In E1 on Monday, 130805 AM (E1 130805 1135 T2 Canal-1.mp4),
the groups were asked to go outside and find an energy scenario.
The Instructor (L): “We
are going to invite you to take a fieldtrip outside (you do not have to go
outside). As a group come up with one happening that you see outside from an energy
perspective”. Another participant, Barbara asks- “physical world??” The
instructor clarifies “…in my mind the physical world involves all things
(living too) energy is everywhere; you
eventually will need to settle on a physical happening that you see and an
energy diagram about what you notice and what you speculate. In 30
minutes until lunch, go outside spend some time looking, spend some time off
task, on task, and then come inside and diagram the event you choose to focus
on”.
This group consists of Tove (female lavender shirt), John
(Tall make, black-t-shirt), Will (polo, Khaki shorts), Fred (polo, plaid
shorts)
Tove initiates the conversation, but John seems to be the
one that the group seeks approval from. John generates most of the ideas and
moves to new ideas throughout the discussion.
Berries to planes
The group seems to follow him as
be bounces from one idea to another.
After a discussion with Adam (one of the
instructors), the group settles on “an easy idea” looking at the flags on a
building and a boat passing through. An
idea generated by Fred and approved by Will who Fred seeks approval from in the
video.
I think it is interesting that Tove is often ignored or cut off during these discussions and yet remains engaged in the process. John is the one that the group seeks approval from in selecting an energy process. John tends to use scientific language when an idea is generated and seems to lead the thinking through the selection process.
In the first clip, Tove brings up berries growing and several energy-related ideas, (which seems relatable enough), but after someone else mentions they don't understand, the plane example is put out there and received warmly by the other group members, even though extra (and complex!) information is brought in about warm air preventing planes from taking off (I was not aware of this phenomenon...). I wonder if this topical switch was indicative of an issue of not feeling comfortable discussing the biology of plants or if it was something else.
ReplyDeleteSusan, I read through your whole post before watching any of the movies and so was looking for instances in which Tove was ignored or cut off. I had a difficult time telling whether her incomplete sentences were just a part of natural speech (I often do not complete sentences in speech), part of the conversational dynamic, or were her being intentionally ignored or cut off. Can you help me understand why you think she was being ignored or cut off by pointing me to specific instances in the video?
ReplyDeleteMoments I feel Tove was interrupted: Video 1 at 0:11, Video 2 at 0:11 (again), Video 3 at 0:40.
DeleteI am not sure. Adam spoke to the group and I did not catch that dialog on tape, so I am unsure, but the selection after the plane moved to the spider web which would indicate to me that biology as a topic is problematic
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ReplyDeleteI hear what you say. But from a perspective of research I would like to propose the following.
DeleteI see you are evaluating the correctness or wrong ideas from John. But if we are interested in making research I would ask, what would be your input (not sure if that's the word but Google translate says so) with this kind of analysis? I suppose I come from the same question you made int he whole I-RISE group discussion the other day. What would be the next step of saying he made this things wrong.
I ask this to understand more where you come from with your research interest or the way you analyze the data.
Great question. I wish I had an answer. I feel these videos help substantiate the idea that teachers (not just John) have many misconceptions and incorrect ideas. If this is broadly true, then Professional Development needs to address this; maye Energy Project, maybe other projects. We can look for commonly misunderstood phenomenon; video gives us a chance to learn a lot. With knowledge of what the "problems" are, then we can design appropriate "interventions."
DeleteBy the way: I think Energy Project DOES address many misconceptions. And the fact that we are taking video here allows us to potentially discover other unknown misconceptions. This course can be a fantastic feedback loop of awesomeness. Kudos!
DeleteYes I think a challenge of this research is being passive and observing behavior especially when authority roles are assumed that may be conceptually problematic. I am very interested to see if and how this is resolved within the week. Perhaps it will not be resolved? It is unclear to me
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