Going into the micro teach I was confident with my teaching plan, and the prep work I did. I was excited to share with my PGCERT peers. When complete, I felt ‘flat’- I had questions about my practise and my delivery. With some space and reflection, I have processed the feedback, and I’m motivated to implement positive changes to my workshop sessions.
The learning outcome for my micro teach was:
‘Understand lace placement and what it means to the overall design of a bra.’
The micro teach went smoothly. My peers were enthused and participated meaningfully. At the end, my peers were able to provide an accurate lace placement. I was satisfied that I’ve delivered the session authentically to my natural teaching.
There was lots of feedback – some positive, some constructive.
After the feedback, I was disappointed in my delivery. I’m confident that my workroom environment is an inclusive and equal space for all, so it was hard to hear that I shouldn’t rely on implied consent, and assumption of the social policies we have at UAL.
On reflection, I place too much emphasis on assumption – I assume that the students know about gender, sustainability, inclusion, to name a few. It’s okay to address this with a small statement, to make it clear that we do have a responsibility to address social, societal and environmental issues, and can all work together to have a safe and inclusive space.
It is very easy to jump straight into my fast-paced workshop, without checking in with the students. How are they doing on that day, are they ready to actively engage and listen?
My role is hands on. I use an artefact – a completed sample, to show the students what we are working towards. My students and I work on a shared goal. I demonstrate how to make the sample; they create exact replicas. The learning outcome is to make a sample, and in doing so being able to take this learning and implement it in their own designs independently.
Going forwards, I will include a brief five minutes across each workshop to acknowledge the limitations of the contour industry, to further the students’ independent studies, helping to innovate the industry.
- This is the way that industry currently produces garments – but does it have to be that way? Can we work to make sustainable choices? Can we choose alternative fabrics that behave in the same way but have a better carbon footprint and air miles?
- Eliminating the use of the term ‘nude’ to describe a soft pink colour. Skin tones vary and in our efforts to de-colonise the curriculum we need to move away from loaded terms.
- Inclusion – Lingerie can be worn by anyone respective of gender. Let’s work to make lingerie available to all who wish to wear it.
I will mindfully accept constructive criticism going forwards. The aim of the micro teach was to receive positive and constructive feedback and reflect on our delivery. Using this feedback, I can improve my delivery, being flexible and adjustable in my teaching practise. This will ensure that the students get the best from me, and therefore their best learning outcome.