ASSIGNMENT 3 Reflective Review of Planning, Delivery ...€¦ · Reflective Review of Planning, Delivery & Evaluation of Teaching Practice Introduction The purpose of this assignment

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContexts

ASSIGNMENT3–JoshuaKerley20/01/2016

1

ASSIGNMENT3

ReflectiveReviewofPlanning,Delivery&EvaluationofTeachingPractice

Introduction

Thepurposeofthisassignmentistocriticallyreflectontheplanning,deliveryandevaluativeaspects

ofmyteachingpractice.Theassignmentisareflectivereviewofamicro-teach;a10-15minute

taughtsessionthateachPGCHEstudentdeliveredtotherestofthecohortearlierinthemodule.

Thebriefforthemicro-teachwastoplan,deliverandevaluateashorttaughtsessionthatgave

participantsaninsightintoourteachingpracticeandsubjectspecialism.Drawingonfeedbackfrom

peersandtutors(appendix2),selfevaluation(appendix3),anddisciplinaryandpedagogicliterature

IwillcriticallyreflectonmypracticeandidentifyanymodificationsIplantomaketomyteaching.

[A1,A2,A5,K5]

TeachingAims,LearningOutcomesandTheoreticalFoundations

Asidentifiedinthemicro-teachlessonplan(appendix1)themainaimoftheworkshopwas,‘to

brieflyintroducethestudentstotheprinciplesofglasscutting’.Theaimsofthemicro-teachhadto

beachievablewithinthetimeconstraints;itwouldhavebeenunrealistictoexpecttheallofthe

studentstobeproficientglasscuttersaftera15-minutelesson.Therefore,thelearningoutcomes

weremodest;bytheendofthesessionparticipantswereexpectedto,‘havegaineda

comprehensionoftheprinciplesofscoringandbreakingglass’andbeableto,‘identifythefivekey

stagesofsafeandsuccessfulglasscutting’.[A1,V1]

Accordingtothemodelofconstructivealignment(Biggs,J.andTang,C.2011)theteachingand

learningactivitiesandassessmentmethodsshouldaligntotheintendedlearningoutcomes.

Therefore,theteachingactivitiesneededtocommunicatetheunderpinningconceptsoftheglass

cuttingprocess;whywedowhatwedot,notjusthowwedoit.Iamoftheopinionthatifstudents

engagewiththeprinciplesorrulesofatechnicalprocess,higherorderholistic,deeplearning(Biggs,

J.andTang,C.2011)takesplace-studentshaveagreaterunderstandingofmaterialproperties,

whichencouragesactiveexperimentationwithnewprocessesandtechnologies.Ioftentrytouse

everyday,assumedknowledgewithinmyteachingpracticetohelpstudentsbetterunderstandthe

underlyingprinciplesofaprocessortechnique.OnthisoccasionIinvitedtwovolunteerstobreak

differenttypesofchocolatebartoillustratehowaweaknessinamaterialcanaidbreaking.Steph



2

commented,‘thechocolatewasexcellentasafirstdemonstration,youalsorelatedthiswelltoyour

teachingcontext’.[A1,A4,A5,K1,K2,K3,V3]

Itiswidelyrecognisedthattolearnandfullycomprehendatechnicalprocessorskillitneedstobe

experienced.

Theconstitutiverulesofcraftareonlylearnedbyactuallydoingtheactivity.Indeed,they

aretheactivity.Thisisafundamentalpointaboutcraftknowledge.Youcannotunderstandit

orknowituntilyoucandoit.Readingaboutitisnotthesameasunderstandingit.(Dormer,

P.1994:42)

Thiscouldbereferredtoaslearningbydoingorexperientiallearning(Kolb,D.1984);theprocessby

whichlearningtakesplacethroughconcreteexperience,reflection,conceptualisationand

experimentation(Dunn,L.2002:2).Duetothetimerestrictionsofthemicro-teachinwasunrealistic

forallofthegrouptoexperiencetheprocessbutIwaskeenforthestudentstogethandsonin

someway.Therefore,Iplannedtolayouttoolsforallofthestudentstohandle.Thiswaswell

receivedasSioncommented,‘Toolsavailableforeverybodiesinspection’andJosie,‘greatforallof

ustobehandsoninasmallway’.Inaddition,iftherewastimeIhadplannedtoinviteavolunteeror

twouptohaveagoinfrontoftherestofthegroup–givingthemoreconfidentparticipantsthe

opportunitytoexperiencethewholeprocess.[A1,A4,A5,K1,K2,K3,V1,V3]

TeachingResources

Myteachingreliesonawealthofspecialistresourcesanduniquespacerequirementsduetoits

technicalandpracticalcontext.Allofthemicro-teacheswerescheduledtotakeplaceinaseminar

room,however,thiswasn'tanappropriatespaceforaparticipatorypracticalworkshop.Therefore,I

movedmysessiontotheglassstudio.HereIhadallthematerialsandtoolsimmediatelytohandas

wellashavingmorecontroloverthesetupofthespace.[A1,A4,K1]

Ipreparedavarietyofteachingaidsandresourcestoaccommodateparticipantswithdiffering

learningpreferencesandstyles.Thisincluded;visualprompts(i.e.awhiteboardwithdiagramsand

notes),writtenliteratureintheformofahandoutattheendofthesession,verbalexplanationsand

mostimportantlykinestheticopportunitiesforlearningbyallowingstudentstohandletoolsand

materials.StephandSion’scommentswereencouragingregardingtheuseofthespaceand



3

teachingresources,‘youmadesureeveryonecouldsee’and‘excellentuseofresourcesandspace’.

[A1,A2,A4,K1,K2,K3,K5,V1]

Communication

OnthewholeIreceivedverygenerousfeedbackaboutmyrapportwithparticipants,dictationand

communication.Commentsfrompeerevaluationformsincluded;‘reallyclearincommunicating’,

‘veryreassuringdemeanor’and‘excellentcommunicationskillsevident’.Asayoung,newteacher

priortothecommencementofthePGCHEIlackedconfidenceatthefrontoftheclass–asignificant

reasonforchoosingtostudythePGCHE.Thefeedbacktothemicro-teachhashighlightedavast

improvementincommunicationskillsandhashelpeddevelopconfidenceinmyownteaching

practice.[A2,A4,A5,K5,V1]

AssessmentandFeedback

AsidentifiedinmyUKPSFinitialprofileandstatement,Ihadlittleknowledgeorunderstandingof

assessmentandfeedbackmethodspriortothePGCHE;itwasanareaofmypracticethatrequired

developmentandevidencing.Atthetimeofplanningthemicro-teachIhadnotyetcompleted

Assignment2:CriticalEvaluationofAssessmentandFeedback,neitherwasitatopicwehad

addressedinclass.UpuntilnowIhavegivenlittleornoconsiderationtomethodsoffeedbackand

assessmentduringlessonplanning,thiswastrueofthemicro-teach.Mylessonplandoesn’treally

addresshowIamgoingtomeasureorcheckforunderstanding,orgivefeedback.

SincecompletingAssignment2IhaveaheightenedawarenessofhowIassessstudents’learningand

givefeedback;itisinformal,continuous,immediateandformativeoftenintegratedinto

instructionalteaching,andthereforeunplannedandinstinctive.So,whilstIhadn’tplanned

interventionstocheckforunderstandingandgivefeedbackitdidtakeplaceduringthemicro-teach.

Theresponsesfrompeersandtutorsaboutfeedbackwereencouraging;‘lotsofpositivefeedback’

and,‘greatuseofformativefeedbackasyouwatchedthestudentsuseoftoolsthroughout’.[A2,A3,

A5,K5]

AfterthedemonstrationIinvitedoneparticipanttohaveagoatthefivestepglasscuttingprocessin

frontoftherestofthegroup.BeforeprogressingontoeachstageoftheprocessIaskedthestudent

whattheywoulddonext;aformoftesttochecktheycouldrecallthefivestages.Stephwas



4

particularlycomplementaryaboutthisdirectquestioningtechnique,‘excellentuseofdirected

questioningthatmirroredthewhiteboardguidelinestocheckunderstanding’.[A2,A3,K5]

Developmentstomyteachingpractice

Stephindicatedthatitwouldhavebeeninsightfultoseeexamplesofcompletedworkmadeusing

theglasscuttingprocess.Thiscommentwasechoedacoupleoftimesduringtheverbalfeedback

afterthesession.Iagree,examplesoffinishedworkwouldhavehelpedcontextualisetheprocess

withmysubjectspecialismandteaching.Iregularlyusesamplestoillustratetheoutcomesofa

techniquetostudents,butthereisscopetobuildamorecomprehensivelibrary/catalogueof

samples,thatillustrateexamplesoflow,mediumandhighstandardsofwork.[A5,K5]

Ihaveidentifiedtheuseofonlineresourcesanddigitaltechnologiesasanareaforimprovement

withinmyteachingpractice.Icouldmakebetteruseofvirtuallearningenvironments(VLE)tomake

awiderselectiontechnicalinformationmoreaccessibletostudents.Currentlythecoursepageon

theLearningSpaceisquitedifficulttonavigateandthereisnosectiondedicatedtotechnical

information.Instead,technicalinstructionaldocumentsarelocatedwithinthemodulewherethey

werefirsttaught,howeverthismakesthemtrickytofindlateroninastudent'sstudies.[A5,K3,K5]

Thetimelimitofthemicro-teachinhibitedstudentparticipationandengagementwiththeprocess;

onlyonestudentwasabletohaveagoattheglasscuttingprocess.Theconventionalformatofa

technicalworkshopbeginswithateacherledinstructionaldemonstration,followedbystudents’

practicalengagement.Thismademethinkabouthowtomodifymylessonstructuretogivemore

timeovertothestudentfocusedparticipatoryactivities.Ithinktechnicalworkshopswouldbenefit

fromthepedagogicalprinciplesofflippedclassroom.Iftheteacherleddemonstrationelements

weremadeavailabletostudentsonlinepriortothetaughtsessionintheformofinstructional

documentsandvideosthiswouldfree-upmoreteacher-studentcontacttime.Studentswould

benefitfrommoretimetoexperiencetheprocess,receivefeedbackandcriticallyreflectontheir

learning.[A1,A5,K3,K4,K5,V1,V2]

Conclusion

Theprocessofreceivingfeedbackfromstudents,peersandtutorshasprovedinvaluablein

determiningthestrengthsandweaknessesofmyteachingpracticeandidentifyingpotentialareas

forimprovement.StudentsatFalmouthcompletemoduleevaluationforms,contributetostudent-



5

staffliaisongroupsandcompletetheNSS.Whilstthedatacollectedmayberelevanttomodule

leaders,headsofsubject,directorsanduniversitymanagement,thecontentislessspecifictomeas

atechnicianandmyteaching.ThishasmademeconsiderhowImightcollectmoreimmediateand

relevantfeedbackfrommystudents,specificallyaboutmyownteachingpracticeandinteractions

withstudents.StephenBrookfieldsuggeststhatseeingourselvesthroughourstudents’eyesisan

integralpartofbecomingacriticallyreflectivepractitioner.

TalkingtomyownstudentsmademerealizethathowItaught,whyItaughtthatway,and

howmyteachingwasperceivedwerefarfrombeingstraightforwardmattersIthoughtthey

were.(1995,pxi)

[A5,K5]

1625words.



6

References

BIGGS,JohnandTANG,Catherine.2011.Teachingforqualitylearningatuniversity:whatthestudent

does.4thed.Maidenhead:McGraw-Hill/SocietyforResearchintoHigherEducation/OpenUniversity

Press.

BROOKFIELD,Steven.D.1995.BecomingaCriticallyReflectiveTeacher.SanFrancisco:Jossey-Bass

DORMER,Peter.1994.TheArtoftheMaker.London:ThamesandHudson.

DUNN,Lee.2002.TheoriesofLearning.OxfordCentreforStaffandLearningDevelopment,Oxford

BrookesUniversity[online].Availableat:

http://www.brookes.ac.uk/services/ocsld/resources/briefing_papers/[accessed:18January2016].

AdditionalBibliography

FINLAY,Linda.2008.Reflectingon‘ReflectivePractice’.AdiscussionpaperpreparedforthePractice

BasedProfessionalLearningCentre:TheOpenUniversity.[online].Availableat:

http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-(2008)-Reflecting-

on-reflective-practice-PBPL-paper-52.pdf[accessed:16January2016].

Infed.DavidA.KolbonExperientialLearning.[online].Availableat:http://infed.org/mobi/david-a-

kolb-on-experiential-learning/[accessed:25November2015].

KOLB,David.A.1984.Experientiallearning:experienceasthesourceoflearninganddevelopment.

NewJersey:PrenticeHall.

Appendix

Appendix1:Micro-teachlessonplan

Appendix2:Micro-teachselfevaluationform

Appendix3:Micro-teachfeedbackforms

Appendix4:Micro-teachlessonhandout-12WaystoImproveYourCutting,BullseyeGlass

Appendix5:Micro-teachplanningnotes

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix1:Micro-teachlessonplan

7

SessionPlanningTemplateCourse/Module:PGCHEEDU110Micro-teachSessionTitle:Glasscuttingmicro-teachDate:Wednesday18November2015Aim:Thismicro-teachaimstobrieflyintroducestudentstotheprinciplesofglasscutting,utilizingassumedknowledgeofeverydaymaterials.Theparticipatorysessionwillincludedemonstrations,questionandanswerandpracticalengagementOutcomes:Bytheendofthesessionparticipantswill:

• HavegainedacomprehensionoftheprinciplesofscoringandbreakingglassonastraightlineincludingH&Sconsiderationsanduseoftools• Identifythefivekeystagesofsafeandsuccessfulglasscutting

Time Content/Activity Resources Notes

Introduction• H&S/Emergencyprocedures–newenvironment–

fireescapes• Don’tleanonfeltsbecauseofglasschips• Askifanystudentshavehadanyexperience

workingwithglassbefore• Introducethelearningoutcomes

LessonPlanClearglasscuttingdesksarrangedtopromotedialogueandparticipation(U/Cshapedperhaps–meinthemiddle…

Explaintheconceptofglassscoringandbreaking• Usechocolateexperimenttodemonstratehowa

scorelineaidsbreaking;Askfortwovolunteerstohelp

• Handvolunteer1asolidbarofchocolate,askthestudenttobreaktheirbarofchocolateinastraightline

Chocolatebars;kitkat,dairymilk,milkybar,daimbarPlates,bowlsetc.forchocolate


8

• Observetheresults• Handvolunteer2apartitionedbarofchocolate,ask

thestudenttobreaktheirbarofchocolateinastraightline

• Observethedifferences,whydoesthishappen• Thisishowwecutglass;byscoringalineand

breaking Glasscuttingofastraightlinedemo

Breakitdownintofivestagesofaccurateandsafeglasscutting(usingwhiteboard);1. H&S-Feltscollectglasssplinters,suppressspreadingof

glasschipsandsplinters.Googles,gloves(optional),leatherapron

2. Clean-Demonstrateglasscleaning3. Score–Showaglasscutter,passglasscuttersaround

thegroup.Cutterangle(90-100degrees),uniformpressureandconsistentspeed,runthecutterofftheendoftheglass,useyourwholebody

4. Break-explaintheconceptoffulcrum(likeasee-saw)onthewhiteboard,demonstratevariousmethodsforbreaking;handoutcutspreadingpliersobservethejaws

5. Tidy-Brushchipsandrecycle

Goggles,gloves,leatherapronGlasscleanerandbluerollGlasscutter,varioustypes;pistolgrip,toyoandnonoilfedseveralglasscuttersCutspreadingpliers–severalpairs,pencilChipbrushGlass

Studentengagement• (Ifthereistime)Inviteastudentortwotohaveago

givingindividualinstructionandinvitefeedbackfromotherstudents

• Askstudentstorecallfivekeystagesofaccurateandsafeglasscuttingattheendofthesession–invite

12glasscuttingtipshandoutMicroteachevaluationforms


9

themuptotheboardtowritethemdownorcallthemout.

• Additionalresourceswrittenonwhiteboard,warmglass/bullseyeyoutubechannel.Handout.

• Ifanyonewouldtostaybehindfor10minutesandhaveagotheywouldbewelcome.

PreparefornextweekAdminnotes:Absences:Reflectionsandfollow-up:

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix2:Micro-teachselfevaluationform

10

Micro-teachSelf-evaluationName:JoshuaKerleyDateofmicro-teach:Wednesday18NovemberDateofself-evaluation:Saturday16JanuaryThisevaluationshouldbeinformedbythefeedbackreceivedfromyourtutorandpeers.YoushouldusethesepointstohelpstructureyourReflectiveReview

• Whatworkedwell?Commentstoincludedeliveryandresourcesusedo Allfeedbackpointstothesuccessfulplanningandpreparationofthesession–all

resourceswereimmediatelyavailableandlaidoutpriortothesession.Josiecommented,‘Abrilliantplannedandconductedsession’.

o Positivefeedbackregardingmyrapportanddemeanorwithstudents.StephsaidIwas‘veryreassuring’withthestudentwhohadagogiving‘lotsofpositivefeedback’.Josie’sfeedback:‘Youarereallyclearincommunicating’.Sion:‘Excellentcommunicationskillsevident’

o Givingstudentstheopportunitytohandletoolsasanalternativetohavingago(duetotimeconstraints)waswellreceived.Steph:‘Visualandkinestheticlearningencouraged’.Josie:‘Greatforallofustobeabletobehandsoninasmallway’.

o Useofavarietyofresourcesandconsiderationofthephysicallearningenvironment.Sion;‘Excellentuseofresourcesandspace’.Steph;‘Theuseoftheboardwasgreat…Everyonecouldsee’

o Theuseofongoingformativefeedbackwaswellreceived.Steph;‘Greatuseofformativefeedbackasyouwatchedthestudentsuseoftoolsthroughout’

• Why?

o Planningandpreparationisintegraltomyteachingpracticeandanattributeandvaluequitehighly.Therefore,IwillalwaysputtimeandeffortintoensuringalltheresourcesIneedIwillhaveimmediatelyathandduringthetaughtsessiontoensureasmoothanduninterruptedsession.TheuseofchecklistinmylessonhelpsmeensureIhaveallmaterialsandresourcessufficientlyprepared.

o Itakeaveryfriendly,accommodatingapproachtoteachingandtrytoestablishstrongworkingrelationshipswithstudents,builtonrespect.Overthecourseoftheirdegreethemajorityofstudentswillhavemorecontacttimewithtechnicalstaffthantheywillwithacademicstaff.Technicalstaffarenotresponsibleformarkingworkandawardinggrades.Therefore,thestudent-technicianrelationshipisgenerallymoreinformalthanthelecturer-studentrelationshipandtechnicalstaffaremoreoftenperceivedlikepeers.

o AsweareapredominantlypracticalcourseIamoftheopinionthatthestudentswouldbenefitfromanexperientialmodeloflearning(Kolb),orlearningthroughdoing.Astudentwillnotfullyunderstandatechnicalpracticalmakingprocessbyjustseeingitinactionorreadingaboutit.Thestudentneedstoexperiencethattechniquefirsthandandhavetheopportunitytoreflectontheirlearningandunderstandhowtheymightimprove.Itisthereforeonlyappropriatethattheteachingandlearningactivitiesreflectthis.Giventhetimerestrictionsofthemicro-teachitwasn’tpracticaltogivethewholegrouptheopportunitytohaveagoattheglasscuttingprocess.InsteadIlaidoutavarietyoftoolsusedwithintheglasscutting


11

processandgavethegrouptheopportunitytohandletothetoolsanddistinguishdifferences

o Iappreciateandunderstandtheimportanceofcateringforavarietyoflearningstyles,therefore,wherepossibleIusearangeofteachingaids,resourcesandmethodstocaterforstudentsofvaryinglearningpreference.Thissessionincludedspokendelivery,visualprompts,literatureandkinestheticopportunitiesforlearning.

o Asoutlinedinassignmenttwo,ongoingformativefeedbackintheformofconstructiveverbalcommentsisintegraltomypracticeandthestudents’successfuldevelopmentoftechnicalskills.Totestapracticalskillwithawrittenexaminationwouldn’tbeanappropriatemethodofassessment.

• Howdidyouaddressequalopportunitiesandanyneedfordifferentiationwithinthelesson?o OneofthefirstthingsIaskedthegroupwasifanyonehadhadanypriorexperience

workingwithglasstogaugetheabilityandpriorexperienceofthegroup.Onestudentrespondedyes,soIquestionedwhatleveltheirexperienceamountedto.Iwouldhavethenbeenabletodirectsomequestioningatthem.

o Iusedavarietyofteachingaidsandresourcestoaccommodatestudentswithavarietyoflearningpreferencesandstyles.Thisincluded;visualpromptsincludingtheuseofawhiteboardwithdiagramsandnotes,writtenliteratureintheformofahandoutattheendofthesession,verbalexplanationsandmostimportantlykinestheticopportunitiesforlearningbyallowingstudentstohandletoolsandmaterials.

o BeforedemonstratingtheglasscuttingtechniqueIdemonstratedtheunderlyingprinciplesofscoringandbreakingmaterialsusingbarsofchocolate.Ioftentrytocomparenewmaterialsandtechnologieswithexperiencesofeverydaymaterialstohelpstudentsbetterunderstandtheconceptsandprinciplesofagivenprocess.

• Howeffectiveweretheassessmentmethodsyouchosetouse?How,andwhy,wouldyou

recordsuchoutcomesofassessment?o DuringthetaughtsessionIusedongoingformativefeedback,providingverbal

commentsandfeedback–inparticularwhentheonestudentwashavingagoattheprocess.Iuseddirectquestioningtopromptthenextstepsoftheprocessandprovided‘reassuring’feedbackthroughouttheprocess.

o Asoutlinedinassignmenttwo,ongoingformativefeedbackintheformofconstructiveverbalcommentsisintegraltomypracticeandthestudents’successfuldevelopmentoftechnicalskills.Totestapracticalskillwithawrittenexaminationwouldn’tbeanappropriatemethodofassessment.

• Ifyouweretodeliverthesessionagainwhatcouldyouimproveuponfromthefeedback

received?o IcontextualizedtheprocessIwasteachingandexplainedthatitwaspartofaLevel

1glassfigureproject.Ireceivedfeedbackthatsuggestedstudentswouldhaveliketohaveseenanexampleoftheglassfigureandfurtherexamplesofwhatcouldbeachievedwiththeprocess.Ithinkthisisabitofarecurringthemeinmypractice.Studentswouldbenefitfrommoreexamplesofhigh,mediumandlowqualityworktohelpdistinguishbetweengood/poorpractice.Iwouldliketodevelopanlibrary/archiveofmaterialtestandsamplestoshowstudents,thatcouldperhapsbeonpermeantdisplay.


12

o Iinvitedonevolunteertohaveagoattheglasscuttingtechnique,andalthoughIdidn’tsingleoutastudent(theyvolunteered,themselves),itcouldbeperceivedasquitedaunting.Whilstitisn’trealisticforallofthegrouptohaveagointhetimeframe,Ithinktheirisscopetoinvitetwoorthreestudentstohaveagotoreducetakethefocusawayfromtheindividual.Particularlygiventhatthisisabeginnersworkshop,studentsmightlackconfidenceandtheriskofmistakesisgreater.

• Anyothercommentsasaresultofmyreflectionsonmymicro-teach

o Anunintendedsuccessfuloutcomeofthesessionwastheideaofthe‘doubledemonstration’thatStephreferredto.ThisismentionedinSteph’swrittenfeedback,andisdiscussedfurtherinthemicroteachrecording.Thedoubledemonstrationistheideaofme(theteacher)demonstratingthetechniqueonceandthenusingavolunteertohavego,whichinturnisdemonstratingthetechniqueasecondtimetotherestofthegroup.Itislikelythattherestofgroupmaynotbeasconfidentintheprocessastheydidn’tvolunteerthemselvestohaveago,thereforetheybenefitfromseeingitasecondtime.Intruththiswasn’ttheintentionwhenIplannedthesessioninthisway.Ionlyinvitedonevolunteertohaveagoduetotimeconstraints.However,thisisatechniquethatcouldhavefurtherapplicationsandpermutationswithinmyteachingpractice.Withlargergroupscouldtheybesplitintosmallergroupswhereonestudentdemonstrates/teachestheprocesstotherestofthegroup.Thishasalsoprovedawayofaccommodatingequalopportunitiesandlearnersofdifferingabilitiesanbackgrounds.Allowingtheablerandmoreconfidentstudentstomoveaheadwhilstthelessconfidentstudentsreceivefurthertuition/demonstrationsoftheprocess.Italsoencouragespeer-peerfeedbackandlearning.

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix3:Micro-teachfeedbackforms

13


14


15


16


17


18

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix4:Micro-teachlessonhandout-12WaystoImproveYourCutting,BullseyeGlass

19

w w w. b u l l s e y e g l a s s . c o m

Most of the following tips are courtesy of Rudi Gritsch of the Glasfachschule in Kramsach, Austria. Rudi is a former Director of Research at Bullseye Glass Co. and a world-class glasscutter.

12 Ways to Improve Your Cutting

1. BUY THE BEST CUTTER YOU CAN AFFORD.If it helps you to cut accurately and comfortably, it will save you money in the long run. Look for a cutter with a comfortable handle and a high-quality, long-lasting wheel made of carbide steel. Inexpensive cutters designed for scoring float glass have neither of these features.

A handle with a rest for the index finger will let you apply pressure down onto the score. A wide housing will allow your middle finger to guide the wheel. (Figure 1)

2. ALWAYS USE A CUTTING LUBRICANT.Cutting oil is the best lubricant. Use it to fill a self-lubricating cutter, dip your cutter into the oil, or apply the oil with a brush. (Figure 2) Remember to clean away the oil completely before firing the glass because any residue can cause devitrification. Some kilnworkers prefer to use mineral spirits for lubrication because it’s easier to clean than oil. However, cutting oil is a smoother lubricant and is not difficult to clean. Oil is also less harmful to skin and doesn’t smell.

3. USE THE CORRECT WHEEL FOR THE GLASS.The size of the wheel determines how much pressure you need to penetrate the surface of the glass. The smaller the wheel, the less pressure is needed. Small wheels with a diameter of about 1/10th of an inch (like those on the Silberschnitt 2000 and Toyo cutters) are best for thin and standard thickness art glass.

The angle of the wheel also affects the pressure needed. For cutting most glasses up to 10mm (≈ .375”) thick, we recommend the versatility of 135° angle. For 2mm (.0625”) thin sheets a 120° is excellent. For glasses thicker than 10mm, a 160° angle is appropriate. (Figure 3)

4. MAKE SURE THE TEMPERATURE OF YOUR GLASS IS OPTIMAL FOR CUTTING.When glass is cold, it can become more difficult to cut. Comfortable room temperature conditions are favorable. If your glass is cold, consider warming it up before attempting to cut it.

5. WORK WITH YOUR FULL BODY.For the most uniform score, stand up and away from the worktable. Keep the cutter wheel perpendicular to the glass with the handle held upright or slightly angled back toward your body. Then move your whole body—not just your arm or hand—for the most uniform score. (Figure 4)

When scoring severe curves, work at the corner of your worktable and move around the table as you cut.

120° 135° 160°

Figure 1

Figure 2

Figure 3

Figure 4

90 - 1

00°

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix4:Micro-teachlessonhandout-12WaystoImproveYourCutting,BullseyeGlass

20

©20

06

Bull

seye

gla

ss c

o. •

20

120

531_

KM

F

6. SCORE THE SMOOTHER SIDE OF YOUR GLASS.With art glass, often one side is smoother than the other. You’ll find that scoring on the smoother surface is easier and leads to cleaner breaks.

7. IF POSSIBLE, POSITION YOUR SCORE SO THAT THERE IS AN EQUAL MASS OF GLASS ON EITHER SIDE OF THE SCORE.Otherwise, the break below the scoreline will naturally tend to move to the side where there is less glass, resulting in an edge that flares out from your score on the bottom side of the sheet. (Figure 5)

If you’re cutting numerous thin strips, start with a piece that is four times as wide as the strips you need. Cut it exactly in half. Then cut each half in half. (Figure 6) By always keeping an equal amount of glass on each side of your score line, you can get perfect strips that are as narrow as the glass is thick.

8. CONCENTRATE ON APPLYING UNIFORM PRESSURE AND USING CONSISTENT SPEED.Listen for a smooth consistent sound as you score. It should not be scratchy. When scoring opalescent glasses with the correct amount of pressure, you may hear no sound at all.

Want to compare the pressure needed for different cutters or different glasses? Try putting your glass on a scale while you score. (Figure 7) Notice the difference in “weight” required.

9. NEVER SCORE TWICE OVER THE SAME PATH.If you make a bad score, do not re-score the same line on the same side of the glass. You’ll dull the cutter wheel and lessen your chances for a clean break.

If you absolutely must break the glass along a line that is poorly scored, turn the glass over and very carefully score along the same line. Then break it as usual.

10. WHEN CUTTING CURVES, CONSIDER RUNNING YOUR SCORE FROM THE INTERIOR OF THE SHEET.Consider how glass naturally breaks when you start to run a score. It tends to run as directly as possible to the edge of the piece. Therefore, if possible, when cutting complex shapes, start running your complex curves or circles away from the edge. (Figure 8)

11. AVOID TAPPING WHENEVER POSSIBLE.Tapping almost always leaves a jagged edge. But if you must, tap directly under the score line to minimize flared edges. (Figure 9)

12. BREAK OUT YOUR GLASS IMMEDIATELY AFTER SCORING.If allowed to sit too long, a scoreline will begin to develop fractures radiating along its entire length. Such fractures make it nearly impossible to run the score cleanly.

w w w. b u l l s e y e g l a s s . c o m

l l l l llll

l l l l

l l l

l l lll

l l l l l

l l l l llll l l l l l l l l llll l l l l ll l l l llll l l l l l

Figure 5

Figure 6

Figure 7

Figure 9

Figure 8

2

3

1

43

2

1

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix5:Micro-teachplanningnotes

21

Micro-teachnotesSaturday,14November201517:48

Idea1• Handoutglasscuttersonarrival(oneeach)• AskifanyoneinthegroupcanidentifywhatIhavejustgiventhem• Hasanyonehadanyexperienceworkingwithglass• WhenIhavereceivedananswerbrieflyexplainwhatwearegoingtodotodayincludingaims

andlearningoutcomes;o Studentswillbeabletodistinguishbetweendifferenttypesofglasscutterthrough

comparingofdifferingcharacteristicsandpartso Understandhowtoscoreandbreakastraightlineinglass

• Askoneofthegrouptocomeforwardwithawoodenhandlecutter-askcantheydescribethecutter?

• Nextasksomeonewithatoyooilfedcuttertodistinguishdifferencesfromthewoodenhandledcutter

• NextasksomeonewithaPistolgripcuttertodistinguishdifferencesfromthewoodenhandledcutter

• Circlecutter

Idea2-groups• Splitclassintogroups;

o Group1-woodenhandledglasscuttervs.oilfedcuttero Group2-oilfedcuttervs.pistolgripcuttero Group3-oilfedcuttervs.circlecutter

• Askgroupstocompareandcontrastthetwodifferenttypesofglasscutter,whyaretheydifferentmean…andmakenotes(3minutes-preparenotepaperwiththequestionwrittenatthetopA3)

• Eachgrouptopresenttheirfindings1-2minutes-Icontribute/question/interject-positivereinforcement.Anticipateanswers,prepareanyprops(e.g.bottleofcuttingoil,spare/duplicatecutters)

Explaintheconceptofglassscoringandbreaking• Usechocolatetodemonstratehowascorelineaidsbreaking;Askfortwovolunteerstohelp• Handvolunteer1asolidbarofchocolate,askthestudenttobreaktheirbarofchocolateina

straightline• Observetheresults• Howcouldwemakethechocolatebreakinastraightline?• Handvolunteer1apartitionedbarofchocolate,askthestudenttobreaktheirbarof

chocolateinastraightline• Observethedifferences• Comparethisprocesstoglassscoringandbreaking

Glasscuttingofastraightlinedemo• Breakitdownintofivestagesofaccurateandsafeglasscutting(usingwhiteboard);

a. H&S-Feltscollectglasssplinters,suppressspreadingofglasschipsandsplinters.Googles,gloves(optional),leatherapron

b. Clean-Demonstrateglasscleaningc. Score-Cutterangle(90-100degrees),uniformpressureandconsistentspeed,runthe

cutterofftheendoftheglass,useyourwholebodyd. Break-explaintheconceptoffulcrumonthewhiteboard,demonstratevariousmethods

PGCHE-EDU110:PlanningofTeachingandLearninginCreativeContextsASSIGNMENT3–JoshuaKerley20/01/2016Appendix5:Micro-teachplanningnotes

22

e. Tidy-BrushchipsandrecycleStudentengagement• Inviteastudentortwotohaveago• Askstudentstorecallfivekeystagesofaccurateandsafeglasscuttingattheendofthe

session

Idea3Introduction• Askifanystudentshavehadanyexperienceworkingwithglassbefore• Introducethelearningoutcomes

Explaintheconceptofglassscoringandbreaking• Usechocolatetodemonstratehowascorelineaidsbreaking;Askfortwovolunteerstohelp• Handvolunteer1asolidbarofchocolate,askthestudenttobreaktheirbarofchocolateina

straightline• Observetheresults• Howcouldwemakethechocolatebreakinastraightline?• Handvolunteer1apartitionedbarofchocolate,askthestudenttobreaktheirbarof

chocolateinastraightline• Observethedifferences• Comparethisprocesstoglassscoringandbreaking

Glasscuttingofastraightlinedemo• Breakitdownintosixstagesofaccurateandsafeglasscutting(usingwhiteboard);

a. H&S-Feltscollectglasssplinters,suppressspreadingofglasschipsandsplinters.Googles,gloves(optional),leatherapron

b. Clean-Demonstrateglasscleaningc. Measured. Score-Cutterangle(90-100degrees),uniformpressureandconsistentspeed,runthe

cutterofftheendoftheglass,useyourwholebodye. Break-explaintheconceptoffulcrumonthewhiteboard,demonstratevariousmethodsf. Tidy-Brushchipsandrecycle

Studentengagement• (Ifthereistime)Inviteastudentortwotohaveagogivingindividualinstructionandinvite

feedbackfromotherstudents• Askstudentstorecallfivekeystagesofaccurateandsafeglasscuttingattheendofthe

session

Documents

ASSIGNMENT 3 Reflective Review of Planning, Delivery ...€¦ · Reflective Review of Planning, Delivery & Evaluation of Teaching Practice Introduction The purpose of this assignment