing information about how they can take this forward.
Please see Andrea’s blog post for her response to my comments in due course