In our discussion the main conversation points were regarding the situational factors resulting from the classrooms in which I most commonly work.

Printed textiles requires a designated space with certain facilities which is a benefit of the subject matter, but which also creates some difficulties when teaching as part of a concept driven curriculum.

I also often work between two spaces; a print room where practical exercises and experimentation takes place, and a more conventional classroom which is typically used for presentations, concept development and critiques. The issues arise when students are busy in both classrooms and I have to both instruct practical workshops as well as give students feedback on their conceptual progress.

A specific issue that has occasionally occurred during my third year Collections Specialisation class, is that while some students are independently working in the print room, other students require critique which typically takes place in the other classroom. Being split between these two classes is not ideal and so I make sure to flow between each class in order that the students feel supported.

What we uncovered during our peer discussion is opportunities to improve this by considering another of my learning questions which concerns the structuring of the lesson.

There are a number of approaches that I will explore in order to research whether they provide a suitable solution for this issue:

• Defining specific spaces in the classroom for either workshop progress or for concept development conversations.

• Making a list of students so that they are informed when their concept development discussion will take place, as well as how long that discussion will be.

• Making the overall lesson schedule clear as part of the lesson introduction.