'Freelance Reflection' (Fletcher, 2015).

The following reflection I term 'freelance' so as to replicate the nature of the critical incident described (Mezirow, 2000). I intendedly break free from the prescription of pre-defined reflective models, in the expectation that my knowledge and understanding of reflective practice will naturally inform my writing.

So here goes...............

The module I have taught on since October is nearing a close, there are two weeks to deadline and expectedly students are anxious about their assignments. Formative assessment filled me with both hope and despair, as I realised students had ample subject knowledge but were not presenting it in a manner befitting of the assessment criteria. Having subsequently taught a lesson on academic writing and assignment structuring, I made the conscious decision to turn up to class without a plan. In my strive for innovation I take myself out of my comfort zone and try a method of teaching which seems to be in contrast to the traditionalist political views of the current Government: facilitation! Fellow teachers bat about the term 'workshop', which HE students seem to interpret as "no need to attend". I was therefore undecided as to whether I should forewarn students that the lesson would be informal, but decided that so as to alleviate complaints I would take the option I would prefer as a student, and send an email to advise of my intention.

As expected, only 50% of the 'usual suspects' attended class. Although, I considered whether it may have been better to have kept students in the dark about the informal approach, so as to ensure optimal attendance, I strongly believe HE students should possess a sense of responsibility and autonomy. Despite hindsight, I therefore stand by original decision to inform and advise. However, I  also felt uneasy that some of the students whom chose not to attend, were both amongst those most in need of support, and the ones whom I had limited knowledge of their progress.

The 'workshop' itself seemed to work well; students worked on their assignments and I supported individuals as required and upon request: students seemed to benefit from this personalised approach. However, I was a little concerned that I did not spread my time equally, as would have been the case had I chosen to hold individual tutorials. So as to ensure equal distribution of my time and attention, I intend to arrange 1:1 tutorials for next week, thus allowing me a further opportunity to assess individual learning, and provide personalised feedback.

Despite my apprehensions, I now see the benefit of a workshop style session, and would feel comfortable in facilitating these in the future. I intend to incorporate ‘workshops’ in my scheme of work at interim points, but may need to re-think the way I market these to students: terms up for consideration include: seminar, forum, and discussion group. I am thinking I need to deliberate further on this finer point?!