Session/artefact to be observed/reviewed: The Writers’ Collective Special Collections Session
Size of student group: 15
Observer: Ella Belenky
Observee: Rosaline Love
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
This is an extra-curricular creative writing group for students from across Chelsea, Camberwell and Wimbledon. It designed to provide a space for students to write creatively, to exchange ideas and to foster relationships across different disciplines. This session is to support an ongoing project with this group in which they are asked create ‘responses’ to a selection of items from the Chelsea Special Collections and these will be a displayed in an exhibition in the library. This session is primarily run by myself with additional support from Caroline King, Academic Support Lecturer at Chelsea and the organiser of TWC. Further information on this session can be seen in Case Study 1.
How long have you been working with this group and in what capacity?
I have worked with this group for two years, although the participants changes year on year. This is the second year of working with them to create an exhibition.
What are the intended or expected learning outcomes?
The intended outcomes are:
- To introduce items from the Special Collections
- To introduce the exhibition brief
- Group discussion about initial ideas
What are the anticipated outputs (anything students will make/do)?
Students will be given some sheets with some prompts to make notes on the objects and to get some initial ideas for the type of work that they might want to create.
Are there potential difficulties or specific areas of concern?
The area of concern is ‘sparking’ engagement and interest in the project so that students participate in the exhibition. This should be a fun extra-curricular project to be a part of, rather than a source of stress or a burden to any other work that the students might be doing at the same time. I don’t want to bombard them with too much information or expectation.
How will students be informed of the observation/review?
I will introduce Ella at the beginning of the session. It is a relaxed session, so I don’t expect that there is an observation to be disruptive to the students.
What would you particularly like feedback on?
I’d love to have feedback on whether the information about the brief and expectations are clear enough and not overwhelming.
How will feedback be exchanged?
Written feedback would be appreciated!
Part Two
Observer to note down observations, suggestions and questions:
- The session had a really warm and inviting feel from the start. Although the room was quite large, Rosaline and Caroline’s choice to arrange the chairs in a semi-circle around two tables created a much more intimate atmosphere.
- The care and attention given to the special collection objects really stood out. The selection itself felt really considered, with clear thought put into making connections with the students’ interests. The glycine paper ‘table cloth’, and “no drinks, no biros” rule added to this atmosphere of consideration and care.
- The information was delivered in multiple formats—printed handouts, a slideshow, and a physical presentation of the objects. This really helped make the session accessible for different types of learners, and reinforced the importance of the multiple forms through which the work can be experienced—visual, written, and physical. There was also a reiteration about how the students could book out the special collections after the session and Rosaline’s email was included at the end, so that students could contact her directly. The handouts were especially helpful in outlining the exhibition brief, key dates, and activities for the session. The fact that everyone was also gifted a notebook added a really generous and thoughtful touch.
- Rosaline’s calm and approachable energy was balanced well with Caroline’s, making for an easy and open dynamic. There was an emphasis on fun, reminding the students that this was an optional – extra curricular event so it should feel enjoyable.
- It was inspiring to see Rosaline’s enthusiasm for the objects. Her knowledge and care made the session feel both engaging and meaningful.
- It was also great to see students feel comfortable enough to ask questions and interact freely. The atmosphere throughout was calm and focused, reflecting a library setting where everyone was quietly making their own discoveries. At one point, students began naturally sharing their thoughts on the publications that resonated with them. It was exciting to see connections forming—not just to the special collection but also to their own work. The invitation to bring in their own publications next week was a nice touch, reinforcing the idea of building on existing ideas that they might already be working on.
- I was reminded of Rosaline’s microteaching session, and how I really enjoyed it when she had us break into small groups to discuss the publications. There was a moment when I was wondering if there could have been an opportunity to do something similar here – but I was pleased when the discussion happened more naturally.
- At one point there was a discussion about the glass case display, which led to a conversation about limitations, challenges, and creative loopholes. Rather than being restrictive, this seemed to encourage students to think critically about documentation, accessibility, and materiality.
Overall, the session was very well-structured while still feeling fluid and open-ended. It was clear that a lot of care went into the session, and I’m looking forward to seeing the student’s show!
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Thanks so much for these thoughtful and considered notes on the session!
I’m really pleased that the planning that went into the session came through in the delivery as I really focused on:
- The layout of the room
- Information being available in multiple formats
- The cohesion of the special collection material being shown and how this aligned with the interests of the students
I like your suggestion of incorporating small groups to discuss the publications and ideas as this would be a good opportunity for students to think through their ideas with their peers and share their reactions to the material; although discussion happened organically within the session with students sharing ideas, previous work and their reactions to the materials shown, having groups could have further encouraged students who didn’t share with the wider group. I think that this could also support the strong promotion of collaboration and belonging that is integral to the group and would further add to the creative relationships between students.
Image references
Figure 1. King, C. (2025) Photograph from TWC session. [Photograph]
Figure 2. King, C. (2025) Photograph of selected material from TWC session. [Photograph]