Draft Flipped Classroom
- Alice Walton
- Jun 10
- 3 min read
Updated: Jun 16
10 Jun 12:39
Manage Discussion by CLARE GIBSON
Reply from CLARE GIBSON
Hi Alice
I wonder what made you change your initial idea? I thought it was a good plan.
Your new session looks great!
Your aim of ‘inspiring students to find colour inspiration in different ways’ sounds interesting. How do you envisage your learners doing that? (It’s probably obvious to someone in your industry.)
Your outcomes are clear and highlight what you would like your learners to achieve. I am assuming they will bring colour ideas of their blends with them to the synchronous session.
I do like the quiz idea, I think that should work very well, it will, as you say, demonstrate who has engaged with the work before the synchronous session.
Being able to combine both a synchronous face to face scenario and aerial footage is a logical plan and demonstrates your technical abilities. Like you, I will record my synchronous session, I think it works as a good recap and is particularly beneficial for anyone with additional learning needs.
The private chat facility is a useful tool (which I completely forgot to mention in my session plan). It can allow for specific feedback, without having to involve other learners.
Your icebreaker is a good idea; this will enable students to form a connection before the activity begins, which will be particularly useful if learners don’t know each other.
Your post class feedback and questions are very sensible, particularly as this is a stand-alone class with no assessment. By asking reflective questions, you can gauge if learners have enjoyed the session and if they have developed their skills.
Maybe you could add a question about how they might implement what they have learned from you within their professional practice, or within their next projects.
As always, you have written clearly, Alice. Your sessions always sound interesting and make me want to take up ceramics myself!
10 Jun 13:16
Manage Discussion by ALICE ROBSON-WALTON
Reply from ALICE ROBSON-WALTON
Thank you so much for your feedback Clare, I really appreciate the time you have taken to do this.
That is a great point for the final question. I will definitely add this in, and it could potentially work as a quote endorsing the course for advertising in the future.
In regards to your first question, in terms of giving the students inspiration for finding their own colour ideas in their work; I have produced a visual powerpoint PDF, which briefly runs through how to source colours from photos, maps, and other secondary sources such as paintings and historic drawings. Students can see how to use a particular tool on photoshop to create their own colour swatches (I reference my practice to contextualise. I find this technique particularly helpful when working with an image with thousands of colours. It allows students to select out specific tones within the 'noise' of thousands and apply it to their ceramics.
-It isn't an obvious question! :) In the past I have found the different ways that artists find their inspiration incredibly helpful, so have added this point into the lesson.
10 Jun 14:25
Manage Discussion by EVGENI PETKOV
Reply from EVGENI PETKOV
What works well: Alice, I really like how you've brought your professional ceramics practice directly into the teaching - that authentic connection is brilliant and something I'm trying to achieve with my sustainable fashion work. Your technical setup sounds spot on, especially the multiple camera angles. That's quite clever and shows you've really thought about the online learning challenges.
Areas to develop: Both of us could do better at linking back to the pedagogical theories from the course - I'm struggling with this too! Your learning outcomes could be a bit more specific about what students should actually be able to do with those percentage calculations by the end.
Comparing to my session: Your hands-on approach is lovely and makes me think I should include more practical elements in my bio-materials session. I've been quite focused on the theoretical side, but seeing how you've planned the making aspect gives me ideas for getting students to actually handle sustainable materials rather than just discussing them.
Overall: Really solid planning - the flexibility you've built in for students who haven't done the prep work is something I hadn't considered properly.
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