An evaluation of teaching practice –
‘The known and the unknown.‘
In academic support I work with different courses in the design schools at LCC from BA to MA levels. Having the ability to respond to students’ diverse needs begins with identifying what they are. Due to my infrequent interactions with my courses, I may not be aware of individual students’ needs. As highlighted in the UAL data on Dashboard, students do not always declare their disabilities or other needs. When I am preparing for teaching the absence of this data needs to be considered.
Fig. 1. Dashboard data on declared and non-declared disabilities. (UAL, 2024)
I will be discussing in this case study the challenges in delivering workshops for my student’s unknown needs and actions that I can put in place.
Making anticipatory adjustments, providing handouts on coloured paper, ensuring that all communication is clear, and my PowerPoint and the space is accessible so students can engage positively.
While delivering an embedded workshop, ‘Maintaining Motivation and Independent Learning’ to my MA students I decided to physically illustrate their challenges.
Fig. 2. Maintaining Motivation and Independent learning presentation for the flying challenge first edition.
Fig. 3. Crumpled messages for the ‘Flying Challenge’ exercise.
When it came for students to read, one student I noticed from their body language looked uneasy. I moved closer to the student for support, and then said to everyone that I can also read if anyone would like me to, of which I did for this student.
Reflection
After the workshop I spoke with the student about how they felt about the exercise. The student then revealed to me that they were dyslexic, and they found it difficult to read aloud. I then apologised. I should have offered the class other modes of feedback that would have been more inclusive. The student then said,
‘No problem I am used to it, this happens all the time in my lessons’. (UAL, 2024)
I responded that this should not be the case and informed them about the support that is available to them. This was disappointing, I should have prepared better and offered alternative feedback arrangements. This student has now adopted this nonchalant way of learning due to teaching. I reflected on what I could do differently. I now ensure that in my workshops I try to prepare for all my learners diverse needs known and unknown. I re designed the same activity and offered options for all students to respond. Giving students the
opportunity to make choices as to how they would like to respond is a part of being inclusive. This was reinforced to me by a peer micro-teach session on the course.
Fig. 4. Maintaining Motivation and Independent learning presentation for the flying challenge second edition.
I have discovered that I may not know all my student’s needs, but it is important for me to be aware of their behaviour and reactions. I am mindful of how I present my workshops that all my materials are accessible. I must not allow my assumptions to take precedence. I want to create a safe space where social justice and diversity are a part of the learning environment as highlighted by Arao and Clemens, (2013, p.138).
It is okay to question my methods of teaching and to reflect on what I could do differently.
We may not always know everything about our students’ diverse needs in the room, but we have no excuse not to plan and prepare for them in an inclusive way. (Arao and Clemens, 2013, p.138).
References
Arao, B. and Clemens, K. (2013). The Art of Effective Facilitation. From Safe Spaces to Brave Spaces. A new way to Frame Dialogue Around Diversity and Social Justice. 1st ed. Stylus Publishing, LLC, p.138.
Image References
Fig. 1: Dashboard data on declared and non-declared disabilities.
UAL (2024). Student Profiles: Summary Grids. [online] Canvas. arts.ac.uk. London: University of the Arts London. Available at: https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=bef5369d-9952-4bb2-a862-c630eaad431e&dashcontextid=638681484874833583 [Accessed 17 Mar. 2025].
Fig. 2: Smith, G (2025) ‘Maintaining Motivation and Independent learning presentation for the flying challenge first edition’ [Presentation Slides]. PU002502 collaborative Unit. Available at: https://artslondon-my.sharepoint.com/:p:/g/personal/g_smith_lcc_arts_ac_uk/ETzM2BM_AcFHjdSTrc7ONBoBPHFXVRZbrFMv7m1_tD9f_w
Fig. 3: Smith, G. (2025) Crumpled messages for the ‘Flying Challenge’ exercise [Photograph]
Fig. 4: Smith,G. (2025) ‘Maintaining Motivation and Independent learning presentation for the flying challenge second edition’[Presentation Slides].PU002822 Final Project: Available at: BA UXD – Maintaining Motivation and independent learning.pptx