Introduction and Background:
In my Adobe Illustrator Technical Skills sessions for Year 1 BA Womenswear students, acknowledging and addressing varying levels of skill among students is paramount to fostering a supportive and inclusive learning environment, and ensuring each student has a positive learning outcome. Here I focus on individualised feedback, differentiated worksheets, and the concept of “spinning plates” to ensure equitable engagement for students with diverse levels.
Evaluation:
Evaluation of strategies for addressing diverse skill levels in Adobe Illustrator sessions involves assessing several key aspects, including checking verbally that each activity I do on screen is understood and completed, and also observation of students as they work, answering questions as a group, then as individuals.
Individual Feedback:
I will look at the effectiveness in providing personalised feedback tailored to each student’s skill level and learning needs, and also their responsiveness and ability to apply it to improve their Illustrator skills.
Differentiated Worksheets:
I will ensure the appropriateness and usefulness of worksheets which I design for students with varying levels of proficiency in Adobe Illustrator, and students’ engagement with and comprehension of their content.
Equitable Engagement:
The “spinning plates” approach facilitates balanced participation and progression among students with different skill levels, and helps to Identify any disparities in learning outcomes and gives an opportunity for addressing them.
Issues:
The issues are related to disparities in Skill, and Allocation of Resources, for equitable learning outcomes:
Skill Disparities:
- The variability in students’ prior experience and proficiency levels in Adobe Illustrator can pose challenges.
- Students with higher skill levels may feel unchallenged or disengaged if instructional materials are not adequately differentiated.
Resource Allocation:
- Allocating sufficient time and resources to provide individualised feedback and support to students with diverse learning needs can be logistically challenging.
- Maintaining pace and coherence in the session while balancing the needs of students with varying skill levels can be demanding.
Moving Forward:
Further refinement of my approach include:
Individualised Feedback:
I will Implement a structured feedback mechanism that allows me to assess students’ skill levels and provide targeted guidance and support. A questionnaire sent before the start of the group of sessions would give me a chance to prepare in advance. As suggested by Hattie and Timperley (2007), “Effective feedback should be timely, specific, and actionable.” I will also encourage students to self-assess their proficiency levels and articulate their learning goals, with regard to the Learniing Outcomes and their personal goals.
Differentiated Worksheets:
I have already developed a range of worksheets with varying levels of complexity and challenge to cater to students with different skill levels, and I will continue to refine them as I gain more experience. I will also continue to provide and refine additional resources and extension activities for students who demonstrate advanced proficiency in Adobe Illustrator, in addition to those who are less proficient.
“Spinning Plates” Approach:
I will continuously monitor students’ progress and engagement levels during the session, and adjust instructional strategies as needed to ensure equitable participation, including peer to peer demonstrations. This will foster a collaborative learning environment where students support and learn from each other, regardless of their initial skill levels.
Academic References:
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does. New York: McGraw–Hill Education.