As part of my professional development, my manager highly encourages me to take part in another department within UAL. As such, I collaborate with the Outreach department as part of the Insight program. Insight offers young people access to our colleges for creative activities and pre-university advice.
On the 10th of March, I delivered a 25-min micro-teaching session to different secondary schools and year groups ranging from year 9, 10, 11 and 12. The aim was to introduce them to Business studies within UAL. After consulting with the Outreach leader, we agreed that an experience based approach was best for younger group. I was to share my professional experiences in order to show them you can come from different professional background and still work in Fashion.
The hardest part in creating the content for the micro teaching session was to simplify the usual content I teach as much as possible so younger student could digest the information. Branding was chosen as one area of business to focus on as most young people are acquainted with brands and use them daily.
The delivery to year 10 and year 12 groups went really well and surprisingly, students knew quite a lot about brands and branding. Which to me confirmed that fact that students already come with a set of knowledge and understanding regarding a subject. The key aspect of the teaching session was an exercise (please see below) which, involved group work, brainstorming and developing the students’ ability to organize ideas.
It allowed me to observe their metacognitive knowledge (what they knew, what they did not know and what they were willing to learn). (Jaleel, Premachandran, 2016)
The session was highly interactive, and I used colored pens, post-its and paper as teaching and learning tools. It was also inspired by the very first PGCert session and the group exercise we did during the introductory workshop.
Bibliography
Jaleel, S. , Premachandran. P., (2016) A Study on the Metacognitive Awareness of Secondary School Students. Retrieved from https://files.eric.ed.gov/fulltext/EJ1086242.pdf accessed on the 16.03.2023