PGCHE: 2014: SECTION-B

SECTION-B

MYP2P Fashion Range Development (CFTWW) Individual theme and developing brief Students need to come up with individual themes/inspirations and research on one selected theme.

A visual vocabulary to follow the research followed by the concept building process.

Market awareness Input on the market will comprise of exposure of different components of the fashion market Ex: retail/brands, boutique, designer wear, flea/seconds/rejects market, craft based market.

Design identity/concept

Getting in-depths of developing the signature style while developing a fashion collection through individual interpretation of the inspiration and hence concept building.

Fashion predictions and trends Analyzing fashion trends forecasts from the folios by forecasting agencies like Promostyle, Rene Dere, WGSN. Visual research and Fabric sourcing Inspiration will lead to research which will lead to visual interpretation of the same.

Look and feel generated from the mood-board created with the help of the collected visuals will give direction for color and fabric in terms of content, feel/texture etc.

Creative analysis Analyzing different aspects of design process from the inspiration to the final product with respect to asthetics and functionality in design.

Design exploration and development Interpretation of mood to elements of design and to fashion detailis to come up with design exploration and developing a range consisting of common binding factor.

Evaluate developing ideas and final work against the brief Evaluation based on the final outcome of design process would take place against the intensity with which the concept is build and carried forward to the final product stage keeping in mind the aesthetics and functionality.

Project – capsule design collection Students to come up with a range of 5 ensembles (on paper) of which one ensemble to be realized in approved fabric.

Power-point presentation on color for both PGFD and MAFT Design Process Module.

Below presentation shows study of different kinds of Mood Boards for the students of PGFD

Commercial Moodboards, such moodboards are usually used in the industry.

C4D week 1 lesson plan introduction - context (PPT) examples, motivation cultural context: hackers, makers, open source etc.

some movies (Waldemeyer etc) and examples from my own work.

Introducing basic concepts what is a program? instructions and data execution writing simple program in pseudo-code if we have time move onto this (else move to week 2): GETTING STUCK IN - PROGRAMMING WITH PROCESSING Look at Processing: download it, look at the UI, where to find examples etc.

(Emphasise student-centered approach here: they need to get in the habit of looking for the information they need.)

Edit - Compile - Execute cycle.

Anatomy of a basic program (note similarity to Javascript which they've already seen): variables and declarations. very quick explanation of types. setup() -- initialisation draw() -- the main loop.

The idea of functions and parameters. { and } as start and end of code blocks.

Play around with modifying existing examples.

Set of basic exercises (handout "p5 exercises used in class") do after chai break.

Discussion.

Set of exercises to do for homework (processing exercises.rtf) - give out handout.

Lead into handout -- Noble chapter 2, "Programming Basics" -- IMPORTANT REFERENCE which they will need to read for homework.

EXCEPT they should Skip (for now): p33 "Casting" p44-48 "Overloading functions", "Objects & Properties"

CLASS FEEDBACK FROM STUDENTS

The below feedback is an evidence of the success of the module and f2f+online=stronger hybrid combination which came to about 98%. One negative comment or a concern from one of the

students is as follows.

Screenshot 7: feedback from the students on this exercise

Mentoring Quality

Faculty Wise Consolidated Report

Faculty's Name

Academic Year

Darshan Chandekar

Jan-May-2014

Course

Subject

Date

FD VIII

Final Design 4/4/2014 Project

PGFD-IV

Final Project 4/3/2014

Semester

OPTION OPTION . OPTION . OPTION . OPTION . OPTION . TOTAL Average .

2 3 4 5 6 1 2010-2014-VIII 3.80 3.40 3.20 3.40 3.80 3.80 21.40 3.57 2012-2014-IV

Average for the Faculty

4.00

4.00

2.50

4.00

4.00

3.50

22.00

3.67

3.90

3.70

2.85

3.70

3.90

3.65

21.70

3.62

1. Provided formative feedback where needed 2. Encouraged me in organising myself and to keep the project on track 3. Teacher was able to develop trust with me 4. Mentoring was organised and as per given schedule 5. Inspired me to explore my subject in greater depth 6. Motivated me to achieve higher professional and personal standards

M e nt or in g Q u al it y

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Teaching Quality

Faculty Wise Consolidated Report

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F a c ul ty W is e C o

it y

n s ol id at e d R e p or t

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Pre sen ted sub ject

mat ter in cha llen gin g and ins pira tion al ma nne r

Pre Observation Form – Cycle ll Post Graduate Certificate in HE Pre-Observation Planning Form Lecturer’s name: Mr Darshan Chandekar Observer’s name: Mr. Chris Hand Date: 1st Oct. 2013

Venue: Art Room-14, in A36.

Module: Womens wear (Design-1)

Learner Group: PGFD, Level-1

Number of learners: 15

Time of observation: 9:00 – 10:00 am.

Main teaching method: Lecture, group discussion, question answer session.

Aim of the session: • Reflection/discussion on moving further with the Womenswear Module

•

Students present their sketches/ideas, fabrics and layouts for the Book(combination of process book and portfolio) Learning outcomes to be achieved during this session The learner should be able to: a) Develop proficiency in understanding the women’s perspective and sensibility towards clothing through qualitative research techniques so that they can apply these to their own projects in future. b) Identify a brand, study and apply its sensibility in Women’s wear project to come up with a product and a document.

Knowledge and Understanding a) Gathering information about the brand in 360 degree and culminate it into a Women’s wear range. b) Select the most appropriate design for their finalization and presentation.

Transferable/Key skills and other attributes a) Demonstrate ability to understand women’s perspective towards clothing b) Demonstrate the final outcome displaying brand identity and signature.

In addition to the module specific skills students are required to work to a series of deadlines and start demonstrating independent learning. To facilitate this they will be learning under guidance to plan and manage time and workload, dealing with personal evaluation, peer feedback and target setting to be logged on a regular basis.

Both visual and verbal communications will be of crucial importance throughout this module. The ability to take part in discussions of design / cultural and social matters and to communicate ideas from 2D to 3D will be the main focus.

Learners – give a brief description of what you know about them PGFD, level-1 Woenswear Module undergo a considerable change every year while updating the latest information from the fashion industry on women’s wear.

After going through women’s wear module in the first half of semester-1 they learn about Elements of Design.

This cohort comprises a total of 30 students, with 28 girls and 2 boys. The batch comes across as very mature and takes self initiation which leads to varied and interesting learning outcome.

Teaching methods rationale: appropriateness to the required aims and learning outcomes, learner needs, subject content, resource availability and equal opportunities Women’s wear module aims at learning and understanding the elements of women’s clothing in terms of fabric, colour, texture, style lines etc.

A brief explanation of the topics covered & related formative and summative assessments in the individual module areas.

In order to gauge progression within the module, students are given a descriptive feedback from the tutor from time to time during the classes which will help you to move forward in your learning process. This will be explained more fully during the module.

This is not a formal assessment but provides the students with an understanding in which areas they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression.” So it is your responsibility to maintain the records of feedback in different sessions in a specified format.

Resource availability: White board, marker, videos and power point presentations Every student is free to choose an inspiration of their choice for themselves leading them to a final product in the end.

Timed session plan: structure and content Plan is to check students progress in upcoming womenswear submission with respect to design process and technical aspects such as fabrics, colours, details involved in it.

Opportunities for learner participation and learner interaction in the session, and learner feedback on the session.

Students once more get to recap the process to complete women’s wear project.

Individual attention would provide them a better interaction with the tutor.

Evaluation of how successfully the task given is carried out will show the understanding element among the students.

Assessment: how I will identify the extent of the student’s learning during this session.

From the work they have produced in the process they have followed till now will be evident of their direction and understanding of the process and finalization.

Particular aspects that I would like feedback on related to my own development as a teacher?

How well I could make them understand the process where I have shown them the template and yet I did not wanted them to follow it so that the individual sensibility is reflected.

Annexure 3: Post-Observation Form : Cycle 1 Post Graduate Certificate in HE Observation Form Course Member: Darshan Chandekar Date of visit: 29th August 2013 School: Pearl Academy Timing: 1:15pm to 2.30 pm Course Description: Design (PG) Number of students: 21 Topic area: Deconstructing Fashion Observed Comment Planning/orga As per the pre-observation planning It was a practical module. The students were nisation/conte form, the teaching purpose of the suppose to do it in lab. It was about class was Deconstructing Fashion. deconstructing Fashion. Darshan had made a nt presentation for the students which had good Teaching examples to make students understand the topic purposes are well. clear and stated in appropriate terms e.g. aims/objectives /outcomes.

The purpose was clear to the The PG batch is dominated by girls. A few of Teaching students. They were interactive in them were very vocal of what they understood. A purposes are the class. few of them were really making an effort to appropriate to explain the topic and Darshan was also provoking the needs, student to speak what they felt. experience and abilities of students.

The session started with a It was a very interesting topic. The slides had Structure of submission of the previous class. very good pictures which made students think session; Darshan discussed the submission and speak. The only thing i felt was the written introduction, with the students. After the text was very difficult as the sentences were very development, discussion he started with the day’s long. Also Darshan could have used some video conclusion is topic which he introduced with the for demonstration or some clips from fashion evident. help of a presentation. A lot of shows which showed the garments. discussion happened during the presentation and he concluded with what they will be doing.

The topic seemed difficult as the At PG level and for a design student it was a Content is appropriate for students have to think and do lot to much required topic and would definite lead to a complete the assignment. But a very great progress. The students found the topic the level,

abilities, interests and needs of students.

Content is well researched and up-to-date.

Teaching Strategies/Res ources Methods are appropriate to the purposes of the session Methods are chosen with regard to students age, abilities, needs and needs of course/content Methods are chosen to gain interest and participation.

Class management is effective and appropriate.

Resources are used effectively and complement content, methods and purposes.

Presentation/r elationships Effective presentation/co mmunication skills are used.

Employs effective use of questioning to

interesting topic to churn their interesting. brains and open for better innovations.

The presentation had very nice picture and work from very well known designers. Darshan had made an effort to research. the presentation was very effective.

The methods were appropriate for He could have added some videos for the the students. better approach and students could have seen the real flow and fit of the garment on the ramp.

The pictures in the presentation There were lot of discussion happening in were very interesting and led to the class but were more from the front row discussions in the class. of the class.

The class management was very Darshan was very serious and professional. effective.

He started with attendance and went very methodically with the assignment and then presentation.

PowerPoint presentation, was very The only thing missing was the videos. appropriate to the topics. The pictures in the presentation were leading to good discussions.

Darshan manages to very serious in his class. He doesn’t even smile which i really liked. He made student read from the slides but the sentences were very long which I felt. Also he is very soft and needs to be a bit more louder and clear.

It was a very interesting topic. The slides had very good pictures which made students think and speak. The only thing i felt was the written text was very difficult as the sentences were very long. Also Darshan could have used some video for demonstration or some clips from fashion shows which showed the garments. Or may be some video where Designer talks about his experiences of deconstructing and reconstructing garments.

He was really making an effort to The discussion was more focussed on 2-3 prompt students which was leading students. Rest of them were not able to to good discussions. participate in the dialogue.

promote monitoring and understanding.

Students contributions and participation is encouraged in a positive atmosphere.

Equal opportunities exist for all students.

Assessment/mo nitoring Suitable methods are used to identify and monitor student progress.

Constructive feedback is provided.

Yes he was very encouraging. He was walking in the class and making students speak if they wanted to.

A few students were very quiet in Darshan could have asked them to say what they the class. wanted to motivate them.

Darshan started the class by checking the progress of the class.

He had given them some assignment which he discussed in his class before starting the new topic.

All the students were also very involve in the discussion. He was asking for their comments and compliments on the assignment sheets. but a few students standing at the back could not see and be part of the discussion. I think if possible he could have also asked for submission in softcopy and have a better discussion on a better projection.

Darshan did not reject any answers He was very open to any discussions and gave given by the students. them solutions.

Supporting comments Planning/organisation/content

Very well conducted. The topic was very interesting and the presentation really helped to understand whiat the faculty wants from the students.

Teaching/strategies/resources

I feel in a practical session the resources cannot be too many as its more of an which is to passed to the students to work upon.

Presentation/class relationships/class management

It was a very effective class management. He did not waste any time and was heading in the right directions.

Assessment and monitoring of students

The assessment was done in group with students feedback was also encourage.

Additional comments and suggestions for future development

Overall a very good class to observe.

Observer evaluation form These are my observations about the points that you specifically asked me to observe :

Post Graduate Certificate in HE Observation Form Course Member: Darshan Chandekar Date of visit: 2th September 2013 School: Pearl Academy Timing: 1-4pm Course Description: PGFD Section Number of students: 32 Topic area: Design (Voluminous) Observed Comment Planning/organisation/cont Darshan gives very The nomenclature makes ent interesting names to his the topic more interesting.

Teaching purposes are clear assignments which stir up and stated in appropriate interest in the class. terms e.g. aims/objectives/outcomes.

Teaching purposes are The assessment which Dashan also gave them the appropriate to the needs, Darshan was assessing liberty to hand stitch experience and abilities of required a lot of stitching, instead of machine students. which PGFD students have stitching which made the not done so far because of student’s job easy. which they looked confused Structure of session; Darshan started the class This time Darshan was introduction, development, with discussion of the last discussing the assignment conclusion is evident. assignment. showing the product to the entire class. The visibility of the assignment was better than the last class where the class was standing all around the table.

Content is appropriate for the The content was level, abilities, interests and appropriate for the level. needs of students.

Content is well researched As said earlier also and up-to-date.

Darshan gives interesting names. Also the idea behind the assignment is also very unique

Teaching Strategies/Resources

The discussion on the topic were very interesting

Darshan could have used some videos or

Methods are appropriate to the purposes of the session Methods are chosen with regard to students age, abilities, needs and needs of course/content

presentation for better understanding of the class Teaching modules like Design need such topics which trigger thought process amongst students

Methods are chosen to gain interest and participation.

Darshan talked about the topic voluminous to the class.

Class management is effective and appropriate.

Very effective.

Resources are used effectively and complement content, methods and purposes.

Recourses were not effective

Presentation/relationships Effective presentation/communication skills are used.

He could have been a bit louder.

Employs effective use of questioning to promote monitoring and understanding.

While discussing the assignment, he asks for student’s views and comments which lead to effective communication.

Student’s contributions and participation is encouraged in a positive atmosphere.

He engages the student by making one student model for other to see the real effect of garments. It engages the class well

As said earlier a presentation or video could have really helped in understanding the topic better.

Students are very focussed in his classes. They do not talk amongst themselves and listen to him.

Darshan could have also carried the bodice or skirt to the class so not to waste time.

But still student manage to listen as they are very attentive in his class

He welcomes discussions in his class.

Equal opportunities exist for all students.

Some part of the class is quiet like it happened in the last class. They had no assignment to be discussed and progress to be assessed.

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

He gives interesting assessments. Student spends good quality time working on them.

Constructive feedback is provided.

Discusses assignment in class and let them know the positive and negative point to students so that they can work on.

Supporting comments Planning/organisation/content Planning was fine but resources were missing .Teaching/strategies/resource Resources were missing in this session.

Presentation/class relationships/class management Class management is very good. Darshan manages to not to smile in class Assessment and monitoring of students Assessment and Monitoring of student is very well reached.

Additional comments and suggestions for future development Observer evaluation form These are my observations about the points that you specifically asked me to observe: Post Graduate Certificate in HE Pre-Observation Planning Form Lecturer’s Name Chris Hand Observer’s Name: Darshan Chandekar Date 8 Apr 2013 Venue Art Room XII Module: Media Design Learner group BA CD L1 Sec A Number of learners ~28 Time of observation 9-10am Main teaching method: Lecture

A completed copy of this form should be given (or sent electronically) to your observer for discussion at the pre-observation meeting.

Aims of the session: Learning outcomes to be achieved during the session The students should be able to: 1. Understand the design techniques used for the web 2. Appreciate how these techniques are used in Industry Knowledge and understanding Students should be able to: 3. Use wireframes and sitemaps in designing websites 4. Understand the importance of pixel-level accuracy in wireframes.

5. Understand how wireframes help to design navigable websites.

Transferable/Key skills and other attributes The students should be able to demonstrate: Learners – give a brief description of what you know about them These students have completed a simple web design project already. This class should have been earlier in the module but had to be postponed because of rescheduling of other classes.

Teaching methods rationale: appropriateness to the required aims and learning outcomes, learner needs, subject content, resource availability and equal opportunities We will look at and discuss the techniques used in industry, and how they can begin to use them themselves.

Timed session plan: Opportunities for learner participation and learner interaction in the session, and learner feedback on the session.

Unfortunately we only have 1 hour so scope for students undertaking a quick design activity themselves is very limited.

Assessment: how I will identify the extent of the student’s learning during this session.

Question and answers

Particular aspects that I would like feedback on related to my own development as a teacher?

Is my speed of delivery OK for these students? Can they keep up?

Annexure 3: Post-Observation Form : Cycle 2 Post Graduate Certificate in HE Observation Form Course Member: Chris Hand Date of visit: 30th Sept. 2013 School: Pearl Academy Timing: 1:15pm to 2.30 pm Course Description: Communication Design Number of students: 8 Topic area: Coding For Designer Observed Planning/organisation/content Classroom delivery was done with the help of Teaching purposes are clear and aims, its objectives and final stated in appropriate terms e.g. outcomes/products/software/programme etc. aims/objectives/outcomes. supported by appropriate website exemplars and “found objects” Teaching purposes are It was evident from the initiation of interaction appropriate to the needs, from students. experience and abilities of students.

Structure of session; Structure of the session was sound but I felt introduction, development, pictorial references were missing, mostly conclusion is evident. pictures act like symbols and are registered more than words or written text.

Content is appropriate for the Yes the content is an integral part of learning level, abilities, interests and programming and planning layouts for needs of students. websites etc.

Content is well researched and up-to-date.

Teaching Strategies/Resources Methods are appropriate to the purposes of the session Methods are chosen with regard to students age, abilities, needs and needs of course/content Methods are chosen to gain interest and participation.

Class management is effective and appropriate.

Resources are used effectively

Comment Very well planned

Yes

Aims, objectives outcomes were clear.

Choice of the exam shared were appropriate. (ex: News) Study map (branching) was explains that the Sharing live exam content was well researched. makes students to b tuned with web culture yes yes Yes especially “found objects”-a separate white board was used (lying in the corner) to explain separate content like branching in web design.

Yes.

Yes as mentioned above

Yes.

Class management was effective and appropriate which was evident through QnA with students mixed with light moments (humor) during the class.

It was hot in classroom, at least wh was sitting, first I thou was the one feeling but then slowly stud also started complainin Learning through power point presentations Yes.

and complement content, methods and purposes.

Presentation/relationships Effective presentation/communication skills are used.

Employs effective use of questioning to promote monitoring and understanding.

Student’s contributions and participation is encouraged in a positive atmosphere.

Equal opportunities exist for all students.

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

Constructive feedback is provided.

from different functional and popular websites.

Communication through sharing presentations Through this I felt stud and showing interesting exemplars. sometimes miss impo words/sentences also moments (jokes) caus fast pace while talking a British accent L, i fall prey to that at time Yes. Yes. Yes.

Interesting examples m that sure.

Yes. Assessments and clear assignment were not Not evident. evident at this point of time.

Not evident within one classroom delivery.

Supporting comments Planning/organisation/content Teaching/strategies/resources Presentation/class relationships/class management Assessment and monitoring of students Additional comments and suggestions for future development Observer evaluation form

Not yet.

Annexure 3: Post-Observation Form : Cycle 2 Post Graduate Certificate in HE Observation Form Course Member: Chris Hand Date of visit: 30th Sept. 2013 School: Pearl Academy Timing: 1:15pm to 2.30 pm Course Description: Communication Design Number of students: 8 Topic area: Coding For Designer Observed Comment Planning/organisation/conten Classroom delivery was done with the help of Very well planned t aims, its objectives and final Teaching purposes are clear outcomes/products/software/programme etc. and stated in appropriate supported by appropriate videos and exemplars terms e.g. and live demonstration. aims/objectives/outcomes.

Teaching purposes are This short series of classes provides a hands-on The idea of volun appropriate to the needs, introduction to computer programming signing up is beau experience and abilities of (coding), for those with no prior knowledge or makes students take students. experience. These classes are been running for for them.

Communication Design Level 3, on a voluntary sign-up basis for anyone who is interested.

Classes are drafted and moulded very well according to the grasping level of the students Structure of session; introduction, development, conclusion is evident.

Content is appropriate for the level, abilities, interests and needs of students.

Content is well researched and up-to-date.

Teaching Strategies/Resources Methods are appropriate to the purposes of the session Methods are chosen with regard to students age, abilities, needs and needs of

Very well structured. The video right in the beginning geared everybody up as the example shared was from music and contemporary art scene.

This short series of classes provides a hands-on introduction to computer programming (coding), for those with no prior knowledge or experience. These classes are been running for Communication Design Level 3, on a voluntary sign-up basis for anyone who is interested.

Classes are drafted and moulded very well according to the grasping level of the students

Aims, objectives outcomes were clear.

Supporting “the making of” videos along with the exemplars made content understanding easy and the example shared here was from music and contemporary art scene.

Nature of the session itself is very exciting which has come into being through voluntary sign-up basis. All the resources are contemporary and so are the methods.

This short series of classes provides a hands-on introduction to computer programming (coding), for those with no prior knowledge or

Sharing contempo works makes students t in tuned with world cul

Choice of the exam shared was appropriate.

I would love to see s DIY gadgets live in classroom .

Yes.

course/content

experience. These classes are been running for Communication Design Level 3, on a voluntary sign-up basis for anyone who is interested.

Classes are drafted and moulded very well according to the grasping level of the students

Methods are chosen to gain interest and participation.

The idea of this short module itself is interesting while the content is even more interesting and exciting for the students.

Class management was effective and appropriate which was evident through QnA with students

Class management is effective and appropriate.

Resources are used effectively and complement content, methods and purposes.

Presentation/relationships Effective presentation/communication skills are used.

Employs effective use of questioning to promote monitoring and understanding.

Students contributions and participation is encouraged in a positive atmosphere.

Equal opportunities exist for all students.

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

Constructive feedback is provided.

Yes.

It was hot in the classro at least where i was sit first i thought i was the feeling hot but then sl students also sta complaining.

Learning through videos and presentations from Yes. different artists and designers world over made the class attentive and enjoyable for the students.

Communication through sharing presentations Through 1st and 2nd cy and showing interesting exemplars. felt students somet miss impo words/sentences also moments (jokes) caus fast pace while talking a British accent , i als prey to that at times.

Yes. Yes. Yes. Yes. Assessments and clear assignment were not Not evident. evident at this point of time.

This was the first class of the of this short Not yet. module.

Supporting comments Planning/organisation/content Teaching/strategies/resources Presentation/class relationships/class management

Assessment and monitoring of students Additional comments and suggestions for future development

Observer evaluation form These are my observations about the points that you specifically asked me to observe :

Post Graduate Certificate in HE Observation Form Course Member Darshan Chandekhar Date of visit 8 April 2013 School Fashion Design Timing 9-10am Course Description UGFD Level 1: Menswear Number of students 15 Topic area: review of page layout of process book/portfolio for menswear work Observed Planning/organisation/content Teaching purposes are clear and stated in appropriate terms e.g.

No purpose was stated to students. aims/objectives/outcomes.

Teaching purposes are appropriate to the needs, experience and abilities of students.

n/a (see above)

Structure of session; introduction, development, conclusion is evident.

Session began in a fluid way with 1-to-1 students.

Content is appropriate for the level, abilities, interests and needs of students.

Content seemed OK for level 1 students.

Content is well researched and up-to-date. n/a

Teaching Strategies/Resources Methods are appropriate to the purposes of the session

The session consisted mostly of one-to-o with students.

Methods are chosen with regard to students age, abilities, needs and needs of course/content

Basically tutorials. Appropriate.

Methods are chosen to gain interest and participation.

Some class-based discussion took place.

Class management is effective and appropriate.

No comments were made about students

Resources are used effectively and complement content, methods and purposes.

Interaction was almost entirely verbal, a discussing students’ work.

Presentation/relationships Effective presentation/communication skills are used.

Interaction was mostly one-to-one, with salient points being presented to the clas

Employs effective use of questioning to promote monitoring and understanding.

Students contributions and participation is encouraged in a positive atmosphere.

There was clear questioning to ensure st what was required of them and of the wo There was a positive, trusting and encou atmosphere in class.

Equal opportunities exist for all students.

Everyone received the same amount of a

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

Feedback was being given on work-in-progress

Constructive feedback is provided

Detailed constructive feedback was given to ea individually and verbally.

Supporting comments Planning/organisation/content This was only a very short session (1hr) towards the end of the semester. It didn’t really have the beginning, middle and end of a full 3hr class.

There was a class-wide Q&A at the end, followed by the class as a whole looking at an exemplar and being given the chance to ask further questions.

Teaching/strategies/resources One-to-one tutorials are an essential part of Design education. While waiting to be seen most students were (seemingly) working on their process books, although one student was simply waiting.

Some other students naturally began discussing their work together in groups.

On one occasion Darshan asked the rest of the class to explain something to one student who was “stuck”.

Presentation/class relationships/class management Given that the session was only planned for 1 hour, students arriving at 9.25, 9.30 or even 9.45 is slightly worrying. I would have expected there to be some comment from Darshan.

Generally students seemed focused and earnest, and were discussing their work among themselves. They were also fiddling with their phones on and off.

Assessment and monitoring of students This was all based on verbal feedback, one-to-one and in class discussion.

Additional comments and suggestions for future development It might be useful to create group activities, with specific identified outcomes, for the students who are waiting to be seen, to make sure they are making the most of the time available.

Observer evaluation form These are my observations about the points that you specifically asked me to observe: n/a Post Graduate Certificate in HE Observation Form Course Member Darshan Chandekar Date of visit 1 October 2013 School Fashion Design Timing 9.00-11.00am Course Description PGFD Level 1: Womens wear (Design-1) Number of students 17 Topic area: Maximalism – Creating volume by pleats and gathering Observed Comment Planning/organisation/cont Purpose was explained at Darshan explained clearly ent several points in the class, and concisely what was to Teaching purposes are clear as it was split into 3 be done, why, and how the and stated in appropriate sections. activities being undertaken terms e.g. connected with the aims/objectives/outcomes. previous and following weeks’ classes.

Teaching purposes are I wouldn’t really know Students seemed to appropriate to the needs, because FD is not my area. understand what the experience and abilities of purpose was. students.

Structure of session; Session was split into three Session was well planned introduction, development, parts, with a short and explained. conclusion is evident. introduction at the beginning of each.

Content is appropriate for the I wouldn’t really know level, abilities, interests and because FD is not my area. needs of students.

Content is well researched and up-to-date.

I wouldn’t really know because FD is not my area.

Teaching Strategies/Resources

Interaction was entirely verbal, plus there was a

Session began with a review of the garments

Methods are appropriate to the purposes of the session

demo and students working in class.

which most of the students (all but 2) had brought in.

They were displayed on a dummy one by one, and Darshan gave feedback to the student in front of the class.

Second part was talking about the next brief, which was dictated orally and students wrote it down.

Darshan then explained what he was looking for in the submissions for this brief.

Thirdly students gathered around the table at the front and Darshan gave a demo on paper.

Methods are chosen with regard to students age, abilities, needs and needs of course/content

Students seemed to understand the review format and what was expected.

Methods are chosen to gain interest and participation.

The review was clear and students were very quiet and attentive while feedback was being given to each person in turn.

Class management is effective and appropriate.

Behaviour of students was respectful and quiet.

Fourthly students took some paper and started working on patterns (I think) themselves.

I wasn’t sure why the brief was being dictated rather than a print-out being given out, but students seemed OK with this.

There was quite a lot of “dead time” as students took down their garments and the next person set up.

Nothing was being said during this time. Perhaps there could have been peer interaction and discussion at this point. Students were not invited to give their comments or opinions to the class, but they were whispering to each other anyway.

Three students wandered in late and sat down without comment.

Everyone else was there before Darshan arrived.

Resources are used effectively and complement content, methods and purposes.

Presentation/relationships Effective presentation/communication skills are used.

No pre-prepared teaching resources were used, apart from the demo using paper.

Speech was very clear, and the tone of voice was firm and authoritative.

The garments being shown by students were the key resource at the start.

Employs effective use of questioning to promote monitoring and understanding.

There were questions and discussion while the demo was being given.

There was not so much interaction going on while the reviews of garments took place.

Students contributions and participation is encouraged in a positive atmosphere.

Everyone had a chance to ask questions during the demo.

Equal opportunities exist for all students.

Everyone was treated in the same way.

Atmosphere was very quiet and maybe a bit subdued during the review.

Possibly because students were nervous about showing their work?

Two students hadn’t brought in work to show, which meant they foreited the opportunity for feedback.

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

Verbal feedback was given.

Only observed verbal feedback.

Constructive feedback is provided.

Short but concise feedback was given for each student showing a garment.

Darshan was very evenhanded, and gave a good deal of praise where he thought it was warranted.

He also told off a couple of students for not having followed the brief properly, but this was done calmly and without any

Students clearly respect Darshan and appeared to be carefully listening to everything he said.

drama.

Supporting comments Planning/organisation/content The session seemed to go well and Darshan appeared very calm, confident and experienced running this class.

Teaching/strategies/resources There was a mix of techniques being used, which helped to break up the class into manageable chunks and maintain students’ attention.

Throughout the review of the garments, Darshan gave the students tips and hints about how best to use the dummy to show their work.

When the in-class activity began, students were told they had to finish by a specific time, which made them focus on getting on with it.

Presentation/class relationships/class management Pacing was good, nothing was hurried and students had time to think about what was being said.

Assessment and monitoring of students Each student presenting a garment received constructive feedback in turn. Those receiving positive feedback seemed very happy. Everyone took the review very seriously.

Additional comments and suggestions for future development The tone of the review was rather subdued and serious, perhaps because the students were anxious about showing their work. All interaction in this part was 1-to-1, faculty to student.

Perhaps inviting the students to comment on each other’s work and to ask questions would help to lighten the mood a bit, and would promote peer interaction, as well as making full use of the time and avoiding the quiet gaps during change-overs.

There would probably need to be some kind of structure or format to this, to avoiding superficial “like”/“don’t like” comments, and to promote proper peer discussion without students being anxious about criticism. This would add depth to the learning, and allow the whole class to learn from any issues arising from each garment.

The class became much more animated and interactive once the students started working on their practical session. The demo was also interactive and generated discussions, and students were seeking clarifications on what was being shown.

Observer evaluation form These are my observations about the points that you specifically asked me to observe: “How well I could make them understand the process where I have shown them the template and yet I did not wanted them to follow it so that the individual sensibility is reflected.”

Sorry, but I didn’t understand what was going on well enough to comment on this. It was the first time I have seen this kind of class.

Post Graduate Certificate in Higher Education Observation Form (Received from Mentor) Course Member: Darshan Chandekar Date of visit: 5/9/2014 Number of Students:12 Timing: 9-11 Topic Area: Design Content & Process Please ask the lecturer that you are observing to provide you with a lecture plan prior to the lesson you observe.

Planning/organisation/cont Observed Comment ent Teaching purposes are clear Yes and stated in appropriate terms e.g.

Aims/objectives/outcomes Teaching purposes are Yes appropriate to the needs, experience and abilities of students Structure of session: Yes introduction, development, conclusion is evident Content is appropriate for the Yes level, abilities, needs and interests of students Content is well researched Yes and up-to-date

Teaching Strategies/resources Methods are appropriate to purposes of session Methods are chosen with regard to students age, abilities, needs and needs of course/content Methods are chosen to gain interest and participation

Class management is effective and appropriate

You have used ppt. and The method of using ppt. to the discussion to cover the topic colour and explain the topic. colour application has been very effective Yes it is appropriate The student’s involvement and was effective with the topic was very high.

Yes

The visuals and the text size and font used were clear , readable and meaningful. The visuals were clear and specific to the topic. The entire presentation was in a flow and generated lot of interest amongst students.

The way you probe questions and asked students to observe and comment on visuals or words has been really effective. Further the students

of MA level were involved very effectively.

It was good trigger for the students to work beyond the given facts.

Resources are used effectively and complement content, methods and purposes Presentation/relationships Effective presentation/communicatio n skills used

Your method of involving students and encouraging each one of them to speak was building confidence in each one of them.

Employs effective use of questioning to promote monitoring and understanding Student contributions and participation is encouraged in a positive atmosphere

yes

Equal opportunities exist for all students

Yes

Assessment/monitoring Suitable methods are used to identify and monitor student progress Constructive feedback is provided

Yes

There was a healthy and encouraging environment built throughout your sessions. Students were giving positive response to the learning.

It was very visible that all the students were giving 100% attention to the topic discussed.

Yes yes

Supporting comments: Planning/Organisation/Content : The way you planned and organised your session was effective and encouraging .

Teaching Strategies/Resources You’re strategy of involving all students and making use of resources worked well for this session.

Presentation/Class Relationships/Class Management Students were disciplined yet could relate to you as a mentor/ teacher so over all a healthy environment in the class room.

Assessment and Monitoring of Students It was ok Additional Comments and Suggestions for Future Development Although you have been very effective in the delivery of the content through ppt and discussion you can also add few videos along with that which can add different perspective of

different people working in this similar professions . Also if students would like to add more discussion point within this topic can be encouraged.

Observer evaluation form These are my observations about the points that you specifically asked me to observe: Was I able to make the subject interesting and understandable?

Was I able to hold students attention during the session.

Observed By: Seema Mahajan

MICROTEACHING FEEDBACK

Microteaching Innovation Is a Must

The PGCHE workshops had many interesting things of which microteaching assignment/session inspired me a lot. Microteaching is a training technique whereby the teacher reviews a videotape of the lesson after each session, in order to conduct a "post-mortem". Teachers find out what has worked, which aspects have fallen short, and what needs to be done to enhance their teaching technique. Invented in the mid-1960s at Stanford University by Dr. Dwight W. Allen, micro-teaching has been used with success for several decades now, as a way to help teachers acquire new skills.

Microteaching is an organized teaching improvement technique where the experimental teacher teaches a small group of audience (peers), which is recorded for review after each teaching section. The teacher reviews the recorded footage, makes correction where necessary, improves and re-teach until the desired result is achieved/learned. In the workshop though the recording facility wasn’t available we were provided with feedback sheets for microteaching to check the teaching quality as shown below.

feedback sheet we were supposed to fill out for every teacher attempting microteaching

In the original process, a teacher was asked to prepare a short lesson (usually 20 minutes) for a small group of learners who may not have been their own students.

This was videotaped, using VHS. After the lesson, the teacher, teaching colleagues, a workshop coordinator and the students together viewed the videotape and commented on what they saw happening, referencing the teacher's learning objectives. Seeing the video and getting comments from colleagues and students provided teachers with an often intense/intricate "under the microscope" view of their teaching. Micro lessons are great opportunities to present sample "snapshots"

of what/how you teach and to get some feedback from colleagues about how it was received. It's a chance to try teaching strategies that the teacher may not use regularly. It's a good, safe time to experiment with something new and get feedback on technique.

The technique I have used here was experiencing through most of senses while learning. I had handy props and a handout which was rather a short questionnaire to make the whole process interesting.

Short questionnaire (above) and props (a small packet containing toffees of two different flavors)

I was strictly indicated by the coordinator that the session cannot go beyond 15 minutes which was kind of a setback for me even though I have decided strictly to adhere to the time given as the presenters before me mostly did not follow the time restriction. I thought I would need more time for my colleagues to understand the process I was presenting for a successful session. Nonetheless the session went well with a lot of enthusiasm and excitement from everybody. A small observation was made to understand the session’s success rate. In the below table I am mentioning ‘excellent’ good/very good and acceptable/weak, by taking out an average, marked by my colleagues along with the commentary.

Sr. No. 1 2

Excellent

4 5

Name of colleagues Maya Priyanka Aggarwal Priyanka Goswami NA Chris

6

Aarti

Y

Y

7

Saumya

Y

Y

3

Very good/Good Y Y

Acceptable/Weak

Comments Very Creative NA

Y

Confusing,intriguing

Y *can’t really rate using these criteria, film was good

NA Interested in knowing. (lot of comments) Created Buzz, unexpected, ice breaker.

High energy level

8 9

Ekta NA

Y

Y Y

10

NA

Y

Y

11

Zeba

12 13

Riti Singh NA

14 15 16

Rupesh Love Ranga Deepak Singh

17 19

NA Priyanka Sharma NA NA Indrajit De

20 21 22

Y

Y

Y Y Y Y Y

Y Y

Y Y Y Y Y

Y

NA Could not understand the form.

Creative movie, out of the box, surprising element, knowledge gained???

Very different in approach, want to understand more of your work.

NA Interesting activity, full of energy, different approach.

NA NA Quite innovative, like a lot  NA Very interesting exercise, mad us think.

NA NA Vid. Is nicely done,clear and confident voice, exercise could have been more clear.

In the above table Y=yes i.e. people who assessed my microteaching session according to the given criteria. . No Comments=10 colleagues (chose not to comment) . No Names=7 colleagues (chose not to mention their names.) . Excellent=1 . Excellent+Very Good/Good=7 . Very Good/Good=13 . Very Good/Good+ Acceptable/Weak =1 . Acceptable/Weak=0 From the above figures it is confirmed that my session was well accepted and appreciated but the worrisome aspect was colleagues who chose not to comment and colleagues who were confused by the presentation. At least 3 colleagues were confused about different aspects which is alarming for me as a tutor. My learning here was even creative concepts should be delivered in a way which is easy to absorb. Even though the time was limited but confusion is one factor I cannot bear with my classroom delivery.

Darshan Chandekar

TABLE OF CONTENTS Introduction Part 1: Peer Observation 1.1 What is Peer Observation?

1.2 Need for Peer Observation.

1.3 How to Observe a Peer?

1.4 Significance of fairness during Peer Observation.

Part 2: Observation session 2.1 Classroom Analysis 2.2 Classroom Delivery 2.3 Observation and recording Part 3 Observation recording and Reflection 3.1 Objectives of the session.

3.2 Session plan and teaching techniques.

3.3 Learner participation and initiation in interaction.

3.4 Assignments and assessments.

Part 4 Overall Realizations and Learning Part 5 Conclusion References Annexure 1: Pre-observation form- Cycle 1 Annexure 2: Post-observation form-Cycle 1 Annexure 3: Pre-observation form- Cycle 2 Annexure 4:Post-observation form- cycle2

Introduction I cannot agree less that “teaching is intrinsically dynamic, and not necessarily a derivative of type or level of education” (Pedagogy in Art and Design, 2012). As Biggs (2003) points out teaching cannot be effective if it is driven by a generic, “Rule Book” Unknown of this term PGCHE could only attract me as I started sensing the above mentioned quote is not only to be mentioned but to be applied. The Anti-Rulebook concept was not only suitable but also exciting as a Design tutor who was already practicing it since 2007 when I first started teaching at NIFT. I realized this is my forte and bait to the education industry that welcome professionals who think out-of-the-box aka Anti-RuleBook.

Teaching is largely a phenomenon where individualism plays a larger role than a generalized approach (Biggs, 2003). As I started teaching at Pearl Academy first time I came across a word called “parity” which was a big issue to maintain where a cohort of 80-90 students which is divided into 3 (A,B and C) sections and is taught by different professors.

The reaction was simple, I was awe struck, shocked and kind of confused nonetheless concept was understandable, relevant and appeared absolutely scientific in its approach where strength of a cohort crosses even 90 students and had to break down into not 2 but 3 sections and many times 3 different faculties had to take up the course delivery. At the same time though the tutor has to handle a group of students, ultimately growth and development of each and every student is their responsibility along with their own. Handling a huge student body in a professional environment is a task and seems incorrect in accordance to application of the learning into ones professional life as learning can definitely be hampered with the lack of proper attention to an individual student, hence parity definitely plays an important role where the student body is huge and multi-tutor approach is unavoidable.

In the times where education is becoming “education inc.” teaching and learning have to be effective, rather than being merely efficient, then the delivery of learning has to be linked to clearly defined learning outcomes (Toohey, 1999).

Part 1: Peer Observation 1.1 What is Peer Observation and 1.2 Need for observing a peer.

As part of PGCHE module -1, members in the learning sets have to observe any 2 sessions of their peers, analyze, reflect and give constructive feedback on their teaching. Good teachers should continuously evaluate their own teaching for improved learning, Prosser and Trigwell (2001, pg-170).

Chris Hand and I (Darshan Chandekar) made a learning set. Chris is HoD for CD Dept. He joined Pearl Academy in 2012. One aspect, we both from Design background was common and helpful at the same time.

When we start observing each other we tend to reflect and we ought to reflect for the betterment of the system and ofcourse each other.

Reflection takes place both in-action and reflection on-action (Beard and Wilson, 2006 pg 246). It is important to record experiences of the learner if one as a teacher wishes to improve. A detailed experience and perspective of an observer (learning set) of a classroom session can provide an insight which can be completely overlooked by the teacher while engrossed in the delivery. Peer observation brings in changes in ones teaching through written feedback, interaction between colleagues and can become part of teaching style if its practiced regularly and not forgotten with one PGCHE completion. This way Peer observation is a means to achieve better and fitter teaching practice. Peer observation is a means to achieve good teaching practice – collaboratively. Ramsden

(1994, pg241) supports peer observation because it is a co-operative activity and hence makes evaluation of quality of teaching better. ‘Peer observation’ makes the observer (other teacher) sit along with the learners and observe the peer in a classroom environment. The observer tutor acts as a sixth sense to the observed tutor through recording the events in a classroom session. These observations brings in information on (a) How a learner learns (b) Learner’s appreciation/depreciation (c) Learner’s understanding, absorbing and reflecting of a particular subject. (d) Learner’s interest and involvement etc. (e) Peer learning through observing. (f) Application of techniques learned from peer observation to one’s classroom scenario.

The observed tutor tend to overlook some important factors of learners while concentrating on others during the classroom delivery.

Peers from different streams can bring in unexpected freshness of feedback from their behavioral perspective which can be of tremendous help or vice-versa.

Summing it all up, faculty development through reflection and interaction can take place using peer observation as a tool.

Pre-observation and post-observation came across as a revelation of a mutual learning and not only for the observed one. Observer tutor constantly realizes the good practices which he/she can imbibe into his/her classroom delivery during the peer observation session.

1.3 How to observe a peer The booklet on peer observation from the PGCHE Module-1 comes in very handy and explains how peer observation takes place. Through a literature review I found out that peer observation is a collaborative and reciprocal process in which one peer observes another’s teaching and provides supportive and constructive feedback. Its aim is to encourage professional development in teaching and learning through critical reflection, by both observer and observe (Lublin 2002). Peer observation also known as ‘third-party observation’ (Fullerton 2003) provides an opportunity for teachers to see and learn from other teachers by reflecting on the observations.

From Exley and Denrick (2004, chapter 10) I understood that peer observation must cover the following criteria.

(a) Planning and organizing the content. (b) Teaching strategies and resources. (c)

Presenting relationships.

(d) Monitoring and Assessments. (e) Feedback (verbal also)

These abovementioned criteria were used in the microteaching sessions during PGCHE workshop. I realized these are the pillars of the microteaching feedback form. Another realization came as how a teacher teaching higher levels need proactive planning, need to organize content and teaching resources and skillful delivery while developing a friendly atmosphere in the classroom and establishing comfortable relationship with the students/learners and monitoring the progress of learning aligned with teaching and assessment through formative assignments.

Peer observation appeared as an interesting concept and without any doubts or inhibition I wanted to check its relevance at all levels and the factors involving it, one thing was sure that I was not going to mock or act differently in the presence of an observer as back of the mind I was confident of my delivering style.

1.4 Significance of Peer Observation.

Pearl Academy emerged as one of the best academies for professional studies in the field of fashion and business management. Professional studies are expensive as compared to other academic studies so quite naturally the demand for quality education and value for money is expected by the high-fee payers. PGCHE holders are providers of higher education here at Pearl Academy. Education imparted must be of high quality (Ramsden, 1994, pg 219). At PA high quality is demanded in teaching and academic standards. We at PA thrive to meet and maintain

quality standards at all levels of academics and administration which is evident by ‘ISO Certification’ and the ‘Vision Statement’. The resultant environment is conducive for developing pedagogical skills of its faculty members. The feedback systems along with faculty participation in paper presentations, article writing, attending seminars and webinars are the strong elements in continually encouraging and developing quality education. Through research and guidance by the academic heads teachers are encouraged to evaluate, reflect and be progressive in the teaching styles to make learning happen effective and efficient. The peer observation in PGCHE has proved to be an additional means to achieve the goals of being a high quality. Peer observation or peer evaluation though a new concept in India teachers in the UK schools and universities are very well versed with the schemes of PET (Peer Evaluations of Teaching) (Exley and Dennick, 2004). At Pearl Academy also peer observation is only a part of PGCHE curriculum and not incorporated in system made to upgrade the teaching quality.

Continuously upgrading the quality of teaching, to be reflected in the learning, is the goal behind Peer Observation.

Part 2: Observation session (observed session and its features) 2.1 Classroom Analysis The learning set which was made was interesting where Chris and I were paired together. Chris is a newly joined HoD for CD Dept. he specially arranged this session for me rather he pre-poned one of his sessions for me to observe.

I was present there with my recording gear- a camera, pen and paper along with the feedback form. I wanted to record anything and everything which was of my interest.

I was provided with a printout of the contents to be covered in that particular class. The topic was ‘New Media: Web’ at week-6.

Recording gear, camera, cellphone Dictaphone

Chris was new to Indian teaching scenario and his typical British accent I was particularly little watchful about in the context of understandability amongst the students. I also decided to keep a check on the timeline whit which students reach the classroom. Discipline for me also is of a great importance which I believe governs the smooth sailing for both the parties, both tutor and the students.

2.2 Classroom Delivery I decided to record my observation without any restrictions of the feedback format or the criteria suggested by my peer, but obviously without excluding those.

Chris has two roles to play, one as a tutor and other as a HoD. He joined the academy in 2012. He has taught in the UK previously. He was already busy in many administrative works besides delivering lectures.

Chris readying the classroom for his lecture

Handouts prepared and distributed by Chris

Topics to be covered in the class

Chris observing the class while delivering a lecture

I noticed Communication Design besides having a design base is very different from Fashion Design program, we work with ten thousand materials they none or rather one, paper.

My observation of Chris’s class got me a great learning it freed me of my preconceptions about different issues of communication between him and the students.

We were individualistic in our approach. He came across as a very good listener and observer.

2.3 Observation and recording The class was very well planned and to my shock started with one student on time and rest started creeping in every 5-10 min. by 9:30 class was full and attentive. Transition within the topics was smooth and fast so that no student loses interest and connection is maintained.

Observation notes without any criteria

Part 3 Observation recording and Reflection The reflections stated here are from the peer observations happened on 10th April 2013 and the session was scheduled at 9:00am till 10:00 am.

Before this session actually took place we interacted through meetings and mail. Scheduled class was postponed many times as Chris’s availability was a rarity.

Chris’s methodology and the style were really interesting to me knowing the kind of student mix we have here. The way he managed the class was very well in terms of maintaining continuity in the sub-topics within the main topic “New Media: Web”. Examples from the daily life television and internet were apt and gave the students clear understanding of the topic.

For some reason the presentation lacked pictures though the diagrams were there and were kind of technical. Catching on to the topics in a quicker manner kept the class attentive most of the time.

3.1 Objectives of the session. 3.2 Session plan and teaching techniques.

Chris’s plan of action was simple, he had a topic to cover on New Media: Web for which he has prepared handouts for the students which explained the subtopics and the process for easier understanding of the topic. His ppt. projection was planned and divided into two halves in such a way that one half of the projection was blank so that he could

write and make diagrams on the blank half of the projection on the whiteboard.

Projection divided into two halves and the ‘study map’ which was drawn o the separate board lying in the corner with its face towards the wall

Humor is an innate part of Chris’s classroom delivery. Little light moments are shared and learning is been mixed with humor made very serious topics like mentioned above interesting.

I thought communication between Chris and the students may not be clear cause of his accent and pace but did not find any evidence of it.

(NOTE: sometimes Chris would joke about something and no one would laugh or smile except him because of two possibilities-1. Either the students couldn’t understand the humor or 2. They are not yet accustomed to his English accent)

He showed online examples (websites of different companies) of which BBC News was particularly interesting to me and felt that even students identified with it because of its popularity. Chris went on to describing the technical details of the website along with the visual aspects of it.

Discussion on the layout and size of BBC News ‘home’ page made the subject clearer and understanding of the topic better.

Elements of design like color differentiation, layout, size of the pictures etc. made students understand the topic and relevance of the elements better.

Exemplars been shown to the class

Though there were instances of light discussions in the classroom but mostly “any questions..??” asked by Chris was returned with silence. I feel this was so because the content was basic (foundation of the subject) and was explained with complete clarity.

Usage of found objects and handout circulation/distribution during the session was also an interesting part of Chris’s classroom delivery. The branching in the ‘study map’ was explained on a separate white board which was lying in the corner. In an ongoing class Chris suddenly lifted the white board lying in the corner, got it in front of the students to explain a component within the topic. This acted as a surprise element and attention catcher at the same time. Drawing student’s attention in this manner solved problems like students getting distracted from the topic and as they paid more attention to the entire act the recall value surely would be better.

Circulation/distribution of two handouts in an ongoing class was another breakthrough as again it would attract ones attention towards the information of the handout and once again can have a better recall value.

Not one out of what I have observed and found interesting in Chris’s observation is used by me in my classroom delivery for Ex: circulating/distributing handouts, usage of found objects, and most importantly division of projection space which I found very interesting and would love to incorporate in my classroom deliveries.

3.3 Learner participation and initiation in interaction.

Strength of the class observed was 16. Chris was very particular about time. He entered the classroom at 8:56 when only one student was present. In between students kept entering in, in regular intervals, by 9:25 the 14th student entered the classroom. 9:30(two entered the classroom towards the end of the session), classroom was now full house and attentive. I observed complete attention from the students.

Most of the session and the topics within were discussed with examples and were linked with industry.

With small but discussions at regular intervals learner participation was evident. Questions were asked and other topics linked to the questions were also discussed. Wherever learners identified with the exemplar they interacted and shared information they had, for ex: discussion on BBC website was something of interest to them and as it was projected live on the screen gave them real time experience of look and feel.

Initiation in interaction was always from Chris as the pace with which the delivery was done was fast but engaging and so it was Chris who always initiated an interaction. Pitch and talking style made his presentation interesting and there was no chance for the students to lose interest and indulge into other activities. I observed regular attempts of interaction with the learners were made by asking them “any questions..?” but mostly class body reacted in silence.

Interaction took place wherever the topic took interesting turns and the learners had beforehand information about it.

3.4 Assignments and Assessments The term assessment is derived from ad sedere– to sit down beside. It is primarily concerned with providing guidance and feedback to the learner.

For our purposes we can define assessment as any procedure used to estimate student learning for whatever purpose. (An Introduction to Assessment, McCulloch, M.) and Assessments are needed to know how much learners have learned (Rowntree, 1977).

As I observed Chris in the first session the content was more basic which one cannot overlook and must learn and understand and so the assessment was done in a different way from the one in the second session where he has topics more contemporary and the complete feel of the classroom right from the conceptualizing of it was different. He had this short module of ‘Coding for Designers’ on voluntary signup basis.

I found the idea of voluntary signing up great and would love to practice it myself.

One of the slides shown by Chris during his presentation

Voluntary signing up makes an individual learn to take responsibility for its actions right from the beginning. This entire format has a very mature and professional approach as it generates curiosity and shows

hunger amongst the students sign up for it. I also believe it will generate a healthy competition within the students (individuals who sign up and who do not).

The presentations were made interesting with the help of contemporary references and exemplars both static/pictures and motion/videos.

Part 4: Overall Realization and Learning Peer Observation was an indeed a wonderful exercise and would love it even more if it would take place in more unplanned and more often and voluntary. Many ideas crossed my mind during this process, first being, wanting to gate crash in random classrooms and capture moments through my camera and write my observations of that experience.

Another could be informal interaction with students to dig out and understand their perspective of course content and learning outcomes.

I have realize that few things which are stereotypes can be of lot of importance and are of importance and one could restart imbibing those techniques even into regular classroom sessions to make the learning for the students richer.

Considering my experience especially with a faculty from CD dept.

(Chris) I also learnt some presentation techniques in a normal day to day classroom deliveries.

Part 5: Conclusion My Perception and Evolution Annexure 1: Pre-Observation Form : Cycle 1

Post Graduate Certificate in HE Pre-Observation Planning Form Cycle-1 Lecturer’s Name Chris Hand Observer’s Name: Darshan Chandekar Date 8 Apr 2013 Venue Art Room XII Module: Media Design Learner group BA CD L1 Sec A Number of learners ~28 Time of observation 9-10am Main teaching method: Lecture A completed copy of this form should be given (or sent electronically) to your observer for discussion at the pre-observation meeting.

Aims of the session: Learning outcomes to be achieved during the session The students should be able to: 1. Understand the design techniques used for the web 2. Appreciate how these techniques are used in Industry Knowledge and understanding Students should be able to: 3. Use wireframes and sitemaps in designing websites 4. Understand the importance of pixel-level accuracy in wireframes.

5. Understand how wireframes help to design navigable websites.

Transferable/Key skills and other attributes The students should be able to demonstrate:

Learners – give a brief description of what you know about them These students have completed a simple web design project already. This class should have been earlier in the module but had to be postponed because of rescheduling of other classes.

Teaching methods rationale: appropriateness to the required aims and learning outcomes, learner needs, subject content, resource availability and equal opportunities We will look at and discuss the techniques used in industry, and how they can begin to use them themselves.

Timed session plan:

Opportunities for learner participation and learner interaction in the session, and learner feedback on the session.

Unfortunately we only have 1 hour so scope for students undertaking a quick design activity themselves is very limited.

Assessment: how I will identify the extent of the student’s learning during this session.

Question and answers

Particular aspects that I would like feedback on related to my own development as a teacher?Is my speed of delivery OK for these students? Can they keep up?

Annexure 2: Post-Observation Form : Cycle 1 Post Graduate Certificate in HE Observation Form Course Member: Chris Hand Date of visit: 30th Sept. 2013 School: Pearl Academy Timing: 1:15pm to 2.30 pm Course Description: Communication Design Number of students: 8 Topic area: Coding For Designer Observed Comment Planning/organisation/content Classroom delivery was done with the help of Very well planned Teaching purposes are clear and aims, its objectives and final stated in appropriate terms e.g. outcomes/products/software/programme etc. aims/objectives/outcomes. supported by appropriate website exemplars and “found objects”

Teaching purposes are appropriate to the needs, experience and abilities of students.

Structure of session; introduction, development, conclusion is evident.

Content is appropriate for the level, abilities, interests and needs of students.

Content is well researched and up-to-date.

Teaching Strategies/Resources Methods are appropriate to the purposes of the session Methods are chosen with regard to students age, abilities, needs and needs of course/content Methods are chosen to gain interest and participation.

Class management is effective and appropriate.

Resources are used effectively and complement content, methods and purposes.

Presentation/relationships Effective presentation/communication skills are used.

Employs effective use of questioning to promote monitoring and understanding.

Student’s contributions and participation is encouraged in a positive atmosphere.

Equal opportunities exist for all students.

Assessment/monitoring Suitable methods are used to identify and monitor student

It was evident from the initiation of interaction from students.

Yes

Structure of the session was sound but I felt pictorial references were missing, mostly pictures act like symbols and are registered more than words or written text.

Yes the content is an integral part of learning programming and planning layouts for websites etc.

Study map (branching) was explains that the content was well researched.

Aims, objectives and outcomes were clear.

yes

Choice of the examples shared was very appropriate. (ex: BBC N Sharing live examples makes students to be in tuned with web culture. yes

Yes especially “found objects”-a separate white board was used (lying in the corner)to explain separate content like branching in web design.

Yes.

Yes as mentioned above

Yes.

Class management was effective and appropriate which was evident through QnA with students mixed with light moments (humor) during the class.

It was hot in the classro at least where i was sitt first i thought i was the feeling hot but then slow students also started complaining.

Learning through power point presentations from Yes. different functional and popular websites.

Communication through sharing presentations and showing interesting exemplars.

Yes. Yes.

Through this I felt stude sometimes miss import words/sentences also li moments (jokes) cause fast pace while talking a British accent L, i also prey to that at times.

Yes.

Interesting examples m that sure.

Yes. Assessments and clear assignment were not evident at this point of time.

Not evident.

progress.

Constructive feedback is provided.

Not evident within one classroom delivery.

Not yet.

Supporting comments Planning/organisation/content Teaching/strategies/resources Presentation/class relationships/class management Assessment and monitoring of students Additional comments and suggestions for future development Observer evaluation form

Annexure 3: Pre-Observation Form : Cycle 2 Post Graduate Certificate in HE Pre-Observation Planning Form Lecturer’s Name- Chris Hand Observer’s Name: Darshan Chandekar Date 1 October 2013 Venue IRS Building FF Conf Room Module: Coding for Designers (not modular) Learner group UGCD L3 Number of learners 9 Time of observation 10-12 Main teaching method: Lecture, exemplars/videos, class discussion + some hands-on work if time allows.

A completed copy of this form should be given (or sent electronically) to your observer for discussion at the pre-observation meeting.

Aims of the session: Learning outcomes to be achieved during the session The students should be able to: - Install and use the Processing programming environment, including the built-in help features - Load and run the built-in examples

- Make simple modifications to the programs to see how it changes their behaviour Knowledge and understanding Students should be able to: - demonstrate understanding of the cultural context of Designers involving themselves in coding and electronics, by connecting their own practice and aspirations with DIY and Maker culture, interaction design, prototyping etc.

Transferable/Key skills and other attributes The students should be able to demonstrate: - Ability to operate as an independent learner, by seeking out learning resources online, in books and elsewhere.

Learners – give a brief description of what you know about them These are Level 3 UG students (final year), who have voluntarily signed up for this non-assessed course “Coding for Designers” which is an introduction to programming and electronics.

They are currently working on a short project, and will be starting their major Final Project in 4-5 weeks, so most of them are participating with this in mind—they may be able to use some programming to add an interactive aspect to the project.

Teaching methods rationale: appropriateness to the required aims and learning outcomes, learner needs, subject content, resource availability and equal opportunities Programming has to be learned by doing it. Students must be actively engaged in problem-solving, and they will be guided by looking at the simple examples built into the Processing software, and shown how to find ways of implementing a solution using the built-in reference material.

It will be explained in the first session that the aim is for them to become independent learners as quickly as possible. Also that they will not become adept in coding in the few weeks available to us for these classes; some may get really into it, but at the very least everyone will develop an understanding of what is possible with the technology, and in the future be able to talk to programmers and engineers who can then implement according to their requirements.

Timed session plan: 10.00 – 10.30 introduction - context (PPT) examples, motivation cultural context: hackers, makers, open source etc.

some movies (Waldemeyer etc) and examples from my own work.

10.30 – 11.00 Introducing basic concepts what is a program? instructions and data execution writing simple program in pseudo-code if we have time move onto this (else move to week 2): 11.00-12.00 Getting Stuck In - Programming With Processing Look at Processing: download it, look at the UI, where to find examples etc.

(Emphasise student-centered approach here: they need to get in the habit of looking for the information they need.)

Edit - Compile - Execute cycle.

Anatomy of a basic program (note similarity to Javascript which they've already seen): variables and declarations. very quick explanation of types. setup() -- initialisation draw() -- the main loop.

The idea of functions and parameters.{ and } as start and end of code blocks.

Play around with modifying existing examples.

Set of basic exercises (handout "p5 exercises used in class") do after chai break.

Discussion.

Set of exercises to do for homework (processing exercises.rtf) - give out handout.

Opportunities for learner participation and learner interaction in the session, and learner feedback on the session.

Questions will be solicited throughout.

Students will be asked to explain to each other what they are doing.

Assessment: how I will identify the extent of the student’s learning during this session.

Question & Answers with the class, and one to one; Checking that the programs they write function correctly.

Particular aspects that I would like feedback on related to my own development as a teacher?

Am I managing to avoid leaving anyone behind?

Am I digressing too much while talking? (I have a habit of going off on a tangent and then forgetting what I was talking about…)

Annexure 4: Post-Observation Form : Cycle 2

Post Graduate Certificate in HE Observation Form

Course Member: Chris Hand Date of visit: 30th Sept. 2013 School: Pearl Academy Timing: 1:15pm to 2.30 pm Course Description: Communication Design Number of students: 8 Topic area: Coding For Designer Observed Comment Planning/organisation/content Classroom delivery was done with the help of Very well planned Teaching purposes are clear and aims, its objectives and final stated in appropriate terms e.g. outcomes/products/software/programme etc. aims/objectives/outcomes. supported by appropriate videos and exemplars and live demonstration.

Teaching purposes are This short series of classes provides a hands-on The idea of volun appropriate to the needs, introduction to computer programming signing up is beau experience and abilities of (coding), for those with no prior knowledge or makes students take students. experience. These classes are been running for for them.

Communication Design Level 3, on a voluntary sign-up basis for anyone who is interested.

Classes are drafted and moulded very well according to the grasping level of the students Structure of session; introduction, development, conclusion is evident.

Content is appropriate for the level, abilities, interests and needs of students.

Content is well researched and up-to-date.

Teaching Strategies/Resources Methods are appropriate to the

Very well structured. The video right in the beginning geared everybody up as the example shared was from music and contemporary art scene.

This short series of classes provides a hands-on introduction to computer programming (coding), for those with no prior knowledge or experience. These classes are been running for Communication Design Level 3, on a voluntary sign-up basis for anyone who is interested.

Classes are drafted and moulded very well according to the grasping level of the students

Aims, objectives outcomes were clear.

Supporting “the making of” videos along with the exemplars made content understanding easy and the example shared here was from music and contemporary art scene.

Nature of the session itself is very exciting which has come into being through voluntary

Sharing contempo works makes student be in tuned with w culture.

I would love to see s DIY gadgets live in

Choice of the exam shared was appropriate.

purposes of the session Methods are chosen with regard to students age, abilities, needs and needs of course/content

Methods are chosen to gain interest and participation.

Class management is effective and appropriate.

Resources are used effectively and complement content, methods and purposes.

Presentation/relationships Effective presentation/communication skills are used.

Employs effective use of questioning to promote monitoring and understanding.

Students contributions and participation is encouraged in a positive atmosphere.

Equal opportunities exist for all students.

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

Constructive feedback is provided.

sign-up basis. All the resources are classroom . contemporary and so are the methods.

This short series of classes provides a hands-on Yes. introduction to computer programming (coding), for those with no prior knowledge or experience. These classes are been running for Communication Design Level 3, on a voluntary sign-up basis for anyone who is interested.

Classes are drafted and moulded very well according to the grasping level of the students The idea of this short module itself is interesting while the content is even more interesting and exciting for the students.

Class management was effective and appropriate which was evident through QnA with students

Yes.

It was hot in classroom, at least wh was sitting, first i thou was the one feeling but then slowly stud also started complainin Learning through videos and presentations Yes. from different artists and designers world over made the class attentive and enjoyable for the students.

Communication through sharing presentations Through 1st and 2nd cy and showing interesting exemplars. felt students somet miss impo words/sentences also moments (jokes) caus fast pace while talking a British accent , i fall prey to that at time Yes. Yes. Yes. Yes. Assessments and clear assignment were not Not evident. evident at this point of time.

This was the first class of the of this short Not yet. module.

Supporting comments Planning/organisation/content Teaching/strategies/resources Presentation/class relationships/class management Assessment and monitoring of students Additional comments and suggestions for future development Observer evaluation form

Timeline: Peer Observation Cycle-1

Timeline: Peer Observation Cycle-2

I have created a photographic timeline of peer observation cycle-2 as well which helped me in documenting all the aspects of a classroom delivery along with the points to be observed stated in the pre observation form.

Sightings and References . http://www.gla.ac.uk/media/media_12158_en.pdf. . Biggs j. (2003). Teaching for Quality Learning at University, @nd Edition, Bukingham: Society for Research in Higher Education and Open University Press. . Rowntree, D. (1977. Assessing Students, London:Harper and Row. . Pedagogy in Art and Design, Edited by Dr. V. Shanbhag, Pearl Academy, new Delhi 2012.

Beard and Wilson, 2006

MA Students Feed Back Form Student Name: Course Module Title: Assignment Title / No: Weight %: Tutor: Submission Date:

Learning Outcomes (as per Module Specification) Knowledge & Understanding 1. Understand and evaluate the importance of observation in

Darshan Chandekar PGCHE Importance of Observation and Self Reflection No. 1 Peer Observation Report 50% Dr Ravi Bhatia, Dr V Shanbhag 14.10.2013

Summative Feedback Date

Referral Requirement (if any)

1. You have written about what is peer observation and its

NIL

process and given some benefits especially those that relate to student learning. Other aspects like use of resources, time management, questioning etc also need to be included.

2. Some aspects of a well structured are provided but you

teaching and learning processes.

2. Understand and critically evaluate factors that go into a well structured lecture.

3. Critically review the research literature and other literature concerned with academic practice.

need to elaborate some more. You write that his accent as well as humour was not understood by most students; how did he overcome this problem? Did you give him this feedback later? Good to read that the BBC website that he demonstrated was understood and appreciated by students. There are many visuals in your assignment but some of them need comments from your side: in particular the conclusion (Part 5).

3. You have referred to several authors’ quotations and tried to relate them with your own comments. This is a good practice as it gives you better understanding of peer observation and the role of an academic practitioner etc.

Unfortunately you forgot to include the reference page or bibliography.

NIL

Skills, Attributes & Qualities 4. Prepare relevant subject material and appropriate methods of teaching/learning 5. Observe analyse and give constructive feedback 6. Apply analytical skills for critical reflection on academic practice

4. It is good to note that you have talked of some resources

NIL

Distinction 70% or above

used by the peer – in particular the handouts and found objects. You needed to explain how the peer used the concept of found objects to supplement his teaching. The use of ppt. with one half blank is an interesting concept.

That the exemplars were both contemporary and interesting is a good idea.

5. You have not provided clear account of the feedback you provided to your peer. You also need to compare the first and second peer cycles to note the differences that you observed.

6. You make some general remarks about how the observation has been helpful to you. You need to be clearer about the specific benefits and how you are going to use them in your own teaching.

Commendation 60% or above but below 70%

Pass 50% or above but below 60%

62%

Signed by: Dr Ravi Bhatia, Dr V Shanbhag

Date: 21 Oct 2013

NIL

NIL

NIL

Fail Below 50%

Darshan Chandekar

TABLE OF CONTENTS CONTENTS Introduction

PAGE NO. 2

Session Background Learners Session Plan Background- Teaching Session Planning Analysis of Teaching Session Personal Development

3 4 4 4 5 7

Reflection on Session

8

Positive Aspects of the Session

9

Points for Improvement

10

Conclusion

12

Annexure Pre-observation Form Post-observation Form Post-observation Form References

13 14 15 16 30

Introduction ---------------------------------------------------------------------------130,000,000 that is the number of references one can see on the search engine when you type and hit “Teaching Quality”. Understanding the gravity of this ‘issue’ would not be difficult looking at amount of people talking about it. I do see ‘teaching quality’ as an issue in today’s time when people are looking at education as countable asset irrespective of gender, caste or creed and business giants see this field as one of the most growing sectors.

Pearl Academy is one of the fastest growing institutes in the field of Fashion and Design and I am a believer that an institute is known by its teachers and ‘teaching quality’. According to John Biggs ‘three definitions of quality assurance (QA) debate: Quality as ‘value for money’, quality as ‘fit for the purpose of the institution’ and quality as transforming.

The key words in enhancing teaching quality look like- aligned teaching, criterion-referenced assessment, quality assurance, quality enhancement, quality feasibility, reflective practice and staff development.

Assuring and enhancing the quality of teaching and learning in universities is currently of major concern. Harvey and Green (1993) distinguished three definitions of quality that are relevant to the issue of quality assurance (QA) as value for money, as fit for the espoused purpose and as transforming.

1. Quality as value for money- A quality institution in this view is one that satisfies the demands of public accountability. Ex: It produces more graduates for fewer public money, more peer reviewed publications against the number of academic staff, has more doctorates in its staff and a strategic plan that signals high levels of self-funded activities.

2. Quality as fit for the purpose- The ‘purpose’ is that of the institution. With teaching and research as the most important. My concern here is restricted to the purpose of getting students to learn effectively and accredit that they have learned to publicly recognizable standards through the ‘teaching quality’ I maintain with the help of regular up-gradation and updating of knowledge and information within the areas of my teaching programmes.

3. Quality as transforming- Quality teaching transforms student’s Session Background Learners The learners are a very interesting group of students coming from a diverse background both studies and geographic location (within India).

My interaction started with PGFD level right in the first year when I joined the academy. Interestingly students here come from backgrounds as diverse as engineering, pharmaceutical, graduates from English honors to working professionals who are not even have a distant relation with fashion. These students unlike UGFD have no foundation in fashion/art studies but at the same time are very enthusiastic and possess and grasp thing better and quicker comparatively considering they being so new to the field of fashion and design. The energy shown by them while working on different assignments is amazing while one need to be a bit patient with sensibilities they reflect in their work in the first semester. Many times results are expressions of what they perceive fashion as which is much like before they have joined this professional course as they are still new to it.

Session Plan Design module in PGFD semester-1 deals with ‘elements of design’ and exploration with bodice as upper garment and skirt as a lower garment.

While exploring the 3S of design i.e. style, silhouette and surface they are suppose to incorporate elements of design in the class assignment

they work on. Here particularly I am looking at an exercise which is named as ‘Voluminous’ where students are suppose to create volume in the bodice and skirt by means of fabric insertions.

Analysis of teaching session This three hour session is completely dedicated to ‘observe and interact’ by commenting on the assignment/works created by the peers which was given in the last class/week. The class progress can be divided into three parts mentioned below. (a) Review of the last week’s project and discussion along with Q n’ A session- one by one students displayed their work on the dress-form which was subjected to the further critique from the peer and the tutor. (b) Delivery of lecture/class assignment (hands-on class work) i.e. current session- current session takes place with verbal, imagery and video aid which can be furthered with hands-on class-work in some cases. (c) Q n’ A on current session- questions from the students are welcomed so that the doubts are clarified but ambiguities are maintained so that there is a scope for them to study the topic further on their own initiative. "What is not surrounded by uncertainty cannot be the truth."

Richard Feynman, cited by Timothy Ferris in M. Feynman (2005), Perfectly reasonable deviations from the beaten track: The letters of Richard P. Feynman. New York: Basic Books. The concept of ambiguity has a variety of different

connotations, ranging from ambiguity in the sense of a double-meaning in linguistics, to ambiguity in the context of lack of clarity (vagueness), and to ambiguity in situations where multiple - seemingly contradictory states or conditions can co-exist (Simpson and Weiner 1999). Budner (1962) identifies three main types of ambiguous situations: new situations (where there are insufficient or non-existent cues), complex situations, (where there are too many cues) and contradictory situations (where contradictory structures are suggested by the cues). In addition, as noted by Owen and Sweeney (2000), Norton (1975) categorized the literature in psychology and found evidence for eight distinct definitional categories for ambiguity: 1) multiple meanings, 2) vagueness, incompleteness, or fragmented, 3) a probability, 4) unstructured, 5) lack of information, 6) uncertainty, 7) inconsistencies & contradictions, and 8) unclear. I personally feel Design is such an area of understanding where ambiguity and open ended structure gives design a chance to evolve which is an innate part of it.

Personal Development

In my teaching tenure of 5 years (2 years at NIFT and 3 at Pearl Academy) I observed a change and this observation was never been continuous rather its now during PGCHE I am noticing it and which evidently through many means like article writing, student-teacher collaborative projects(intra-academy exhibitions and displays Ex; PUNKCulture exhibition at Resource Center), presentation in the forums Ex; Fashion Forum, Art exhibition Ex; Samanvaya- 2012, FDWs (faculty development workshops), FDP (faculty development programs), industry linked projects Ex; Hindustan Tin-Can (Canvironment Project) and greatest of all PGCHE made a phenomenal addition to the perspective I look at education in the 21st cent.

Reflection on Session Personal developments lead by feedback from the peer observation is more in terms of techniques than pedagogy as such. One comment made by Chris I want to mention here was ‘there were pauses in my teaching session’ (check highlighted areas in the PO form) which I would clarify likewise- the session I was taking for my peer observation was termed as ‘Voluminous’ and was more of hands on class-work than a lecture delivery where I make sure there are no pauses other than in between Qn’A. The students (level-1, Semester-1) here were displaying their work one by one on the dress-form and I wanted them to observe each and every step of the complete process where they still forget each time to collapse the shoulders of the dress-form before the garments to be put on. In this scenario any verbal input/communication will distract the attention of the students from the process and which was very unlikely I would have gone for.

The demonstration was to develop skill and the lecture was to inform the learners. The later part was the practical ,where students transform their learning into an experience. Thereby constructing a base of ‘interconnected’ knowledge (Biggs 2003). Besides developing their skills, experiencing a taught lesson increases the depth of learning. Creating such a depth facilitates the students to self-direct and self-explore their own learning and arrive at solution to individual problems. In my observations of Lecture-based classes I learnt that lectures were an organized way to deliver large amounts of information to the learners as a group, as opposed to tutoring every individual independently and addressing the issue again and again. The challenge is to keep the students involved and engaged actively in an open studio based class. A hybrid of lecture along with a visual interpretation (power-point presentation with imagery) goes much far beyond as far as design as a subject is concerned. Students tend to learn faster from symbols and

images when presented along with the lecture. Pyramid showing increase in understanding of content by the learners towards the apex.

A video presentation is even better than the static images when it comes to design especially fashion design. Motion of the subject in concern helps the understanding of it much better than a static image Ex; fabric of a garment can be understood much better in a video than a static image as the video shows the fall, movement, behavior of fabric with the body much better than the image. And above all I feel live demonstration brings about the best understanding of the subject as the learner can feel the environment and its behavior in which learning is taking place along with seeing. Similarly in a workshop environment individual students can learn from each other thus peer learning comes about and strengthens the learning and understanding the subject even better.

Learning environment is an important factor. The size and shape of the lecture room also influence the delivery of the lecture. The room was accommodating too many students for its size, leaving the room overcrowded with furniture. Seating arrangements influence student interaction and circular arrangements have been shown to lead more interaction between the students (Brown and Atkins, 1988), in my observation; the rear end of the class always has the tendency to be less engaged. Keeping this in mind I circulate more at the rear end so I can interact. This gives me an equal opportunity to interact with all my students and the students have equal accessibility to me.

Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviors that decrease student attention and diminish available instructional time. The purpose of t h i s s y n t h e s i s o f e m p i r i c a l l i t e ra t u r e i s t o d e t e r m i n e which arrangements of desks best facilitate positive a c a d e m i c a n d b e h a v i o r a l o u t c o m e s -S e a t i n g a r ra n g e m e n t s t h a t p r o m o t e p o s i t i v e a c a d e m i c a n d b e h a v i o ra l o u t c o m e s : a r e v i e w o f e m p i r i c a l r e s e a rc h ( Rachel Wannarka and Kathy Ruhl) .

During my observation of Chris’s class I observed one of the things I am careful of my classroom delivery also was the class’s seating arrangement, temperature, light source (both natural and artificial) which I believe plays an important role in the concentration of the learner group during the lecture deliveries. I observed at one instance Chris had shut down the AC in a classroom without ventilation and a student who was trying to cope up with the heat along with me seating in one corner and observing the class, had to get up finally and put on

the AC. All such instances I feel are a major distraction and ‘concentration killers’.

A comment “Darshan could have used some videos or presentation for better understanding of the class” from Richa’s observation of me brought in a good example and understanding of the above shown hierarchical pyramid where I have debated a classroom workshop is the best form of learning through seeing and doing or ‘experiential learning’ as far as fashion design is concerned. Learning theory and research have consistently concluded that learning opportunities providing a chance to "do" or experience the educational input, result in higher learning gains and retention. Studies of North Carolina Extension clientele and new Extension field faculty confirm that "doing" is clearly the most preferred mode of learning by both groups. Combinations of learning modes were shown to be even greater learning enhancers than individual modes.

The most preferred combinations included "seeing," "doing," and "discussing." Findings demonstrate that a well planned program delivery system that includes opportunities to see, experience, and discuss should greatly enhance the learning process ( John G. Richardson 1994).

Following are salient features which according to my observation help improve the learning experience.

• Combinations make learning easier and faster.

• Helps for better and longer retention.

• Enhances understanding.

• Helps make a greater and more logical impression.

• Can improve understanding and learn from others by comparing situations.

• Helps to discuss, then do.

• By using all senses, can gain more knowledge.

• If I can see it done, then do it, I learn it better.

Experiential learning theory further explains it is common for courses to be described as either practical or theoretical: as either involving doing or involving thinking. Learning is seen to take place either 'on the job' or in the classroom. Even in courses which contain both elements they tend to be sharply divided. An academic teacher may present theory in a lecture in the classroom whilst a practical supervisor is in charge of the follow-up practical experience in a workshop.

It is not sufficient simply to have an experience in order to learn.

Without reflecting upon this experience it may quickly be forgotten or its

learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalizations or concepts can be generated.

And it is generalizations which enable new situations to be tackled effectively.

Similarly, if it is intended that behavior should be changed by learning, it is not sufficient simply to learn new concepts and develop new generalizations. This learning must be tested out in new situations. The learner must make the link between theory and action by planing for that action, carrying it out, and then reflecting upon it, relating what happens back to the theory.

It is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think. Learning from experience must involve links between the doing and the thinking. The four-stage model of learning by doing which is elaborated below is that of Kolb. Quite a few theorists have proposed cyclical models to explain how people learn from experience, but they all share the important features of Kolb's model which is itself derived from Lewin. Learning from experience involves four stages which follow each other in a cycle, as in the following diagram.

The terms used here as labels for the four stages come from Kolb's Experiential Learning Theory, and placed in this sequence they form the experiential learning cycle. The cycle can be entered by the learner at any point, but its stages must be followed in sequence .

Learners are involved in an active exploration of experience. Experience is used to test out ideas and assumptions rather than to obtain practice passively. Practice can be very important but it is greatly enhanced by reflection.

Learners must selectively reflect on their experience in a critical way rather than take experience for granted and assume that the experience on its own is sufficient.

The experience must matter to the learner. Learners must be committed to the process of exploring and learning.

There must be scope for the learner to exercise some independence from the teacher. Teachers have an important role in devising appropriate experiences and facilitating reflection. However the transmission of information is but a minor element and the teacher cannot experience what the learner experiences or reflect for the learner.

Experiential learning is not the same as 'discovery' learning. Learning by doing is not simply a matter of letting learners loose and hoping that they discover things for themselves in a haphazard way through sudden bursts of inspiration. The nature of the activity may be carefully designed by the teacher and the experience may need to be carefully reviewed and analysed afterwards for learning to take place. A crucial feature of experiential learning is the structure devised by the teacher within which learning takes place.

Openness to experience is necessary for learners to have the evidence upon which to reflect. It is therefore crucial to establish an appropriate emotional tone for learners: one which is safe and supportive, and which encourages learners to value their own experience and to trust themselves to draw conclusions from it. This openness may not exist at the outset but may be fostered through successive experiences of the experiential learning cycle.

Experiential learning involves a cyclical sequence of learning activities.

Teaching methods can be selected to provide a structure to each stage of the cycle, and to take learners through the appropriate sequence.

Conclusion Learning experience I have had so far

Above cycle shows the very experience I have had so far with PGCHE. Learning from peer observation cycle gives a lot of insight, inspiration and activate the inactive/dormant or abandoned processes which must be put in action again for the betterment both learner and the tutor. At the same time ‘Reflection’ on own session made me explore new areas in my lecture delivery along with revamping abandoned processes.

My self ‘Reflection ’ also brought in confidence on the processes I have been following as insight into this gave me assurance of ‘OK TESTED’.

On the other hand critical evaluation by the peers open doors for an insight into correcting and developing the pedagogical skills. Minute

observation by the peers may also draw in attention towards the aspects and healthy practices to be retained in the future.

Post Graduate Certificate in HE Observation Form Course Member Darshan Chandekar Date of visit 8 April 2013 School Fashion Design Timing 9-10am Course Description UGFD Level 1: Menswear Number of students 15 Topic area: review of page layout of process book/portfolio for menswear work Observed Comment Planning/organisation/conten t No purpose was stated to This was only a short Teaching purposes are clear and students. project review session, and stated in appropriate terms e.g. the purposes were aims/objectives/outcomes. presumably already discussed.

Teaching purposes are appropriate to the needs, n/a (see above) experience and abilities of students.

Structure of session; introduction, development, conclusion is evident.

Content is appropriate for the level, abilities, interests and

Session began in a fluid Only 3 students were way with 1-to-1 interaction present for the 9am start, with students. with the rest trickling in late over the next 30 mins.

This makes it difficult to have a definitive start to the class.

Content seemed OK for level 1 students.

needs of students.

Content is well researched and up-to-date.

Teaching Strategies/Resources Methods are appropriate to the purposes of the session

n/a

The session consisted mostly of one-to-one interaction with students.

Methods are chosen with regard to students age, abilities, needs Basically tutorials. and needs of course/content Appropriate.

Methods are chosen to gain interest and participation.

This is appropriate for reviewing individual work, but there were also one or two chances for the class as a whole to reflect on and learn from what was being discussed.

This was almost the end of the semester, and students needed guidance on the work they were hoping to finish in the coming weeks.

Some class-based discussion took place.

Class management is effective and appropriate.

No comments were made about students arriving late.

Resources are used effectively and complement content, methods and purposes.

Interaction was almost entirely verbal, alongside discussing students’ work.

Presentation/relationships Effective presentation/communication skills are used.

Interaction was mostly one-to-one, with occasional salient points being presented to the class as a whole.

Employs effective use of questioning to promote monitoring and understanding.

There was clear questioning to ensure students knew what was required of them and of the work.

There was a positive, Students seem to have a lot trusting and encouraging of trust and respect for atmosphere in class.

Darshan. Comments were

Students contributions and participation is encouraged in a positive atmosphere.

The main resource being used was the students’ work itself, although exemplars were also shown to the class as a whole.

all taken seriously.

Equal opportunities exist for all students.

Everyone received the same amount of attention.

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

Feedback was being given on work-in-progress.

Constructive feedback is provided

Detailed constructive feedback was given to each student individually and verbally.

Supporting comments Planning/organisation/content This was only a very short session (1hr) towards the end of the semester. It didn’t really have the beginning, middle and end of a full 3hr class.

There was a class-wide Q&A at the end, followed by the class as a whole looking at an exemplar and being given the chance to ask further questions.

Teaching/strategies/resources One-to-one tutorials are an essential part of Design education. While waiting to be seen most students were (seemingly) working on their process books, although one student was simply waiting.

Some other students naturally began discussing their work together in groups.

On one occasion Darshan asked the rest of the class to explain something to one student who was “stuck”.

Presentation/class relationships/class management Given that the session was only planned for 1 hour, students arriving at 9.25, 9.30 or even 9.45 is slightly worrying. I would have expected there to be some comment from Darshan.

Generally students seemed focused and earnest, and were discussing their work among themselves. They were also fiddling with their phones on and off.

Assessment and monitoring of students This was all based on verbal feedback, one-to-one and in class discussion.

Additional comments and suggestions for future development It might be useful to create group activities, with specific identified outcomes, for the students who are waiting to be seen, to make sure they are making the most of the time available.

Observer evaluation form These are my observations about the points that you specifically asked me to observe:

n/a

Annexure 3: Post-Observation Form : Cycle 1 Post Graduate Certificate in HE Observation Form Course Member: Darshan Date of visit: 29th August 2013 School: Pearl Academy Timing: 1:15pm to 2.30 pm Course Description: Design (PG) Number of students: 21 Topic area: Deconstructing Fashion Observed Comment As per the pre-observation It was a practical module. The students were suppose Planning/organisatio planning form, the teaching to do it in lab. It was about deconstructing Fashion. n/content purpose of the class was Darshan had made a presentation for the students Teaching purposes which had good examples to make students are clear and stated in Deconstructing Fashion. understand the topic well. appropriate terms e.g. aims/objectives/outco mes.

The purpose was clear to the The PG batch is dominated by girls. A few of them Teaching purposes

students.

They were were very vocal of what they understood. A few of interactive in the class. them were really making an effort to explain the topic and Darshan was also provoking student to speak what they felt.

The session started with a It was a very interesting topic. The slides had very Structure of session; submission of the previous good pictures which made students think and speak. introduction, class. Darshan discussed the The only thing i felt was the written text was very development, conclusion is evident. submission with the students. difficult as the sentences were very long. Also Darshan After the discussion he could have used some video for demonstration or started with the day’s topic some clips from fashion shows which showed the which he introduced with the garments. help of a presentation. A lot of discussion happened during the presentation and he concluded with what they will be doing.

Content is appropriate The topic seemed difficult as At PG level and for a design student it was a much for the level, abilities, the students have to think and required topic and would definite lead to a great interests and needs of do lot to complete the progress. The students found the topic interesting. assignment. But a very students. interesting topic to churn their brains and open for better innovations.

The presentation had very Content is well researched and up-to- nice picture and work from very well known designers. date.

Darshan had made an effort to research. the presentation was very Teaching Strategies/Resources effective.

Methods are appropriate to the purposes of the session The methods were He could have added some videos for the better Methods are chosen appropriate for the students. approach and students could have seen the real with regard to students age, abilities, flow and fit of the garment on the ramp. needs and needs of course/content The pictures in the There were lot of discussion happening in the Methods are chosen presentation were very to gain interest and class but were more from the front row of the interesting and led to class. participation. discussions in the class.

Class management is The class management was Darshan was very serious and professional. He very effective. effective and started with attendance and went very appropriate. methodically with the assignment and then presentation.

PowerPoint presentation, was The only thing missing was the videos.

Resources are used very appropriate to the effectively and complement content, topics. The pictures in the are appropriate to the needs, experience and abilities of students.

methods and purposes.

presentation were leading to good discussions.

Darshan manages to very serious in his class. He doesn’t even smile which i really liked. He made student read from the slides but the sentences were very long which I felt. Also he is very soft and needs to be a bit more louder and clear.

Employs effective use He was really making an effort to prompt students of questioning to which was leading to good promote monitoring discussions. and understanding.

Yes he was very encouraging.

Students He was walking in the class contributions and and making students speak if participation is they wanted to. encouraged in a positive atmosphere.

A few students were very Equal opportunities exist for all students. quiet in the class.

Assessment/monitori Darshan started the class by checking the progress of the ng Suitable methods are class. He had given them some assignment which he used to identify and discussed in his class before monitor student starting the new topic. progress.

Presentation/relatio nships Effective presentation/commun ication skills are used.

Constructive feedback is provided.

It was a very interesting topic. The slides had very good pictures which made students think and speak.

The only thing i felt was the written text was very difficult as the sentences were very long. Also Darshan could have used some video for demonstration or some clips from fashion shows which showed the garments. Or may be some video where Designer talks about his experiences of deconstructing and reconstructing garments.

The discussion was more focussed on 2-3 students.

Rest of them were not able to participate in the dialogue.

Darshan could have asked them to say what they wanted to motivate them.

All the students were also very involve in the discussion. He was asking for their comments and compliments on the assignment sheets. but a few students standing at the back could not see and be part of the discussion. I think if possible he could have also asked for submission in softcopy and have a better discussion on a better projection.

Darshan did not reject any He was very open to any discussions and gave them answers given by the solutions. students.

Supporting comments Planning/organisation/content

Very well conducted. The topic was very interesting and the presentation really helped to understand whiat the faculty wants from the students.

Teaching/strategies/resources

I feel in a practical session the resources cannot be too many as its more of an which is to passed to the students to work upon.

Presentation/class relationships/class management

It was a very effective class management. He did not waste any time and was heading in the right directions.

Assessment and monitoring of students

The assessment was done in group with students feedback was also encourage.

Additional comments and suggestions for future development

Overall a very good class to observe.

Observer evaluation form

These are my observations about the points that you specifically asked me to observe :

Post Graduate Certificate in HE Observation Form Course Member: Darshan Date of visit: 2nd September 2013 School: Pearl Academy Timing: 1-4pm Course Description: PGFD Section Number of students-26 Topic area: Design (Voluminous) Observed Comment Planning/organisation/conte Darshan gives very The nomenclature makes the nt interesting names to his topic more interesting.

Teaching purposes are clear assignments which stir up and stated in appropriate interest in the class. terms e.g. aims/objectives/outcomes.

Teaching purposes are The assessment which Dashan also gave them the appropriate to the needs, Darshan was assessing liberty to had stitch instead of experience and abilities of required a lot of stitching, machine stitching which made students. which PGFD students the students job easy. have not done so far because of which they looked confused Structure of session; Darshan started the class This time Darshan was introduction, development, with discussion of the last discussing the assignment conclusion is evident. assignment. showing the product to the entire class. The visibility of the assignment was better than the last class where the class was standing all around the table.

Content is appropriate for The content was the level, abilities, interests appropriate for the level. and needs of students.

Content is well researched As said earlier also and up-to-date.

Darshan gives interesting names. Also the idea behind the assignment is also very unique

Teaching Strategies/Resources Methods are appropriate to the purposes of the session

The discussion on the topic were very interesting

Darshan could have used some videos or presentation for better understanding of the class

Methods are chosen with regard to students age, abilities, needs and needs of course/content

Teaching modules like Design need such topics which trigger thought process amongst students

Methods are chosen to gain interest and participation.

Darshan talked about the topic voluminous to the class.

Class management is effective and appropriate.

Very effective.

Resources are used effectively and complement content, methods and purposes.

Recourses were not effective

Presentation/relationships Effective presentation/communication skills are used.

He could have been a bit louder.

Employs effective use of questioning to promote monitoring and understanding.

While discussing the assignment, he asks for student’s views and comments which lead to effective communication.

As said earlier a presentation or video could have really helped in understanding the topic better.

Students are very focussed in his classes. They do not talk amongst themselves and listen to him.

Darshan could have also carried the bodice or skirt to the class so not to waste time.

But still student manage to listen as they are very attentive in his class

Student’s contributions and He engages the student He welcomes discussions in his participation is encouraged in by making one student class. a positive atmosphere. model for other to see the real effect of garments. It engages the class well

Equal opportunities exist for all students.

Some part of the class is quiet like it happened in the last class. They had no assignment to be discussed and progress to be assessed.

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

He gives interesting assessments. Student spends good quality time working on them.

Constructive feedback is provided.

Discusses assignment in class and let them know the positive and negative point to students so that they can work on.

Supporting comments Planning/organisation/content Planning was fine but resources were missing .Teaching/strategies/resources Resources were missing in this session.

Presentation/class relationships/class management Class management is very good. Darshan manages to not to smile in class Assessment and monitoring of students Assessment and Monitoring of student is very well reached.

Additional comments and suggestions for future development Observer evaluation form These are my observations about the points that you specifically asked me to observe:

Post Graduate Certificate in HE Observation Form Course Member Darshan Chandekar Date of visit 1 October 2013 School Fashion Design Timing 9.00-11.00am Course Description PGFD Level 1: Womens wear (Design-1) Number of students 17 Topic area: Maximalism – Creating volume by pleats and gathering Observed Comment Planning/organisation/cont Purpose was explained at Darshan explained clearly and ent several points in the class, concisely what was to be done, why, Teaching purposes are clear as it was split into 3 and how the activities being and stated in appropriate sections. undertaken connected with the terms e.g. previous and following weeks’ aims/objectives/outcomes. classes.

Teaching purposes are appropriate to the needs, experience and abilities of students.

I wouldn’t really know because FD is not my area.

Students seemed to understand what the purpose was.

Structure of session; introduction, development, conclusion is evident.

Session was split into three parts, with a short introduction at the beginning of each.

Session was well planned and explained.

Content is appropriate for the I wouldn’t really know level, abilities, interests and because FD is not my needs of students. area.

Content is well researched and up-to-date.

I wouldn’t really know because FD is not my area.

Teaching Strategies/Resources Methods are appropriate to the purposes of the session

Interaction was entirely verbal, plus there was a demo and students working in class.

Session began with a review of the garments which most of the students (all but 2) had brought in. They were displayed on a dummy one by one, and Darshan gave feedback to the student in front of the class.

Second part was talking about the next brief, which was dictated orally and students wrote it down. Darshan then explained what he was looking for in the submissions for this brief.

Thirdly students gathered around the table at the front and Darshan gave a demo on paper.

Methods are chosen with regard to students age, abilities, needs and needs of course/content

Students seemed to understand the review format and what was expected.

Methods are chosen to gain interest and participation.

The review was clear and students were very quiet and attentive while feedback was being given to each person in turn.

Class management is effective and appropriate.

Fourthly students took some paper and started working on patterns (I think) themselves.

I wasn’t sure why the brief was being dictated rather than a print-out being given out, but students seemed OK with this.

There was quite a lot of “dead time” as students took down their garments and the next person set up. Nothing was being said during this time.

Perhaps there could have been peer interaction and discussion at this point. Students were not invited to give their comments or opinions to the class, but they were whispering to each other anyway.

Behaviour of students was Three students wandered in late and respectful and quiet. sat down without comment.

Everyone else was there before Darshan arrived.

Resources are used effectively and complement content, methods and purposes.

Presentation/relationships Effective presentation/communication skills are used.

No pre-prepared teaching resources were used, apart from the demo using paper.

Speech was very clear, and the tone of voice was firm and authoritative.

The garments being shown by students were the key resource at the start.

Employs effective use of questioning to promote monitoring and understanding.

There were questions and There was not so much interaction discussion while the demo going on while the reviews of was being given. garments took place.

Students contributions and participation is encouraged

Everyone had a chance to ask questions during the

Students clearly respect Darshan and appeared to be carefully listening to everything he said.

Atmosphere was very quiet and maybe a bit subdued during the

in a positive atmosphere.

demo.

review. Possibly because students were nervous about showing their work?

Two students hadn’t brought in work to show, which meant they foreited the opportunity for feedback.

Equal opportunities exist for all students.

Everyone was treated in the same way.

Assessment/monitoring Suitable methods are used to identify and monitor student progress.

Verbal feedback was given.

Only observed verbal feedback.

Constructive feedback is provided.

Short but concise feedback was given for each student showing a garment.

Darshan was very even-handed, and gave a good deal of praise where he thought it was warranted. He also told off a couple of students for not having followed the brief properly, but this was done calmly and without any drama.

Supporting comments Planning/organisation/content The session seemed to go well and Darshan appeared very calm, confident and experienced running this class.

Teaching/strategies/resources There was a mix of techniques being used, which helped to break up the class into manageable chunks and maintain students’ attention.

Throughout the review of the garments, Darshan gave the students tips and hints about how best to use the dummy to show their work.

When the in-class activity began, students were told they had to finish by a specific time, which made them focus on getting on with it.

Presentation/class relationships/class management Pacing was good, nothing was hurried and students had time to think about what was being said.

Assessment and monitoring of students Each student presenting a garment received constructive feedback in turn. Those receiving positive feedback seemed very happy. Everyone took the review very seriously.

Additional comments and suggestions for future development The tone of the review was rather subdued and serious, perhaps because the students were anxious about showing their work. All interaction in this part was 1-to-1, faculty to student.

Perhaps inviting the students to comment on each other’s work and to ask questions would help to lighten the mood a bit, and would promote peer interaction, as well as making full use of the time and avoiding the quiet gaps during change-overs.

There would probably need to be some kind of structure or format to this, to avoiding superficial “like”/“don’t like” comments, and to promote proper peer discussion without students being anxious about criticism. This would add depth to the learning, and allow the whole class to learn from any issues arising from each garment.

The class became much more animated and interactive once the students started working on their practical session. The demo was also interactive and generated discussions, and students were seeking clarifications on what was being shown.

Observer evaluation form These are my observations about the points that you specifically asked me to observe: “How well I could make them understand the process where I have shown them the template and yet I did not wanted them to follow it so that the individual sensibility is reflected.”

Sorry, but I didn’t understand what was going on well enough to comment on this. It was the first time I have seen this kind of class.

References and sightings http://link.springer.com/article/10.1023/A:1004181331049#page-1 http://www.learndev.org/ambiguity.html Biggs, J. (2003) Teaching For Quality Learning At University. Buckingham: SHRE and Open University Press Brown, G (1978) Lecturing and Explaining, Methuen, London http://www.academia.edu/706890/Seating_Arrangements_That_Promote_Positive_A cademic_and_Behavioural_Outcomes_a_Review_of_Empirical_Research http://www.joe.org/joe/1994august/a6.php http://www2.glos.ac.uk/gdn/gibbs/ch2.htm Turning Experience Into Learning Kogan Page, London. 1985.

Experiential Learning - Experience as the Source of Learning and Development Prentice- Hall, New Jersey. 1984.

Students Feed Back Form Student Name: Course Module Title: Assignment Title / No: Weight %: Tutor: Submission Date:

Learning Outcomes (as per Module Specification) Knowledge & Understanding

7.

9.

Understand and evaluate the importance of Self Reflection in teaching and learning processes.

8. Critically review the Feedback from your mentor and Peer Critically review the research and other literature concerned with self reflection

Skills, Attributes & Qualities 10. Critical examination of one of your lesson plans.

11. Application of Analytical Skills for self reflection in academic practice 12. Application of self reflection in your future teaching and learning

Darshan Chandekar PGCHE Importance of Observation and Self Reflection No. 2 , Self Reflection Report 50% Dr Ravi Bhatia, Dr V Shanbhag 19.11.2013

Summative Feedback Date

1.

You start with a very large number of references to teaching quality, but it is good you restrict yourself to a few that are important in your context. Student learning is important as you write but what are the factors towards this objective? You also need to elaborate about the session that you conducted.

2.

There is feedback from your peer on hands-on approach and stress on questions of students. A listing of some common questions or doubts would have helped. It is also necessary to write about the Mentor feedback.

Referral Requirement (if any) NIL

NIL

NIL

3.

A few references to reflection and quality of learning have been made by you. These need to be explained in your own words about your own teaching sessions. Several quotations referred by you are not cited in the reference section. The quote by the renowned Physicist Feynman is interesting although the word ambiguity seems out of place.

4. We are happy to read the comments of your lesson plan and about the energy displayed by students. The importance of activity based learning is clear in your area of teaching.

Proper seating and ventilation in the class are also important as you indicate.

NIL

5. There are some comments on the analytical skills required as

NIL

displayed in the diagram you have included. These need to be explained more in your own words and in your own context.

6. Good to know that you have found the experience of peer observation as well as the cycle of stages of learning as displayed by you, useful and effective for future learning.

NIL

Distinction 70% or above

Commendation 60% or above but below 70%

63%

Signed by: Dr Ravi Bhatia, Dr V Shanbhag

Date: 22.11.2013

Pass 50% or above but below 60%

Fail Below 50%