Senior Tutor Support Sessions



| |LIFELONG LEARNING PLACEMENT |

| | |

| |Tutor’s Workshop Evaluation Sheet |

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| |And week 4&5: Observing student’s Evaluation Sheet |

|Name of Student |Indra Wilson & Sally Charlton |

|Name of Tutor | |

| |Thom Scullion (covering) |

|Date of Workshop | |

| |27/04/19 |

|Lesson Title | |

| |‘Young Billionaire of the Year Awards’ |

Planning

Solid plan, there is a fluid progression, and thorough exploration of the subject matter.

You took my terrible advice and cut the cribs exercise for time, but when you realised you were moving through the plan quite quickly, you slotted the exercise back in. This modular approach is really useful for balancing structure and flexibility in your planning. Ideally your mentor shouldn’t sabotage your plan to demonstrate this (oops) but nevertheless your quick thinking was impressive and definitely beyond what I would be expecting in your first session.

You had considered placement in your planning, e.g. having the costumes outside, the microphone preset, etc, which meant that you seemed really confident and clear about what needed to happen, and this confidence came through and the students knew they were in safe hands, and could relax and enjoy it.

‘Where do you stand’ & ‘Spectrum of difference’ are a bit too similar in terms of energy / tone.

Managing The Drama

Careful of using with lyrics if you’re going to be talking over it (information overload).

Having the loser of the game call the number on the mic – great way of keeping people invested even if they ‘lose’.

Spatial management was good, the red carpet, the mic, the space for the tables game, it felt like a cohesive world.

MTV cribs, might have been good for one of you to be the remote initially, so you could demonstrate the rules / possibilities.

Good that you pushed people in cribs not to be at the back of the performance space, and Indra that you physically went up and pointed people into spaces, this is really good, and stronger than if you just did it verbally.

Communication

Had a good rapport with the group. You did really well at being responsive, like when they suggested standing up for the name game, you were working it out with them and it felt like a good dynamic.

“Have you all seen MTV cribs?” – good opportunity here to ask an open question, e.g. “blair, can you explain briefly what mtv cribs is?’ - checking understanding.

Indra: moment where you gave an instruction during cribs – they kept on walking around the room, and there was a bit of confusion: two learning points. (1) After an instruction, take the time to check ‘does that make sense?’, ‘does anyone have any questions?’ – Indra actually paused the activity and did this which is great, so it’s more just a note that it’s good to always do that.

“How did it feel to be a millionaire?” – Good to start with an open question like that.

Reflection (in the workshop)

When cribs transitioned into talking about their own space, it was a good use of music to change the emotional tone. I offered some suggestions and want to draw attention to how it is useful to keep tinkering with how you do things in the workshop, like you are always on the lookout for anything that can be expanded or delved into.

In discussion of how it felt to be a millionaire, again you had a great rapport, where you picked up on specific choices people had made, and asked them to go into more detail about it, and used that as fuel for discussion. This is a particularly forthcoming group, so it’s good to take advantage of that, and push the discussions into more complex territory – well done.

Indra: with the mother Teresa / bill gates thing, you asked a follow up question about who was a morally better person, which is another great example of taking something you hear in the room and unpacking it further.

(Rory: I’d like to be a millionaire, not at the expense of others obviously)

Indra during spectrum: “It’s not to challenge you” – go for it, challenge them! Be devil’s advocate, be provocative, this is the best way to push past ‘stock responses’.

Evaluation (of the workshop)

Sally: Happy with how it went. Putting cribs back into the plan meant that it wasn’t quite so prepared, but discovered that it wasn’t quite as daunting to slot activities back in and be flexible with time. Aware that discussing topics, there’s a risk of them just parroting what they’ve been told by grown ups.

Indra: Reflected that she was able to have a mature conversation with them. The taste of humour was very dark, so there was a fear of ‘how far do we let this go?’ But she was glad that by asking them to justify what they’d said, they demonstrated that they were quite informed and were being deliberate with their dark satirical comments. It feels like that gives us permission to go to those darker places and deal with more serious issues. Noticed that the plan can be dynamic and the timings can shift.

Sally reflected on times when her and Indra conferred on the spot and the feeling of ‘being observed’ felt quite high pressure / could break the focus in the room. Thom advised that, while yes, generally you want to keep things moving, that these moments of conferring are actually not as conspicuous as they might feel, and if you need to work something out togther, it’s ok to take a moment to have that conversation.

Additional Comments / Next Steps

Great first week, well done!

Evaluation of Teaching and Learning

Planning

• Framing clear learning outcomes

• Content for drama sessions

• Activities/conventions and strategies

• The progression of learning

• Development and understanding

Managing the Drama

• Organisation and consideration of the group

• Organisation and consideration of the space

• Use of conventions

• Managing opportunities for learning

• Class control

• Use of questioning within the drama

• Opportunities taken for additional and deep learning

Communication

• Presentation of ideas

• Use of questioning

• Critical analysis

• Listening skills

• Presence

• Transition between activities

Refection

• Opportunities taken for reflection from within the drama

• Reflection on learning

• Use of questioning

Evaluation

• Ability to analyse and evaluate learning

• Providing constructive feedback

• Synthesis of theory and practice

Brief

Pairs

|Tutor |Class Time |Group Age |Pairs/Trios |

|Aby Watson |9.15 – 10.45am |5-7 |Minnie and Rossy |

|Jo Sharp |9.15 – 10.45am |8-11 |Angel and Gen |

|Gudrun Soley Sigurdardottir |10am - 12pm |12-14 |Charlotte, Dan and Maddie |

|Robbie Gordon |10am - 12pm |13-15 |Megan, Craig and David |

|Barry Henderson |10am - 12pm |15-17 |Nene, Ewan and Archie |

|Thom Scullion |Tbc Sunday |5-7 |Ryan and Tiia |

Dates

|Week |Date |Focus |Notes |

|1 |21/04/2018 |Planning | |

|2 |28/04/2018 |Planning | |

|3 |05/05/2018 |Managing the Drama | |

|4 |12/05/2018    |Managing the |Student’s solo Workshop |

| | |drama/Communication |Observing student evaluates partner using the evaluation form |

| | | |Observing student feeds-back to delivering student after the workshop |

| | | |Mentor evaluates workshop, as well as evaluates the observing |

| | | |student’s ability to evaluate |

|5 |19/05/2018    |Communication |Student’s solo Workshop |

| | | |Observing student evaluates partner using the evaluation form |

| | | |Observing student feeds-back to delivering student after the workshop |

| | | |Mentor evaluates workshop, as well as evaluates the observing |

| | | |student’s ability to evaluate |

|NA |26/05/2018 |Half Term |No Class |

|6 |02/06/2018 |Communication |Student’s solo Workshop |

| | | |Observing student evaluates partner using the evaluation form |

| | | |Observing student feeds-back to delivering student after the workshop |

| | | |Mentor evaluates workshop, as well as evaluates the observing |

| | | |student’s ability to evaluate |

|7 |9/6/18 |Reflection | |

|8 |16/6/18 |Reflection | |

Teaching Practice

Throughout your Teaching Practice, you will be supported by a Tutor who will observe your weekly practical work and engage in an ongoing discussion with you about your development and critical skills. On completion of the term they will then assign you a mark based on your observation of your development in the following areas:

1. Planning

2. Managing the Drama

3. Communication

4. Reflection

5. Evaluation

Assessors will be looking for:

• Evidence of a strong commitment to planning with all materials prepared to a high standard.

• An ability to manage ideas effectively in a classroom context.

• An ability to communicate successfully with a class of young people and cater to a variety of learning styles.

• An ability to evaluate learning.

• A commitment to an ongoing and detailed reflection into planning, delivery and analysis.

• The ability to engage into critical discussion into your own learning and wider research.

Teaching Practice Portfolio

You will document your weekly planning, materials, reflection and analysis of your teaching experience in a portfolio.

The Assessors will be looking for:

• A set of clear plans and supported materials.

• An ability to describe ideas and justify them with appropriate research.

• A commitment to an ongoing and detailed reflection into planning, delivery and analysis.

• Evidence of a wider critical enquiry and an attempt to embed related theory into a process of reflection.

Each student is required to create a Teaching Portfolio using word press. They should ensure that both their Mentor and Gary Gardiner have access to this portfolio. Each week students should upload a copy of their:

• Workshop Plan

• Mentor’s Workshop Feedback

• Workshop Evaluation

Evaluation Guidelines

Each week you should thoroughly evaluate your workshop. This should draw on: your own thoughts about the successes and challenges of the workshop, your mentor’s feedback and relevant theory from your wider reading. This could include:

• An analysis of the workshop. What it was trying to achieve, and to what level this was successful.

• A look at key areas: Planning, Managing The Drama, Communication and Reflection.

• Key moments of learning and aims for development for the next workshop.

Submission: 2pm 15 June

Support Structure

You should submit a draft of your workshop plan to your mentor by email, by 6pm on the Tuesday before each workshop. Your mentor will then provide direct advice on your plan by phone or in person at an agreed time before the weekend, enabling you to create a second draft of your workshop.

You should arrive to your workshop at least half an hour before the workshop begins. You should bring along a printed copy of your plan for your tutor as well as each of you leading the workshop.

Your mentor will sit out of the workshop and will write detailed feedback (using the form above) as the workshop progresses. You will then have an hour after the workshop to reflect on your successes and challenges and to receive detailed verbal feedback from your mentor.

Additional Resources

Equipment

Students are responsible for booking all equipment through AV. These bookings should usually be made by Wednesday @ 5pm before the workshop.

Budget

Each class has a budget of £100 a year. Students will need to find out from the class Tutor how much of this is available for use.

Materials Box

Each class has a materials box which includes paper, pens etc which should be picked up from outside the Athenaeum before the workshop.

Mentors

Mentors should send final marks and reports by 10am Monday 18 June to Gary Gardiner for moderation.

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