Unit 1 – TPP Blog Post 2

Teaching is simple – don’t overthink it.

As mentioned in my first blogpost there are several ways to approach teaching from a theoretical standpoint. Firstly it’s important to choose pedagogies that are appropriate for the subject matter. For example, some pedagogies are better suited for teaching cosmetic science than for teaching ceramics. It is also important to consider the age and maturity level of the students. For example, some pedagogies are more appropriate for first year Level 4 students than for master’s Level 7 students.

It’s obvious but it needs to be said, the importance of using pedagogies that are engaging and motivating for students is essential. Students are more likely to learn when they are interested in the material and when they feel challenged. It is also important to create a positive and supportive learning environment.

As a student, I attended many dry, seemingly never-ending lectures and talks, some of which still haunt me and inspire me to avoid making the same mistakes as a lecturer. Unfortunately, this is still a regular occurrence in peer-to-peer workshops and trainings, where I often find myself losing track or focus because the session is not designed to be participatory. I have also seen on occasion students eyes glaze over in a lecture I have been giving. This never gets old and always feels like a personal criticism on my teaching methods and content.

So in this blog post, I will discuss some simple but effective pedagogies that can keep students engaged and hopefully awake at the very least!

Some examples of pedagogies that are based on sound teaching theories, appropriate for the subject matter, and engaging for students include:

• Inquiry-based learning: encourages students to ask questions and to investigate them independently. This pedagogy is often used in science-based sessions, but it can also be employed in other subjects, such as marketing and cultural and historical studies.

Example of inquiry-based learning in an Introduction to Fashion Marketing first year seminar:

Topic: The evolution of the corset

Question: How has the corset evolved over time, and how has it reflected the social and cultural changes of the different eras in which it has been popularised?

Students:

• Research the history of the corset, including its origins, its popularity in different eras, and the social and cultural factors that have influenced its evolution.
• Analyse primary and secondary sources, such as fashion magazines, runway photos, social media and historical documents.
• Develop and test hypotheses about how the corset has reflected the social and cultural changes of different eras and what it has stood for.
• Communicate their findings to the class through presentations, or mood-board.

In this hypothetical session, students are encouraged to think critically about the relationship between fashion and culture. They are also given the opportunity to develop their own research questions and to pursue their own interests.

Inquiry-based learning can be used to teach a variety of topics in marketing and fashion histories. It is a valuable pedagogy because it encourages students to be active learners and to develop their critical thinking skills.

• Problem-based learning: presents students with real-world problems to solve. This pedagogy is often used in math and science classes in schools, but it can also be used in universities for other subjects, such as marketing and management.

Example of problem-based learning in a Social and Digital Marketing unit:

Problem: A brand is launching a new product, and they need to develop a marketing campaign to promote it.

Students:

• Work in teams to develop a marketing campaign for the new product.
• Conduct research on the target market, the competitive landscape, and the product’s unique selling proposition.
• Develop a marketing plan that includes the campaign’s objectives, strategies, and tactics.
• Create a budget for the campaign.
• Present marketing campaign to the class and receive feedback.

In this example, students are presented with a real-world tangible problem to solve. They are required to use their knowledge of marketing to develop a comprehensive marketing campaign for a new product. This type of practical learning experience can help develop their problem-solving skills, their critical thinking skills, and their teamwork skills. All required in the real world and workplaces across all industries.