Week 12, Video #2

          

Prethinking Reflections

This is a different class than I filmed the first time. The previous class is at various stages of completing different work. The class I will film this time is in the middle of a unit, but are transitioning from planning and brainstorming to the introduction of the project. This is my smallest and most well behaved class out of four classes of first graders. It is my first class of the day. The unit is called ‘What I Am’. So far they have watched part of a Prezi featuring the Will.i.am Sesame Street video of the same name, and have made four small drawings / notes recalling: a family celebration, a favorite possession, a favorite memory, and something they are good at. I want them to think about the ways that individuals are unique, how all of our experiences influence who we are and how we behave. So far they have been excited and engaged, they may not grasp the concept as deeply as older students might, but they can readily relate to the topics for the small drawings. I have observed drawings that depict being good at sports, math, reading, and art. Celebrations include homecomings - not a surprise, these are my little military babies, sports again, holidays, and birthdays. Favorite possessions run the gamut from stuffed animals to video games. Favorite memories include visits to grandparents, trips to Disneyland, and activities experienced with parents or siblings. My goals are to make the current curriculum more meaningful and to rewrite the current curriculum. I’ve also, perhaps more informally, elected to work on being more flexible.

It wouldn’t take too much to make the current curriculum meaningful:

 

 

I’m pretty sure that I have covered at least four or five of these skills with this unit, though none of these outcomes has been the focus of a lesson.

Pre Video Watching Reflection

I think the lesson went well. Almost every single student seemed engaged in the discussion. They request the Will.i.am song every time they come. Of course, I always play the video and we all dance. There are a couple of students who stay in their seats and observe the rest of the class, smiles on their faces. I find myself wondering if they are just shy. Several of them really know how to bust a move and the rest just kind of flail around displaying a style not unlike my own special white girl sense of rhythm. No matter, it gets the wiggles out and the song has a great message. It’s a great way for all of us to kick off our day. There are a couple of students with behavior issues in this class. One of them was very well behaved, and the other struggled. I’m not sure the struggling student actually gets the concept. The energy level was higher than usual, but it was a positive energy. We spent a lot longer on discussion during the prezi than I had anticipated, but their responses were so deep. After the first prezi we watched a second one which introduced the project, creating a piece of wearable art that will reflect the things that make them unique / special. OMG! They were SO excited.

 

Post Video Viewing Reflection

This time I did not tell students that I was recording the video. I subtlety switched photobooth on to record and walked away. This seemed fairly effective until one child noticed my computer display and pointed it out to her tablemates. The three of them were off-task for a couple of minutes, but two quickly returned to their work. The pictured student was highly entertained though and spent a considerable amount of time yukking it up for the camera, of course, same as last time, this always took place when my back was turned. Now I understand why this particular student accomplished very little in the way of progress.

Aside from this little bit of horseplay, the lesson seemed to go the way that I thought it did. The thing that surprised me the most was the inherent understanding that these little ones possess. As I mentioned, we spent a lot longer on the discussion than I had anticipated, but they were deeply considering the question “Are people always the best me that they can be?” My favorite responses included: “No, because maybe they had a dream and someone broke their dream and now they break other people’s dreams.” “No, because maybe their Mom told them they were going to the store and then the weather got bad and they had to stay at home and it made them mad.” There was a lot of student led discussion on change, relationships, and power. (How do I post an “I can________” statement on my board broad enough to encompass such BIG thinking!) During the independent work time one girl shared that she would like to create a dress and on the skirt she planned to use actual photographs of memories with her family. In true Kathy Unrath fashion, I could not conceal my excitement! I felt like she was truly thinking the way that an artist thinks!

 

Both of my videos reflected lessons designed with meaning in mind. Like Amy suggested, I think using the same class for my videos would have made this experience more cut and dried. Video #2 revealed a kinder, gentler Mrs. Lamme. Was this due to this being my first class of the day? Different behavior expectations for different age students? My own excitement over the lesson? Most likely I think it was a combination of all of the above. Observations from the last video concluded that I was under a lot of stress. I had a lot going on outside of work and I felt that stress was evident in my affect. In the second video I am much more calm and patient. Both my voice and body convey more excitement.

During each lessons I noticed students kept checking, “Is this right?” Even by first grade students are conditioned enough that they want a correct formula. They need reassurance that they are doing things the right way. I notice myself being careful to use language that promotes inquiry and self discovery, but I think there’s room for improvement.