- Session/artefact to be observed/reviewed: Group tutorial
- Size of student group: six students
- Observer: Ana Teles
- Observee: Lily Ash Sakula
Part One: Context
- What is the context of this session/artefact within the curriculum?
Group tutorial 6 students, BA Illustration, Yr 1, Unit 2. Students were asked to create a poster(s) that reflected their interpretation of a film. They were provided with four film options to choose from.
- How long have you been working with this group and in what capacity?
Lily first met the students on their first day last year and is now returning from parental leave.
- What are the intended or expected learning outcomes?
The intended learning outcomes for this tutorial are for students to refine and develop their work to meet the two-week deadline. To help students to critically reflect on the decisions they have made throughout the process, including their choice of subject matter and creative approaches. Students will be encouraged to think creatively to address challenges and overcome obstacles and be encouraged to give feedback to their peers.
- What are the anticipated outputs (anything students will make/do)?
The anticipated outputs for this project include students finalising and refining the posters they created and presented during this session.
- Are there potential difficulties or specific areas of concern?
The possibility of anxiety among students as they received their assessment feedback in December.
- How will students be informed of the observation/review?
The feedback of their work will be given orally.
- What would you particularly like feedback on?
My facilitation: Is everyone in the group able to particpate and does the conversation flow in dynamic and exciting ways
My Feedback: Is my feedback fair and accessible? Is it equitable? Are there ways I could make it more inclusive?
- How will feedback be exchanged?
Written in the form
Part Two: Ana’s Reflections
- Lily engaged with students on a personal level, establishing a welcoming and inclusive atmosphere as they joined the tutorial. By initiating casual conversations, Lily connected with students, making them feel more comfortable and setting a supportive tone for the session.
- At the start of the tutorial, Lily facilitated introductions by asking everyone to tell their names. This worked as an icebreaker and helped create a sense of connection as not all students knew each other. It also encouraged an environment where students felt more comfortable participating.
- When it came to presenting work, Lily invited a volunteer to begin, as a way to give a sense of agency and involvement. After each student presented their work, Lily prioritised peer-to-peer dialogue by asking the group for their thoughts before sharing their own feedback.
- To guide students in reflecting on their work, Lily used open-ended questions and prompts, for example, asking them to consider the reasoning behind their choices or to explore alternative possibilities (“Have you thought of…”). This helped students articulate their decisions and develop their critical thinking skills.
- Lily was attentive to students’ confidence. For example, when one student expressed doubt about their presentation skills (“I’m not explaining this very well”), Lily immediately reassured them with positive reinforcement (“You certainly are”) and encouraged them to continue.
- Feedback from Lily was constructive and framed to encourage further exploration. For instance, when something could be improved, Lily phrased suggestions thoughtfully, using prompts like, “You might want to explore this in [a different way]” or “Have you thought of how to…?”
- During the session, Lily provided feedback that invited students to examine their aesthetic choices, formal solutions, and interpretations of the film. Lily expressed enthusiasm for the students’ work and maintained a respectful and professional attitude towards both students and colleague.
- Lily was also mindful of students’ technical capabilities and timelines. For students who presented less work, Lily acknowledged time constraints and still engaged with their ideas, and discussed their intended formats, colours, and visual language choices. This approach motivated students and helped them feel valued, regardless of the stage and level of their work.
The tutorial seemed to have supported students in reflecting on their projects. They engaged critically with their peers’ work, giving feedback and drawing connections between their own posters and their peers’ choices. Students were encouraged to consider how their decisions regarding materials, format, composition, and colour contributed to the overall message and identity of their posters. The feedback they received from both Lily and their peers was constructive and encouraging, with Lily setting the example.
Part Three: My Reflections
It was really helpful to have Ana, notice and note down many specific things that I do naturally, without thinking. My teaching practice is very much developed on the back of my community facilitation practice, and I see many of the values I find important in those spaces: ie making everyone feel welcome and comfortable, bringing encouragement in the face of doubt and being attentive to the pressures on people’s lives and time – coming through in Ana’s feedback.
It is also really helpful to have my practice reflected back at me and broken down into constituent parts because it allows me reflect more consciously about which parts I doing consciously and which I am not. This is important as if I am not consciously aware of certain aspects of my teaching practice then these could slip if I have less energy or am having a difficult day. In order to teach equitably across all my students, it is really important to be aware of exactly what I am doing so that I can make sure I am bringing this level of energy and attention to all my students equally.