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- 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.
What an awesome experiment, Lindsay! The smaller groups were a great idea. I love, too, how your reflection has informed future group formations for this class.
ReplyDeleteBefore you pull the participation grade card, I"d like for you to try a few things. First, after you have created your new groups by combining former A and B group members, announce up front that you are going to call on people who have not had much to say in the past. Then, ask Question 1 directly of a previously non-participating student and wait him or her out. WAit time can seem endless, as you know, but there aren't many students who won't say something to end the silence and teacher's stare so that the conversation can move on to someone else. As the first participant in the discussion, too, there will be plenty of things to comment on; even listing is better than not saying a word. Then, snatch the first opportunity to link a later answer to that first person's comment. You might even recruit one of your star VTSers, to pull non-participants into the discussion by questioning them about an aspect of the work the non-participant might have knowledge of. Another possibility could be selecting an image strategically related to a topic that the student might be an "expert" at. You could also pull a non-participant aside before the next discussion, telling him/her that you are going to call on him/her first. This "heads-up" might help the student not feel caught "off-guard" The hardest step might be diving in for some of these students. Once they've gotten their feet wet by being the first participant in a conversation, they might ease into it all comfortably and quickly. I"m anxious to hear how this continues to develop!
What a neat image and what great observations from your talkative group! They really are noticing deeply! The red light that might not be detectable on radar blew me away! I trust you are pounding them with Question 2 and that you are relentless with Question 3. Again, great experiement and awesome reflections!
The video camera in my room seemed to invoke VTS Murphy's law, if something could go wrong - it did. ( I've never witnessed more poking, jabbing, jiggling amongst third graders and not even the evil art teacher eye of death could make it stop!)
ReplyDeleteI applaud you for allowing students to divide themselves into groups, makes perfect sense to me. You mentioned that group one asked you to turn the camera off, I do not have much experience working with high school, so I'm not sure how this suggestion would go over with them, but...I told my students that the videos were part of my grade for a class that I was taking, that only myself and my teacher would be the ones viewing them. I emphasized that I was taking the class to become a better teacher. I know, lots of difference between 9 year-olds who worship and adore you and 17 year-olds who lack the ability to see beyond the end of their nose ( just sayin...), but maybe it would encourage your non-participators. LOVE the image!