Level
I found whilst teaching them 'signifier' and 'signified, I may have confused them. They seemed to grasp denotation and connotation better so I decided to stick to that when asking them to use semiotics as a method to look at images.
I think I should think about rehearsing. I know this is not something I will probably do in the future but hopefully that will be because I will have gained more experience.
Timing
I initially thought that my presentation and the work sheets would consume the lesson's time but I had 15 minutes remaining and so I thought on my feet (thank you Schon) and decided to give them an extension task to find either a photographic, advertising or magazine image and use semiotics to deconstruct it.
For future lessons, I will need to consider adding extension tasks for students who are ahead as I am trying to encourage learners to use their sketchbooks, I will use them to get learners to do extra research or develop their ideas in their books.
Marking
At the end I got back all the worksheets and marked them. I sat there and thought about the way I marked:
- What colour pen shall I use?
- Shall I make a distinction when another student does better work e.g. "excellent work" or "very good work"?
- Should I give feedback on work that will eventually be stuck in their sketchbook?
I think I will ask my mentor for some advice and look at some previous marking they have done so I have a better way of approaching this.
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