For this exercise, I opted to write a detailed plan for a class, and to ask for feedback on this document from my tutor Linda Aloysius. We had an online meeting on 27th February, where Linda provided verbal feedback on my plan, sharing valuable advice on fostering effective learning environments and ensuring students gain the most from my classes. I was pleased that our discussion began with Linda saying that the activities I’d proposed sounded intriguing, and that the plan made sense to her as a whole.
One of the key insights Linda shared was the importance of setting clear intentions for activities. While I initially assumed that experiential learning might naturally guide students, Linda emphasized that explicitly stating the purpose of activities can help create a sense of continuity and maintain a safe, structured space for exploration. She pointed out that while some activities might seem self-explanatory, others require framing to ensure students understand their significance. Her perspective encouraged me to state why activities were taking place, their aims, and how they were scaffolding towards a certain aim.
Linda also spoke about the complex nature of group dynamics, cautioning against the idealization of harmonious learning communities. She reminded me that while collaboration is valuable, it is equally important to acknowledge that group interactions do not always function smoothly. Her advice encouraged me to be adaptable, reading the room and adjusting my approach based on the students’ responses rather than assuming a universally applicable method.
We also discussed ways to extend the impact of the workshop beyond the session itself. Linda suggested that temporary learning communities often dissolve quickly unless supported by a means of continued engagement. She recommended setting up a digital space where students could share thoughts, images, and documents relevant to the course. Given course restrictions on informal group chats, she proposed alternatives and I remembered a platform I’d used before called Framapad, which might not only facilitate ongoing discussion but also serve as a reflective tool for evaluating a session’s effectiveness.
Reflecting on this conversation, I feel more confident having planned a session and reviewed it with another practitioner. Linda’s advice helped me consider the balance between structure and flexibility, the realities of group learning, and the value of sustaining dialogue beyond the class. Moving forward, I aim to apply these insights, in the hope that my sessions can provide meaningful and lasting benefits to students.
Video of our meeting here.