Leeds Arts University

Creative Learning Teams

  • Further emphasises impact over pedagogy.
  • The observation of others’ techniques when working on similar goals. The recording of the session raised issues in my ‘unconscious’ questioning techniques I hadn’t previously been aware of.
  • Observing everyone’s sessions under this system allowed for an unexpected and valuable new reading of what was seen. It also has made me reconsider how I encourage students’ engagement.
  • Excited leap forward.
  • I think I’m a reflective person in regards to my practice, but today has highlighted where I can seek to further develop.
  • Like a detox – not necessarily without difficulty/pain, but feel healthier.
  • [I valued] Opportunities to share ideas that are about professional development.
  • The observation process is much more thorough and professionally relevant than a ‘grading’ system.
  • It facilitated a journey with the team and created a conversation about teaching and learning and demanded that we all took time to review the impact of our teaching.
  • Excited to explore strategies and impacts for an outstanding lesson – review/self assess what I currently do and don’t do.
  • Fully appreciated the focus on impact rather than ‘pros’ and ‘cons’ of strategies.
  • Offering multiple perspectives on observation process, much like a Cubist painting!
  • Discussion after each observation was excellent – sharing thoughts and confirming observations.
  • I found myself reflecting upon how I organise crits/tutorials and how I could improve the impact for the learners.
  • Tuning an instrument.
  • [I valued] Reflecting on strategies to help lower-ability students to contribute as meaningfully as higher-ability students.
  • Discussing observation without tutor present was particularly useful.
  • The kindling of a flame, not the filling of a vessel.
  • [I recognise] The importance of how to define learning objectives, and questions to promote evaluation. Will emphasise the importance of the development plan and further consideration of timings (follow-up).
  • Informative/inspiring/refreshing.
  • Discussions about my practice. Unpicking why approaches were taken and what I can alter.
  • As always, I find the sharing of practice very valuable experience.
  • A dinner party where we’re made to think really hard about what we’re eating (pleasurable, but hard thinking).
  • Like a shaken can of coke, about to have a Mentos added to it.
  • Being critiqued and trained how to improve PB (think ‘couch to 5K’).
  • Kick-started.
  • The observations from my peers as well as my own reflections after the observation – the discussion which took place afterwards was valuable and allowed space to reflect and discuss.
  • The day has given me confidence in leading my own Creative Learning Team next week.

Second round of CLTs

  • Moving from a city to the countryside and looking up at the stars.
  • I will aim to constantly experiment with my teaching and have an overall greater awareness of the impact my teaching has.
  • Impactful.
  • Ascertain my students’ learning by asking them what they think they need to do rather than just telling them what to do.
  • I learnt a lot of different questioning techniques and how students can manage their own time by tutor questioning.
  • Educating.
  • [I need to] Think more carefully about the transition stage when a task has been set – may not need to reiterate.
  • Fabulous day!
  • It was insightful and a privilege to observe my peers.
  • [I enjoyed the] Opportunity to steal ideas from peers.
  • [I need to] Have more focused aims before the taught session.
  • Human pyramid.
  • It has made me consider further the active practical role of a student in one-to-one and group sessions.
  • Like a cormorant hitting the water at observation, but gaining a fish through discussion with colleagues.
  • [I need to] Simplify and think more creatively on how to deliver the main issue/subject.

Perfecting Self-Assessment Writing

  • A journey of enlightenment.
  • Great session. I learnt a lot that I can apply to planning.
  • Unlearning everything you have been told.
  • Need to be a football manager – learnt to assess on-going, not at the end.

The CCQI Self-Assessment Strategy

  • I’ve got my head stuck in the sleeve of a jumper. It was someone else’s jumper and it didn’t really feel like it fit but I probably should’ve started putting the jumper on sooner. I can see the light down the sleeve but it’s going to mean changing the jumper design whilst wearing it. Also, we need to go on a diet but it’s not about eating less it about making good choices about what we put in and understanding why?
  • I really hadn’t though about comparative data sets – revelation.

Transformational Lesson Observation

  • A long jump forward.
  • The observation process should be a collaborative approach to create a community of practice through observation.
  • Walking the carpet and realising there is a lot more carpet ahead!
  • Shift the emphasis from accountability to developmental.
  • More aware of measuring and looking for impact rather than focusing on strategies used. I was exhausted by the end of the session.
  • ‘Passport to travel to the sun.’ (Given in pictures.)
  • I don’t observe. It has given me lots of points to reflect on in relation to my own teaching though.
  • I have travelled!!! This session was essential!!!
  • An inspirational walk on Tony’s carpet.
  • A very different way of looking at observation. Revolutionise the viewpoint.

 

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