BLOG TOPIC #9: Lesson 4

1st Place, Photojournalist of the Year 2011 (large markets)

Damon Winter/The New York Times

http://bop.nppa.org/2011/still_photography/winners/?cat=OPY&place=1st&item=276136

• Student Engagement & Learning:
• For this VTS discussion I divided my class up into two separate groups so that we could try smaller groups of 10 students instead of a big class of 20 students. I allowed my students to chose which group they wanted to be a part of thinking that if they were allowed to be in groups with their friends they would be more likely to participate.  Well this worked beautifully with one group and failed miserably with the other. I learned that my class has two groups of students and unfortunately they divided themselves into the students who participate and those who don’t. So the first group discussion didn’t go well. The students were very quite and asked me not to video tape. Even though I explained to them that I was the only person being seen on the video. Few hands were raised and I had to call on most of the students to participate during the the first group. The second discussion was completely different. The students were enthusiastic and eager to participate. Hands were raised and waiting on me to call on them throughout the entire discussion. So it seems that the students in the first group need the students in the second group to help carry them through a discussion. 
• Students from both groups noticed that there were soldiers in uniform and suggested that they were either on their way to or from the battlefield. Students in the second group questioned what the soldiers were riding in. They suggested an aircraft, a space ship, a submarine or some other type of boat and even a tank. Whereas the first group only suggested that they were in an aircraft. Students in both groups noted the red light. They suggested that it could be a warning light to let the soldiers know that they were close or that it was a light that couldn't be detected on radar. The second group noticed that the soldiers in the middle seemed to have better seats than those along the sides and suggested that maybe there was a rank difference between the men. They also compared the men along the left side to slaves. With my second group students I definitely am seeing more careful observation and deeper noticing but I did not see that with my students during the first discussion. 
• My students are absolutely expressing their observations conditionally as they are gaining experience. I am hearing a lot of "maybe", "might be", "could have" and "could be" from them.
• I am not hearing much flexible thinking from my students or at least they are not verbally demonstrating it. I do think that they are doing it because the same student will say contrasting statements at different points in the discussion but I'm not hearing much of the "At first I thought, but now I think..." type of statements from them. 
• My first group discussion the students hardly interacted with one another. It was evident that the students in the first group just wanted to get the discussion over with. The second group of students did interact with one another. They were respectful and listened to each other and were quick to add if they had an additional statement to tie in. This group of students is very respectful and democratic. 
• Varying the questions is becoming easier and yes I think that I was successful in doing so without altering the meaning. 
• I think that the students in the first group realized how much they have been relying on the other students in the class to carry the discussions and they also realized that I was having the same realization. The students in the second group learned that they liked being in a smaller setting. They told me that they discussion felt more natural and less forced in the smaller room with fewer people. 
• Reflective Practice:
• Well like I said previously, one discussion felt forced and did not go well and the second discussion was the opposite, it flowed and was very natural. I have learned several things. My first group of students needs my second group so I can either go back to discussing as a whole class or divide up my groups differently. I have also learned that my students like having the discussions in the media center conference room instead of the art classroom. It is a much more intimate space with a big table and chairs. I think that it is more conducive to discussion.  
• The prescribed teacher behaviors and questions are becoming more and more natural with each discussion. Rewording the questions is going well and I have been able to do so without changing their intent. I have not noticed any impact on the discussion from rewording the questions. 
• I was definitely surprised with my first groups discussion or lack thereof. I was really hoping that by being in a smaller group that those students would feel more comfortable to speak up and participate but that certainly wasn't the case. I will not divide my class up into these two groups again for discussion. 
• Planning
• I need to figure out a way to get my students from the first group to participate. 
• It may be that I have to tell them that I'm going to start taking participation grades for the VTS discussions. 

BLOG TOPIC #8: Peer Coaching

William Klein
Gun 2, Little Italy
1955

My focus class for VTS is a photography class of 20 upper level art students. The class is mainly 12th graders with a few 11th and 10th graders. I have had all of the students in class prior to photography. There is only one minority student in my class and very few in my school. We live in a very conservative, suburban community. Any chance I can get to open their eyes to new cultures or ways of thinking I do. I feel like my students are very sheltered in our community and I want to encourage them to look beyond themselves. 


I chose this photograph for VTS for several reasons. It is full of imagery that the students will be familiar with and can connect with. Most everyone has had an experience of a family snapshot or photo with siblings or cousins. The gun in photograph will obviously be a big topic of discussion and narrative aspect. I have also found that with my high school students the discussion seems to go a little smoother if the image is serious or somber in nature. If the image is funny or comical at all the discussion seems to go down the drain quickly.  

Mid-Term VTS Reflections

The Fortune Teller, Robert Doisneau

• Student Engagement and Learning

-I'm not sure if it was because of the first day back from fall break or because of Halloween being just around the corner but my students were very chatty for lesson 3. They were very willing to participate. I allowed the students to vote on which image they wanted to VTS. I showed them three images which I had previously chosen and let them chose which one they wanted to discuss for lesson 3. They unanimously chose The Fortune Teller. They loved her. They loved her so much that they kept just speaking out loud one after another forgetting about me making it difficult for me to paraphrase and point out their observations.    So I ended up having to paraphrase and point out multiple students statements at one time. I also had to keep reminding them to raise their hands and allow one another to speak. The discussion certainly went off on tangents that the students had not done before but I think part of that was the creepy nature of the image and the fact that Halloween was right around the corner. These tangents brought a level of unintentional humor to the discussion as well which was a first. 
-I have noticed that the students seem more secure in their individual responses and are more willing to go out on a limb. 
-I've only seen the quality of the discussion improve slightly but I feel that it will continue to improve with more experience. 
-The student interactions during lesson 3 were great. They were involved and listening and even in some cases trying to out-do one another by seeing something else. The group dynamic is improving with each discussion and helping to included more students with each discussion. 
-The students are certainly learning to look and listen much closer and better than they ever did before and I think that VTS has encouraged them to think outside of the box as well. Since we have started using photographs for our VTS images I have also noticed the students paying attention to the composition, lighting, and other things that we have been working with in photography class. 

• Reflective Practice

-Teaching VTS has taught me to speak less and listen more. This was not something that I did before and I'm not sure why because the students have so much of value to say. 
-I was getting better with the prescribed questions and behaviors until my students bombarded me during lesson 3 and then I felt completely out of control. But yes I do think that I am comfortable with them during most lessons. 
-I was challenged during lesson 3 when my students were eagerly speaking and forgetting about my role in VTS. I didn't want to discourage their enthusiasm or their observations but at the same time it was difficult for me to speak and paraphrase and point out their observations. 
-My surprise during lesson 3 was the students reaction to the image. They loved it and because they loved it they ran with it and it was difficult for me to keep up. 
-I feel confident using VTS and my students are confident with it too at this point. 

• Planning for the Future:

-I would like to try to VTS with a smaller group, maybe half or even a third of my class. I feel that several of my students aren't willing to speak in such a large group discussion. 
-Because I am doing VTS with my photography class I think that I may try to set up a schedule were certain groups will stay in and do VTS on different days while other groups are out taking photos. In theory it should work.