BLOG TOPIC #6: Assessing, Reflecting, Planning – Video #1
Review notes from Video #1 and respond to the following questions sequentially on your BLOG.
Uh-oh. I answered the Blog Topic #4 questions about video #1 instead of lesson #1. My first VTS experience blog post did not get posted so I confused myself. Ergh. Well, I will repost my responses to that video here below and post my first VTS experience as Blog #4 Take 2!
Assessing Student Engagement & Learning:
- Describe student willingness to participate in the 2nd VTS discussion.
Students seem fairly willing to participate in the discussions, depending on the hour of class (i.e. 1st hour not so much. Slides in a darkened room at 7:20 = zzzzz).
- What did students notice about the featured artwork?
Students noticed details about the symbols in the artwork. They began to analyze what the symbols in the artwork could possibly mean. Students inventoried the scene in the artwork in order to make sense of the story that could be taking place. The students discussed possible scenarios that could be taking place and why they thought that.
- Did students list or interpret their observations? (Why do you think that occurred?)
Students did a little of both. At first students had to list to make sense of what they saw, but then they interpreted their observations.
- Describe student interactions during the discussion. How did this impact group meaning-making?
Students referred to each other's observations and built upon them. Alternately, they disagreed with each other's observations and would state their disagreements respectfully. They seemed to build on each other's ridiculousness elevating the hysterics. At one point I had to step out of my role as facilitator and bring focus back to the group.
- How did the discussion conclude?
The VTS discussions normally came to a lull where I would close the discussion. I have a habit of letting the dialogue evolve organically and not time them.
- What do you think students learned from this discussion?
- What did you observe that makes you say that?
Using the conversation as a wrap up and introduction to a future unit, I think students were able to synthesize their information learned from the project and I could then see what they were taking away from their classroom experiences. Students would refer to pictures as symbols for deeper / broader meanings. They were referencing terminology we had learned in class.
Reflecting on Practice:
- How did the VTS discussion feel and what did you learn by facilitating this lesson with your students for the second time?
- Were you able to use the questions and prescribed teacher behaviors comfortably? If you omitted or changed one, what impact did it have on the discussion? Why do you think that occurred?
- Were there any surprises? How will these impact your practice moving forward?
The class I chose to document is my smallest class, but also my most challenging class. They like to challenge what teachers will find acceptable. This is evident in my VTS discussion. One student in particular has issues with social interactions and can not always determine what is or is not appropriate to say. This affects the class dynamic and another student likes to encourage this behavior. The first and third hour classes felt better than this 2nd hour discussion did. It was difficult to get through the conversation with real meaning making taking place.
In general I can use the questions and behaviors comfortably. This was the first time where I felt that the students were not responding to the neutralizing affects of the structure. But I don't believe that this was necessarily an outcome of the VTS process but rather a special situation with a special student dynamic.
I was pretty surprised at how this group of students were fairly undisciplined. With most high school groups I can be more relaxed about the structure (of raising hands, calling on them, etc.) and let the discussion evolve more organically. This group I should have enforced the structure more.
This class in general is going to take some more getting to know them in order to discover what techniques and methods work to diffuse their fires in terms of general classroom management. Knowing this and what makes them tick, will I think help me in my image selection and in knowing who and when to call on them in the VTS discussion.
Planning:
- What do you want to work on as you plan for future VTS lessons?
- How do you think you can accomplish that?
I want to make sure I select images that students connect with. I want to make sure I enforce the discussion structure with this group so that the discussions are meaningful and productive.
I also think my high absence rate actually makes them crave attention from me. If I time my VTS discussions after I have been back for a while, this might improve the dynamic and structure. I will also remember to stop to reexplain the structure before we begin.
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The Questions:
Assessing Student Engagement and Learning:
- Describe student willingness to participate in the 2nd VTS discussion.
- What did students notice about the featured artwork?
- Did students list or interpret their observations? (Why do you think that occurred?)
- Describe student interactions during the discussion. How did this impact group meaning-making?
- How did the discussion conclude?
- What do you think students learned from this discussion?
- What did you observe that makes you say that?
Reflecting on Practice:
- How did the VTS discussion feel and what did you learn by facilitating this lesson with your students for the second time?
- Were you able to use the questions and prescribed teacher behaviors comfortably? If you omitted or changed one, what impact did it have on the discussion? Why do you think that occurred?
- Were there any surprises? How will these impact your practice moving forward?
Planning:
- What do you want to work on as you plan for future VTS lessons?
- How do you think you can accomplish that?
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