Record of Observation or Review of Teaching Practice

Session/artefact to be observed/reviewed: Knit Machine Refresher

Size of student group: 12

Observer: Sophie Reynolds

Observee: Farah Govani

Part Two

Well-structured lesson & clear communication:

Followed this rough structure:

• Reflect on the techniques covered in previous sessions.
• Outline what will be covered in future sessions, including a breakdown of techniques for the rest of the week.
• Provide an overview of today’s session content.
• Ask the group (6-9 students) for input on what they’d like to focus on during the session.
• Begin the technique tutorial.
• Pause halfway through and at the end of the tutorial to ask if anyone has questions.
• At the end of the technique demonstration, give clear instructions on how long students have to practice (15-20 minutes).
• Advised students on where to find resources on Moodle and offered to show them on their phones if needed.

The technique was clearly communicated and demonstrated to the group. Farah first walked through the process of adding or removing stitches on one side, then repeated the steps on the opposite side, reinforcing the technique by recapping along the way. To enhance understanding, Farah provided both working samples on the knit machine and finished product examples for students to refer to.

During the demonstration, Farah also highlighted potential challenges with the technique and offered practical solutions for overcoming them.

One student asked for clarification on a more specific and complex shaping technique. Farah responded by drawing and designing on gridded paper to visually explain the process, combining both verbal and practical instruction. She first walked through the steps of drawing the shape, then demonstrated how to knit it on the machine, addressing any questions as they arose. Farah began with a simple shape, then moved on to a more complex one that incorporated the previously demonstrated techniques along with an additional step. This approach provided a comprehensive and well-rounded tutorial.

Adaptability:

• Farah effectively handled latecomers, keeping them engaged without disrupting the class.
• After the main technique tutorial, she took the time to speak to each latecomer individually, offering a breakdown of what the session covered and any changes that had occurred.
• She then guided the latecomers through the technique, ensuring they caught up with the rest of the group.

Pacing:

• The session was well-paced with clear timing. Farah regularly checked in, asking if anyone needed help or had questions throughout.
• There was ample time for students to practice the technique.

Areas for Development

• It could be helpful to pause the demonstration at times and encourage students with limited visibility (at the back of the group for example) to come forward for a closer view, as the space and student-to-view ratio can be a challenge. However, the technique was clearly explained, and Farah ensured there was plenty of opportunity for questions and clarifications throughout.
• It might be helpful to have another example on hand—preferably an extreme one—that demonstrates the full potential of the shaping technique, showcasing the lengths to which it can be taken.

Part 3

Upon reflection, I find Sophie’s feedback to be highly helpful and informative. Moving forward, I will implement several strategies to further enhance the learning experience.

Enhancing Visibility During Demonstrations

To ensure all students can clearly see the techniques being demonstrated, I will encourage those positioned further back to move closer when needed. Additionally, I will explore the use of a camera or projector to provide a clearer, close-up view of intricate details, making it easier for everyone to follow along regardless of their seating or standing position.

Expanding the Range of Examples

To deepen students’ understanding, I will introduce a wider variety of samples, including more extreme variations of shaping techniques. By demonstrating the full potential of these

methods, students will gain a broader perspective and feel more confident experimenting with their own work.

By implementing these improvements, I aim to create a more engaging and supportive learning environment, ensuring that all students, regardless of skill level, feel confident in applying the techniques independently.