Introduction and Background:
Collaborative drawing sessions for Year 1 BA Textile Design students foster class bonding, teamwork and enhance creative skills. However, when students are not all fluent English speakers, providing effective verbal feedback and promoting teamwork can pose challenges. I examine strategies for providing verbal feedback and increasing teamwork, with a focus on Tuckman’s group formation theory (Tuckman (1965) and pedagogical approaches to language diversity. As Macfarlane (2004) emphasises, “Teaching with integrity involves addressing the diverse needs of students, including language proficiency.”
Evaluation:
The Drawing sessions have a practical focus, in which communication is enhanced using signs and gestures, but the other activities such as group discussion and critical anaysis are more challenging when there are language barriers.
- Verbal Feedback Quality:
I need to be clear and specific to help Students understand and implement feedback in their drawings, and monitor the degree of engagement in feedback exchanges, ensuring all students are engaged. Johnson and Johnson (2009) assert, “Active participation enhances learning outcomes.” - Teamwork and Collaboration:
It is important to observe teamwork dynamics, including communication, cooperation, and division of tasks among students (eg helping each other practically) to contribute to collective goals. Gardner (1983) suggests, “Collaboration promotes the development of multiple intelligences.” - Language Accessibility:
I need to assess the effectiveness of communication strategies in accommodating non-fluent English speakers, utilising visual aids, gestures, and simplified language to enhance comprehension.
Issues:
1. Language Barrier:
Students with limited English may struggle to understand verbal instructions and feedback, leading to miscommunication and frustration, and hinder the development of effective and collaborative teamwork.
2. Group Dynamic Challenges:
Productivity and the formation of cohesive teams may also be influenced by cultural background and individual preferences. Students may also face difficulties in expressing their ideas and opinions within the group due to language barriers or lack of confidence.
Moving Forward:
1. Facilitate Effective Verbal Feedback:
I will ensure I use clear and concise language, supplemented by visual demonstrations and examples, to convey feedback. I will also promote active listening skills among students to ensure comprehension and encourage peer-to-peer feedback exchanges.
2. Implement Tuckman’s Group Formation Theory:
Use Tuckman’s theory of the stages of forming, storming, norming, and performing, even though they probably would not all occur in the same session. By providing team-building activities and reflection sessions I will strengthen interpersonal relationships and communication skills.
3. Promote Collaborative Learning Strategies:
I will continue to enhance collaborative learning techniques, such as peer tutoring of techniques and group discussions, and emphasise the value of diversity and inclusivity in team dynamics, celebrating students’ unique perspectives and contributions.
Academic References:
Tuckman, B. W. (1965). Developmental Sequence in Small Groups. Psychological Bulletin, 63(6), 384-399.
www.web.mit.edu/curhan/www/docs/Articles/15341_Readings/Group_Dynamics/Tuckman_1965_Developmental_sequence_in_small_groups.pdf.
Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365-379. (PDF)
Macfarlane, B. (2004). Teaching with Integrity: The Ethics of Higher Education Practice. New York: Routledge Falmer. (Adobe Digital Editions)
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.