How students reflect during my sessions
Something I often see in my workshops when students are presented with a problem is they follow a standard problem solving pattern. They refer back to their past experience and rack their brain for a previously used solution (see fig.1, Raelin, J.A. 2002). In my experience unless this is highlighted by an educator or practitioner, this might be where the exercise ends. By creating more of a co-teaching environment and implementing more reflective exercises into my work, I am trying to avoid the above problem solving issue. Getting the students to work together and think back on how we solve the issue that I present to them, helps to promote a team working environment, which is what their future in the film industry would be built upon.
In my experience the best way to help students to overcome an issue is to give them the space and time to find the solution themselves. I tend to try and keep a more informal tone to the sessions. However, I’ve noticed that I may prematurely jump in by providing the answers to an open question. There have been cases where I feel the students aren’t understanding after an explanation I’ve given to the class. I’ll then jump in with the solution without providing the necessary space for the students to digest the given information fully. Raelin provides some insight into how our behaviour affects those around us. Fig.2, (Raelin, J.A. 2002) is a visual map of Ralin’s ‘skills of reflective practice’ where he provides some useful definitions into breaking down group discussion and the reception of information. After reading this I have been giving more thought about how and when I choose to speak as well as slowing down the pace of my delivery in class. I have been thinking through my use of language more thoroughly and revisiting any examples I give out, to ensure they are actually helping the student to understand. I have also started making basic visual guides for some of my workshops, so the students have a handout they can follow along and refer back to outside of class. (see appendix A).
Problem solving when there is a wide skills gap in my classes
In my workshops there is a consistent disparity between each learner’s background and needs. No matter what level (4 – 7) that I am working with this will be the case in every class. To try and tackle this issue in my workshops I have been changing the layout of my space and increasing group lead exercises to help cultivate a more co-teaching environment.
‘Co-teaching can be seen in its facilitating of individualized support, while enabling the educators to address their students’ diverse needs’ (Zach and Avugos, 2024).
I have implemented this largely through increasing the amount of group work in each class. Making sure the students have more group exercises allows them to build closer connections with their peers as well as promote them to interact and support each other. I have also started to signal this at the beginning of my workshops. Stating the ground rules of engagement within the space, so they know it is safe to ask questions and to help each other. In addition to this, now the focus is less transmissive as the students are no longer sitting still while being fed information verbally from me. I can move around the space and help anyone who is behind and answer questions more thoroughly and in more detail.
In conclusion, after looking into reflective practice and co-teaching I have modified my own delivery, giving more time and space for the students in my class to take information in. I have also changed the structure of my workshops, increasing the amount of group exercises and discussion. This has promoted a more co-teaching environment and allows me more time to move around the space and support the students on an individual basis.
Refs
Raelin, J.A. (2002). ‘I Don’t Have Time to Think!’ versus the Art of Reflective Practice. Reflections: The SoL Journal, 4(1), pp.66–79. doi:https://doi.org/10.1162/152417302320467571.
Zach, S. and Avugos, S. (2024). Co-teaching in higher education: Implications for teaching, learning, engagement, and satisfaction. Frontiers in sports and active living, 6. doi:https://doi.org/10.3389/fspor.2024.1424101.
Appendix A https://docs.google.com/presentation/d/1zOmHVDVzQEhCt-b1DFJ84-23N0uu6rQeIKulqX2_nNI/edit?usp=sharing