Session/artefact to be observed/reviewed: STUDIO SUPPORT WITH AD HOC TUTORIALS
Size of student group:  5-30
Observer: VICTOR GUILLEN SOLANO
Observee: MAJA MEHLE
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
Making support during the final stages of Unit4 (last unit) before the final show and end of studies. Tutorials are on an ad-hoc basis.
Also support in managing the sewing room and distribution of work/tasks.
How long have you been working with this group and in what capacity?
I have been working with this group for approximately 11 months. Unit 3 and Unit 4.
What are the intended or expected learning outcomes?
Students have questions for their specific project. The questions are all about making garments for their final collections. Some of the questions are regarding the final fittings.
What are the anticipated outputs (anything students will make/do)?
Students are making/finishing garments for their final collections. Each student has a different question. Some questions are related to patterns, others to materials etc.
Are there potential difficulties or specific areas of concern?
Since this is an ad hoc session, the types of questions vary, so quick thinking is necessary. The environment is fast paced, students are tired and stressed.
Managing different stakeholders such as technicians and students with sometimes clashing expectations.
How will students be informed of the observation/review?
By email
What would you particularly like feedback on?
Communication with students, clarity of my instructions
How will feedback be exchanged?
Written form
Part Two
Observer to note down observations, suggestions and questions:
Hi Maja,
Thank you again for inviting me to observe your studio support session at CSM while students were preparing for the final show. You suggested I should focus on your communication with students and clarity of your instructions, so I’ve done that below but added a couple of things that I thought was worth mentioning
First of all, I thought the atmosphere in the studio was busy and positive, with students feeling comfortable asking for help and engaging in discussions about their work. I really liked the way you interacted with the students, the materials and the garments, creating a dynamic and encouraging environment through targeted questioning, constructive feedback, and hands-on demonstrations.
Communication with students
The interactions with students were focused and purposeful, seeking clarification through open questions, providing explanations and offering suggestions, often accompanied by demonstrations. You also adapted language for different purposes (e.g. praise, clarify, instruct, explain, suggest), switching to a more directive tone when needed to keep students on track (e.g. “I can still see pins here, so focus on this part and get it done before you move on to the next.” You also clearly signalled when clarification was needed, using phrases like, “My question is…” or “Last time you wanted to… is that still the case?” This helped to ensure your feedback was targeted and aligned with the students’ objectives. You encouraged a dialogue-driven studio environment prompting students with questions like, “Got any questions? Anything you want to show me?” rather than directly commenting on their work. You also prompted reflection through more targeted questioning such as “Does this need to be hidden/invisible?” or “Do people wearing your garments wear a belt?”, then explaining the possible implications of their decisions. This approach helped students consider both functionality and aesthetics in their designs, also reinforcing industry-relevant decision-making. For example, “Using more layers is more difficulty, but it sticks well so your customers don’t come back with issues, but one is OK for a while.” You also listen actively and use backchanneling to signal you’re listening (verbal clues like ‘uh-huh’, ‘yes’, ‘right’, ‘I see’, and nonverbal clues such as nodding, smiling, or pointing to specific areas of the garment to show you’re following the student’s explanation)
Giving instructions
You use precise language, varied expressions and demonstrations to guide students through their tasks. You reinforced explanations by actively engaging with the garments and materials; instead of relying solely on verbal instructions, you demonstrated techniques while explaining, e.g., “If the idea is to… then you need to…”. This method provided students with a visual reference, making complex processes easier to grasp. Checking comprehension was also a priority, with you frequently asking, “Is that OK?” after demonstrating a technique. Your instructions usually followed questions to clarify what the student was trying to do, ensuring that your instructions were relevant. I also liked the way you explained why it should be done in a particular way, so it was easier for students to understand the reasoning behind each technique, rather than just following instructions. For example, when checking measurements, you asked, “When you measure this, how do you do it?” before providing corrective feedback, “Don’t measure from the top because…”, and then demonstrating.
Food for thought
I noticed that you often provide a lot of information and ask if students have understood, which is great. I was just wondering if would help to ask students to recap your instructions to ensure they understood, and the type/sequence of steps/actions is clear to them. I also wonder about the criteria used to assess their work and whether some of your feedback could also relate to that (besides the helpful industry-oriented feedback that you provided).
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Thank you, Victor, for this insightful feedback.
The reason I’ve asked you to focus on communication is because I sometimes worry, that the way I communicate is not clear enough for students to understand. Each year we get students with varying levels of understanding and knowledge of make, so I would like to make sure that the language I use, and ways of communicating, are suitable, engaging and not intimidating.
The suggestion about asking students to recap my instruction is extremely valuable and I plan to implement this approach in my upcoming sessions. I know that the instructions can sometimes be confusing and complex, especially in such a fast-paced environment, where time is precious. I’ve noticed that students sometimes nod or verbally express that they understand because they either feel like they’ve been put on the spot, or they don’t want to admit that they don’t understand what I am suggesting. Unfortunately, I also sometimes notice that they didn’t understand when it is already too late, for example after they’ve cut the fabric.
The second suggestion to incorporate assessment criteria into my feedback is an excellent point and has given me much to reflect on. I will take the time to explore how I can integrate these criteria alongside the industry-oriented feedback. I believe this approach will not only enhance the feedback given but also provide students with greater clarity on expectations and learning outcomes, ultimately supporting them in preparing more effectively for their final submission. Thank you for bringing this to my attention.