apotemska's blog

Link to the document of Observation Teaching Practice

Session reviewed: 1 hour Feedback session on student projects 
Size of student group: 18 
Observer: Alina Potemska 
Observee: Serra Ozdemir 

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action. 

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? 

This is a student project feedback session for the Collaborative unit. Students have been working on their Collaborative projects for the 8 weeks. I run regular peer and tutor feedback sessions with them. They will be submitting their work in 2 weeks and this session will focus on reviewing their current work and provide feedback. 

How long have you been working with this group and in what capacity? 

I have been teaching them weekly since they started on the course on October 2024. 

What are the intended or expected learning outcomes? 

Collaborative workflows withing the 3D Computer animation and other diciplines. Working on live briefs. 

What are the anticipated outputs (anything students will make/do)? 

Students will be asked to present their works to their peers and tutor in small groups, in the format of ‘desk crits’. If they don’t have any project statement/synopsis they will need to work on that during the session as well.  

Are there potential difficulties or specific areas of concern? 

Engaging in discussion on other students’ work for peer reviews. 

How will students be informed of the observation/review? 

I have informed students in my last session with them that an observer will be attending to their session as part of my PGCert course. 

At the start of the session, I will also introduce Alina and briefly explain the PGCert. 

What would you particularly like feedback on? 

Nothing specific 

How will feedback be exchanged? 

I prefer a written feedback  

Part Two 

Observer to note down observations, suggestions and questions: 

Since the session is a review of student’s Collaborative projects after 8 weeks, that had a nature of individual tutorial feedback with a tutor’s short presentation at the beginning. 

Tutor reminder what is Unit assessment and reviewed if students have any questions. 

Tutor demonstrated clear communication, established a positive mood in an class with humour and student’s interactions.  

One of the playful interactions appeared after the silence for the question: “Do ou have any question?” 

Tutor approached one of the students: “Are you ok, you look sad?” 

Student: “No, I’m not.”  

Other student said intead: “I am sad”  

Tutor: “Oh, you are sad, because the unit is finishing?” — was a smart twist 

Same student: “[heart emoji imitation gesture — sharing appreciation and warmness] 

After the general interaction with a group of students, tutors started the circle with a individual review for students’ work. 

Tutor established trusted and welcoming climate for questions and interactions between students, encouraging to interacts with peers, making sure they exchange their skillset which their enquired during the unit. 

When students who looked sad tried to leave the class with justification of some other students are waiting for him for rendering the projects, there were sequence of questions from tutor which convinced them to stay in the class under conditions. 

Arranging the space: when two students are discussing their project, tutor was inviting them to sit down next to each other. 

It felt a bit too warm in the room and I would imagine there was a need to turn on air conditioner. However, some students were sitting in the jackets, so I would assume they didn’t feel the same way. On my request air conditioner was turned on, but after 30 min if felt quite cold. That could have been benefiting to give ownership of changing temperature in the room to the participants of the session or announce planned change of temperature. By the time of writing the feedback, the air conditioner was turned off by tutor’s initiative. 

That was helpful to see how students use Miro board and how it can be used for educators. 

Continuation of the session was consisting of feedback to the group, providing critical evaluation and suggestions on the further progress needed before the project submission. I found the session efficiently structured and benefitable for student’s progress. 

Part Three 

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged: 

Alina’s observations of my feedback session on student projects have highlighted some parts that I would like to mention. I am glad that Alina thought the session was structured well and engaging for the students. 

In my sessions, I try to engage with students through a series of questions to learn how they are feeling at the beginning of the session and about their projects. I will continue to incorporate more interactions with students to provide a comfortable learning space. 

The observation regarding the students’ need to leave the room is something that happens quite often when it is a collaborative unit project. Sometimes, groups can’t find enough time to work together at the same time, which is why they tend to ask to leave early to continue working on their projects. I try to be flexible with my students as long as the session’s objectives are met. I am glad that Alina observed that asking a series of questions to the student made them realize they should actually stay in the session, while accommodating their concerns about their projects’ progress. In the future, I can consider a different session structure, where I allocate some time to help them actively collaborate on their projects. 

As a tutor, I see a lot of benefit in students doing peer reviews and desk crits. This helps them facilitate knowledge exchange and share their ideas with their peers, while also actively getting help from me during the session. I will make sure to continue these sessions in the future. 

Alina’s note on the room temperature is a good point. I myself tend to be cold during the sessions. In the future, I will tell students to feel free to adjust the room temperature, or ask them once or twice during the session if the room temperature needs adjustments. 

The feedback has provided good points to refine my teaching approach, focusing on a more comfortable and engaging learning environment. 

Link to the document of Observation of Teaching Practice

Session reviewed: Informed Practice 1, Games Art, Year 1
Size of student group: 20 
Observer: Serra Ozdemir 
Observee: Alina Potemska 

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action. 

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? 
On 6 March 2025 there is a session for Informed Practice 1 for BA (Hons) Games Art students in W231. There will be a lecture from 10am titled: Developing and Writing Literature review. Also, we will be looking into usage of Note-taking tool.  

There is a visit from Academic Support Librarian planned with a Library intro on 11.30. 

How long have you been working with this group and in what capacity? 

It’s a second session for the group, first time meeting them in person after online briefing. 

What are the intended or expected learning outcomes? 

Understanding how develop and write literature review and use note taking tool. 

What are the anticipated outputs (anything students will make/do)? 

Students will be invited to log in to Padlet and put their essay topic, start looking for references and note references via note-taking tool by next session.  

Are there potential difficulties or specific areas of concern? 

Issues with logging in to Moodle, teams, padlet. 

How will students be informed of the observation/review? 

At the begging of the session. 

What would you particularly like feedback on? 

On my teaching style. 

How will feedback be exchanged? 

In text form, open to a verbal feedback as well. 

Part Two 

Observer to note down observations, suggestions and questions: 

This was the first session for the tutor with the students with a morning session. She welcomed them with a good opening question about how they are doing and went through the schedule of the day. The tutor told students that they can let her know if they feel uncomfortable with the temperature in the room. One downside is that the AC noise is quite loud, but the tutor’s voice can still be heard. 

Update on the AC (After 35 min into the seminar): Tutor turned off the AC, which  helped reduce the noise. By turning of the AC, there was more clarity to her voice.  

The tutor welcomed students and directed them that they could sit wherever they felt comfortable. When the students arrived late, the tutor has successfully let them in the room without interrupting her lecture. This did not interrupt her flow and engagement.  

Update (after 50 min in the seminar): More students arrived, and tutor asked them ‘Ohh what happened to you guys?’ in a fun way. She welcomed the students into the class and directed them to take a seat. The students quickly settled into available spots in the room. 

The tutor started with a series of question to students where it successfully initiated questions with students. She reassured that that writing the essay will be fine.  

Physical space: 

The layout of the room is unfortunately tricky for the tutor to face all the students at the same time, as she has to stand in the middle of the space. It would have been a better layout if the tutor had directed the students to sit at the back of the room to face them all. With the rooms layout that cannot be changed, the tutor used the current layout actively by walking up to different sections of the room to engage in conversations. 

Throughout the lecture tutor kept asking students questions to maintain engagement. She directed the questions to different groups of the students that were seated in the different parts of the room.  

Some students were using their iPads, phones and screens were available in the room through the lecture. Some used these for note taking for the seminar, to take pictures of the slides on the screens while a couple of students were playing games on their phones.  

The tutor gave examples to students by utilizing the objects in the room to explain her topic further. Many of her examples were drawn from games, which inspired students with ideas for their papers. This actually engaged more conversations from the students. The tutor also told the story of “monkey and banana” story, which captured the students’ attention and helped explain why referencing is important. Nice story 🙂 

The tutor successfully went through the bullet points of her slides that were on the screen. With engaging examples and pictures for the students to be able to ask questions.  

The tutor used Padlet in her lecture and gave clear instructions to students on what task they need to complete. She also gave directions where they can locate the link to the Padlet. The exercise initiated conversations among the students. Tutor also went around the room to help students if they had questions and actively engaged in discussions with them. 

Tutor introduced LEO from library and asked students if they would need a  break. She made the decision of taking a short break and clearly gave students information on when they would continue the lecture.  

Suggestions:  

Would you consider asking students to sit at a specific location of the room to be able to engage more conversation from them? Currently some of them seem to hide away behind the screens.  

With the AC turned off, your seminar was clear, as there was not a constant noise in the background. This might get tricky for the rest of the term as the weather gets warmer and you might need to have the AC on for a longer period.  It might be worth checking if adjusting the fan speed reduces the noise level in the room. 

Overall, this a was well structured and done lecture for the students. Students seemed engaged, and they were listening, taking notes and asking questions to the tutor. 

Part Three 

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged: 

During my classes I aim to create a welcoming and inclusive environment.  

I was mindful of the physical discomfort caused by the AC and made the decision to turn it off partway through the session to improve vocal clarity, which appeared to enhance communication.  

I was pleased to see students interacting with the content, asking questions, and using the Padlet activity to collaborate. There was a mix of attentiveness and distraction among students, which I hope to address in future sessions, possibly by guiding seating arrangements to encourage greater focus.  

Overall, I feel that the session achieved its goals, and I appreciated the opportunity to recieve a feedback, reflect and continue improving. 

Record of Observation or Review of Teaching Practice

Session reviewed: Informed Practice 1, Games Art, Year 1, LCC
Size of student group: 20
Observer: John O’Reilly
Observee: Alina Potemska

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.

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?

On 13 March 2025 there is a session for Informed Practice 1 for BA (Hons) Games Art students in W231 in London Colledge of Communication. There will be a lecture from 10am titled:
“Games as social commentary. Political and ethical themes in games. Characteristic of the games by J.Huizinga”
There is a visit to Library at 12:00 to see Academic Support Librarian and apply the Glossary exercise.

How long have you been working with this group and in what capacity?
It’s a third session for the group, second time meeting them in person after online briefing.

What are the intended or expected learning outcomes?
Understanding what the topic for essay of Games as social commentary. Political and ethical themes in games can cover. Also understanding of characteristics of the games by J.Huizinga

What are the anticipated outputs (anything students will make/do)?
Students will be invited to split in 5 groups to discuss printed materials of characteristic of the games by J.Huizinga

Are there potential difficulties or specific areas of concern?
Loud air-conditioner. The layout of the room is not very practical for group interaction. Student’s issues with logging in to Moodle, teams, padlet.

Additionally, I have an overseas flight on the day and Thesis assesment deadline. There is certain level of extra stress on the day.

How will students be informed of the observation/review?
At the begging of the session.

What would you particularly like feedback on?
On my teaching style.

How will feedback be exchanged?
In text form, open to a verbal feedback as well.

Part Two
Observer to note down observations, suggestions and questions:

#makingthespace
The class feels well organized from the beginning, you asked the students to log into their Padlet and look at the title of the essay, it is good to have a task they can achieve quite quickly. Some of them work away on the Padlet, some navigate to the library and some browse social media. You are attentive to the space and the comfort of the students, posing the dilemma, “loudness versus freshness” as the air conditioner buzzes in the background. You are every present to the teaching moment and also to any neurodiverse students who may find focusing harder when experiencing different sensory inputs. You connect with the students to create the space too, asking them, “how are you doing? how is your energy?” You could also make this more specific, asking them the best game/best hack/best move they have made in a game since the last class – or create a Padlet for them to write this on and read it out collectively

#slidesandstorytelling
All the slides have an excellent blend of text and image that captures the concept being discussed – the right amount of text alongside a carefully selected image, perhaps this is also the skill of your illustration practice. The layout is really clear and it does make a difference in people being able too quickly get a sense of the subject matter. The image is always really interesting it serves the purpose it’s more than just an illustration it tells lessons it’s sometimes conceptual. But perhaps the most useful aspect of this pedagogy is your storytelling around the slide using the slide as a visual and informative anchor point for the student alongside the wider narrative and context you’re bringing to the information. All the slides are full of really big ideas such as for example the idea of curiosity being related to playfulness, and the idea of play has significant expression of cultural practices and values

#breakdowns
The agenda for the class is clear, and it is great that you foregrounded Johan Huizinga amongst the other task-driven elements of the class. The lesson plan contains a really good balance of activities, of learning, of the students getting familiar with fundamental academic practices –intro to the day, a discussion of the essay, lecture, library tour, and glossary activity. All of this is broken up into doable chunks. The breakdown of the essay is really effective, a really good starting point asking questions of the students as to what an essay should include, pointing to the use of image, working with them to build an idea of how a successful piece of writing might work. As you go through the structure you make sense for them the core elements from the introduction to the theoretical framework which discusses the key concepts but also the historical concepts – that historical aspect is really valuable to show that current ideas were created in time, that they are not immutable. It was excellent when you recapped all of this asking the students themselves to voice and repeat what an essay structure consists of, giving them the opportunity to own this process.

#disciplinarythinking
There is a really accessible introduction to Huizinga’s Homo Ludens and what’s also nice is showing students the book, the artifact of study. You could pass the book around, it always feels like it is extra encouragement to read especially in art school? The overview of the development of ludology for example, was really effective in locating for students something of their own disciplinary landscape, a disciplinary way of thinking that they can feel they belong to. It might be worth highlighting this for students, as much as being games designers they are also part of the heritage and history ludology. The brief genealogy of this disciplinary context was excellent.

#readingasworksheet
The reading exercise elated to the five different groups working on different aspects of Homo Ludens was really good. some students can find reading more of a struggle than others and it was great that you printed it out on A3. That size was also a more interesting and digestible artifact to work with, to draw on, to write notes on, A3 made it look like an inviting worksheet rather than an A4 page dense with text.

#studypractices
The pacing of the class meant that while you covered so many things, everything always felt fresh – you scaffolded each section of the lesson really creatively. One of the students asked about what note-taking, trying to get an idea what that meant, and it reminded me how young these students are and how they’re only learning their study skills. That might be worth thinking about as you move forward in the course breaking down for students basic study activities just as you did with the essay.

#keywordconcepts
You noted apologetically that there were so many game examples you were giving, but that scale of examples worked very well because it meant you were not attributing singular importance to any one of the games. The curation showed such variety of subject matter, purposes and cultural value. It was also excellent in given such attention and analysis to ways of thinking and playing in non-western cultures. In general you could consider a #keyword on each of these slides with a one-word concepts you are highlighting in the slide?

#signaturepedagogy
Writing this afterwards, because I have been inspired by this session on play (as anthropology, philosophy, pedagogy) I wonder if on the unit there was way of foregrounding a style of study based around play? Maybe the students generate a quick ‘set of instructions on how to play-at-research? What are the rules of the space, time and tools of playstudy? Just thinking out loud Alina!

Summary
We discussed the image citation, which you were aware of more in anyway. And despite losing time due to evacuating the building you covered the session with great timing. I imagine given more time you could have talked and discussed with the students even more extensively – they were all really engaged. I have made suggestions in the text above, but my overall impression is how skillfully you arrange the lesson, how creatively you communicate it with text and image, and how well you tell the story of the slides. It is a very immersive experience.

Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

This feedback was very supportive and encouraging. The conversation we had with John also inspired me to show students more examples of the games, ensuring they keep seeing variety of different games, the same way we work with visual art.
This experience encouraged me to work more on my research, boosted my confidence and pointed me in the right direction for further improvement.

Teaching in a computer lab environment gives additional challenges, particularly when it comes to interaction, collaboration, and engagement among students. The class arrangement and layout affecting social dynamics within the classroom significantly impact the learning experience. In my teaching, I have observed how the physical environment, the placement of computers, and student seating choices influence group dynamics and peer support networks. Addressing these factors has been key to creating a more interactive and supportive learning atmosphere.

One of the primary challenges I faced was the setup of a room with 40 computers arranged in five rows. The structure of the room made it difficult for students to move around easily, particularly in the longer rows, which limited spontaneous interaction. I also noticed a pattern where students consistently chose the same seats and tended to collaborate with the same peers. While familiarity can be beneficial, it also reinforces social silos and limits exposure to diverse perspectives and collaborative opportunities.

To address this, I initiated a discussion with the student representatives during the unit summary and planning meeting. I suggested the idea of implementing a randomised group setup and a forced seating arrangement to encourage students to work with different peers. The student representatives supported this initiative on behalf of their peers, recognising the potential benefits of increased interaction and knowledge sharing. We decided that this approach would be applied to both offline and online sessions.

For offline sessions, the introduction of a randomised seating arrangement helped break the habitual seating patterns, fostering new connections and collaborations. It encouraged students to step out of their comfort zones and engage with different perspectives, ultimately strengthening their problem-solving and teamwork skills. Additionally, this change improved accessibility within the room, as students were more willing to navigate the space rather than feeling confined to their usual spots.

Online sessions posed a different set of challenges, particularly in maintaining an interactive and engaging learning environment. Unlike physical spaces, where students naturally interact, online settings can feel isolating and passive. To counteract this, we invested in a wireless microphone and a webcam with a stand, which allowed for more dynamic session delivery. These tools enabled a more interactive approach by facilitating better communication and ensuring that students could actively participate, regardless of their physical location.

Incorporating these changes also meant revisiting the structure of tutorials and sessions. We experimented with different formats, such as breakout rooms, peer reviews, and guided discussions, to maintain engagement and encourage collaborative problem-solving. By continuously refining the number and type of tutorials offered, we were able to tailor sessions to the needs of students while ensuring they remained interactive and immersive.

Through these efforts, I have seen a positive shift in student engagement and collaboration. The strategic use of space, technology, and group structuring has fostered a stronger support network among students, enhancing their learning experience. While challenges remain, continuous adaptation and dialogue with students will ensure that the learning environment remains inclusive, dynamic, and conducive to both individual and collective growth.

Before the start of a new academic term, I was contacted by the mother of an incoming student who identified as transgender. She requested a meeting to discuss her child’s concerns about joining the class. In our conversation, she expressed deep worries about her child’s insecurities, particularly related to their changing voice, which they felt was too low, and their overall physical appearance. The mother was apprehensive about how their child would be perceived and treated by peers in the classroom setting.

Understanding the significance of these concerns, I reassured her that I was committed to fostering an inclusive and supportive learning environment. I emphasised my active approach to equality and anti-homophobic policies, ensuring that my classroom would be a safe space where her child could feel comfortable and valued. I made it clear that the student would receive the same respect and support as any other learner and that I would intervene if any discrimination or discomfort arose.

With this assurance, the student decided to attend the classes. Initially, they were somewhat reserved, but over time, they began to find their confidence within the classroom setting. They soon became one of the most proactive students, engaging enthusiastically in discussions, collaborative projects, and creative assignments. Their presence and contributions enriched the class dynamic, demonstrating the power of a supportive educational space in nurturing student growth.

One of the most remarkable aspects of their journey was their participation in the life drawing sessions. Despite their initial physical insecurities, they eventually felt comfortable enough to take part in modeling for these sessions, showing immense personal growth and self-acceptance. This was a significant step, not only in their artistic journey but also in their personal development, as it demonstrated their increasing self-confidence and comfort in their identity.

This experience reinforced my belief in the importance of inclusive teaching practices. By creating a space where all students feel seen and supported, we can empower individuals to thrive academically and personally. The student’s transformation from self-doubt to proactive engagement was a testament to the impact that a welcoming and affirming educational environment can have.

This case highlights the importance of actively implementing inclusive policies, not just as theoretical commitments but as lived practices that make a tangible difference in students’ lives. It serves as a reminder that educators have the power to shape not only academic success but also personal confidence and resilience in their students.

At the end of the unit Identity and Avatar, students were expected to present their artist book alongside preparing an object for a virtual exhibition. This unit focused on character design, allowing students to explore identity through digital and visual representation. The final presentations took place in an online Virtual Reality environment, where each student had the opportunity to discuss and reflect on their work.

Background

One of the students approached me privately, just five minutes before the session began. He had missed a significant number of classes due to illness and disclosed that he had been diagnosed with ADHD and an anxiety disorder. According to him, he was physically unable to present and requested an exemption from the presentation.

Given that all other 35 students were prepared to present, I initially found it difficult to justify allowing him to opt out. However, I was aware that he was registered under disability/learning difficulty status, even though I did not have immediate access to his documentation. To ensure fairness while accommodating his needs, I proposed an alternative solution: he could prepare an online presentation alongside his final submission within two days. This approach would allow him to summarise and reflect on his visual work without the added pressure of public speaking, which he described as impossible for him.

Twist

After nearly two hours of student presentations, it was almost time to showcase his work in the virtual exhibition. To my surprise, the student reached out again and inquired if he could still present in real time, alongside his peers. Given our prior arrangement, I did not expect him to reconsider. When asked about his change of heart, he explained that he preferred to complete the task immediately rather than having outstanding work to submit later. This shift in his decision highlighted a significant aspect of his anxiety — procrastination and the burden of unfinished work seemed more stressful than the act of presenting itself.

Outcome and reflection

The student proceeded with his presentation and performed exceptionally well. His articulation of ideas, engagement with his peers, and confidence were on par with the rest of the class. At the end of his presentation, he reflected that it was not as stressful as he had anticipated. This outcome not only demonstrated his capability but also underscored the importance of flexibility in academic settings.

This case highlights several key takeaways:

Adaptive assessment strategies
By offering an alternative method of participation, the student felt empowered rather than excluded. He was able to make a decision that worked best for him in the moment, having options.

Anxiety and student’s decision-making
The student’s last-minute decision to present illustrated how anxiety can influence one’s perception of difficulty. Given a choice, he opted for immediate action over lingering uncertainty.

Inclusivity
Ensuring fair treatment does not necessarily mean identical treatment. Providing different options for students with learning difficulties allows them to engage in a way that aligns with their capabilities.

Ultimately, this experience reinforced the need to balance structure with adaptability. While consistency is crucial, creating a supportive environment that allows students to navigate challenges at their own pace can lead to unexpected growth and confidence-building opportunities.

As part of an object-based learning microteaching sessions I conducted a Palimpsest exercise. Originally, the session was part of the Introduction to Games Art unit for Games Art course. I began by explaining the meaning of the term and showing a video featuring materials from the Zakynthos manuscript.

The exercise I introduced was inspired by the concept of a palimpsest — a layered manuscript where older writing is partially erased and overwritten, allowing traces of the past to coexist with the new. After explaining this to participants and showing a brief video featuring materials from Zakynthos, participants were offered to write two words describing activities they enjoy on A4 sheets.

These sheets were then passed around the group, with each participant folding the paper into a 3D form inspired by the words, followed by another participant adding drawings on top of the form. This layered process not only mirrors the palimpsest idea but also encourages collaboration and reinterpretation, enabling students to build on one another’s ideas physically and conceptually.

This collaborative, iterative process embodied the core of object-based learning: objects (in this case, transformed papers) became narrative carriers, continuously reinterpreted through each participant’s engagement. The feedback was positive, with many appreciating the dynamic and playful nature of the exercise.

This aligns with findings from Savage and McLeod (2015), who emphasise how personal connections with objects foster creative thinking and investment in the learning process. Participants reported feeling more engaged and connected to the group through the shared creative experience.

However, some constructive feedback highlighted the importance of scalability for larger groups and suggested introducing stickers or ready-made visual elements to support students who may struggle with freeform creative expression. This gave me pause, as I hold an ambiguous attitude toward such aids in an art course.
On the one hand, encouraging metaphorical thinking and visual expression through limited materials is a valuable challenge that nurtures imagination and creative practice (Boucher, 2011). It forces students to stretch their creativity, work within constraints, and develop unique symbolic languages.
On the other hand, for groups less artistically inclined or with more theoretical orientations, providing such visual scaffolds could offer essential support and justify their inclusion in specific contexts, making the exercise more accessible and less intimidating.

This tension between promoting open-ended creativity and providing accessible entry points is echoed in literature on OBL. Chatterjee and Hannan (2015) note that object engagement can be deeply personal and subjective, requiring flexibility in pedagogical approach to accommodate diverse learner needs. Similarly, Dicks (2006) argues that the power of objects lies not in uniformity but in the capacity to evoke multiple, shifting meanings — a concept that supports adapting the method for different group sizes and learning preferences. This adaptability is crucial when working in varied educational settings and with students from different backgrounds.

Reflecting on my session, I see the potential for OBL to scale effectively. Since the palimpsest activity naturally operates in loops of three participants, it can be expanded to include up to 40 students without losing its interactive essence. Introducing visual supports like stickers could also enhance inclusion, particularly for students with varying levels of artistic confidence and experience.

Ultimately, balancing the freedom to experiment with guided support creates a more inclusive and supportive learning environment. Additionally, rooted in the use of physical objects to evoke narrative, critical thinking, and personal connection, OBL has gained traction in arts and humanities education as a method that deepens engagement and encourages imaginative exploration (Chatterjee & Hannan, 2015; Dicks, 2006).

As a conclusion, object-based learning holds promise not only as a tool for narrative exploration but also as a means to build empathy and collaborative creativity. The key lies in balancing structured guidance with open-ended experimentation — inviting students to bring their own stories and interpretations into dialogue with material culture, just as a palimpsest preserves layers of meaning over time. Looking forward to exploring more of this method.

References

Boucher, B. (2011). Objects as narratives: The role of material culture in history teaching. Teaching History Journal, 57(3), 22-28.

Chatterjee, H. J., & Hannan, S. (2015). Engaging with objects in the classroom: An evaluation of object-based learning in the arts and humanities. International Journal of Education through Art, 11(3), 251-268.

Dicks, B. (2006). The power of objects: A method for exploring material culture in the classroom. Arts and Humanities in Higher Education, 5(3), 306-319.

Savage, J., & McLeod, E. (2015). Personal connections and creative thinking in object-based learning. Journal of Educational Research, 108(4), 299-307.

Hi this is my first PgCert post in my.blog. Today is December 13th 2024. Looking forward for this adventure!