After watching video 1 these are the points that remind me about the course (and book) philosophy:
- looking at a picture very closely, seeing details of what the students are doing, their body movements, posture, etc.
- developing the predicting skill by completing an intro and having first and last letters of the words, and the lines indicating the number of letters
- putting a recording device closer to the students
details are central to the reflective process
- putting a different pair of glasses (as a 'lens') to reflect through is a helpful approach
- this is a short video (5 min) for multiple watching and re-watching, and during the course the idea of 'doing more with less' is emphasized a lot.
After reading the piece called '“Smile, you’re on Candid Camera” I created a list of some points we talked about in the course so far:
1) video recording helps to 'uncover' the integrity, or the degree to which what you do is in tune with what you want to do
2) suspending judgment and moving beyond absolutes are 2 important ingredients of reflective thinking (about lessons, about anything)
3) looking at feelings, or initial/general impressions as a starting point for reflecting and thinking about the lesson (instead of seeing them as 'end' points, or 'the' points)
4) judgments can be used later and in a different way: to explore rather than to praise or condemn
What I personally like (from the article) and plan to try out in my practice:
the idea about 'switching the titles' in the columns of 'positive/negative' opposites (this will really bring a new angle/viewpoint to the thinking process)
random recording transcription (fast-forwarding to the specific moment and then writing down what is said there)
Thank you for the reflective opportunity!
- looking at a picture very closely, seeing details of what the students are doing, their body movements, posture, etc.
- developing the predicting skill by completing an intro and having first and last letters of the words, and the lines indicating the number of letters
- putting a recording device closer to the students
details are central to the reflective process
- putting a different pair of glasses (as a 'lens') to reflect through is a helpful approach
- this is a short video (5 min) for multiple watching and re-watching, and during the course the idea of 'doing more with less' is emphasized a lot.
After reading the piece called '“Smile, you’re on Candid Camera” I created a list of some points we talked about in the course so far:
1) video recording helps to 'uncover' the integrity, or the degree to which what you do is in tune with what you want to do
2) suspending judgment and moving beyond absolutes are 2 important ingredients of reflective thinking (about lessons, about anything)
3) looking at feelings, or initial/general impressions as a starting point for reflecting and thinking about the lesson (instead of seeing them as 'end' points, or 'the' points)
4) judgments can be used later and in a different way: to explore rather than to praise or condemn
What I personally like (from the article) and plan to try out in my practice:
the idea about 'switching the titles' in the columns of 'positive/negative' opposites (this will really bring a new angle/viewpoint to the thinking process)
random recording transcription (fast-forwarding to the specific moment and then writing down what is said there)
Thank you for the reflective opportunity!
Great points and useful tips to incorporate in teaching. Doing more with less- very powerful! I also find interesting the switching from positive to negative, bringing a new perspective seeing the things.
ReplyDeleteRenata Todorovska Yes, 'doing more with less' is my life philosophy, if I may say so (goes far outside of teaching) :-) In what way does it apply to you (and your context?) Sometimes teaching kids may feel like the opposite (many activities in the frame of a lesson, for example...)
ReplyDeleteZhenya Polosatova Agree with you yes, it goes far outside of teaching!
ReplyDeleteI apply it in my every day teaching - paying attention to details, reactions of the students(they show if they are sure or not sure/ should we revise it once more or not); even a single text can be used for many aspects of teaching: grammar, vocabulary, a speaking activity...
Z, I am of course pleased that Video 1 was clear and that you feel that looking at it more than once will be potentially useful. I think as I said that having students read or listen to anything one time is the same as not experiencing the language in the piece.
ReplyDeleteRe Smile, I like to think that the points you found useful and will try out are examples of how learning ways to analyze transcripts need not be complex though our findings might be complex. But the methods to analyze are quite straightforward and can be learned after one or two readings of articles like Smile.
Hi Zhenya and Renata, I think teaching kids isn't really the opposite of doing more with less. Multiple activities in a short space of time are really just ways to present the same information in new ways (catering to the shorter attention spans of young learners). So the bites are smaller, but they're all from the same meal chopped up into different shaped pieces! (Can I stretch this metaphor any further without it breaking?! ;)
ReplyDeleteAnne Hendler So true, and such a wonderful metaphor stretching exercise! :-) Yes, with very little ones the 'same' activity done with a small twist, e.g. stand up and repeat the same words or sentences, etc. can bring a big chance. Small change, big impact :-)
ReplyDelete