Negotiation of Color Use in Energy Diagrams

On Monday of the first week, groups in E2 did an energy theater on a scenario involving a ruler hitting a metal ring. Then the groups were asked to make a diagram representing the energy theater they just did - this was the first time in the E2 class that the teachers had done energy theater or made a diagram. After working for some time, the groups came together in a circle and each group explained their diagram. At the conclusion of the share-out, Rachel summed up some features of the diagrams that groups were in "consensus" on. Then she specifically called out the use of color in the diagrams, saying that "we are going to save color for something else". She also mentioned that the use of different colors to designate different energies in some groups' diagrams was "redundant", since the teachers already used a different letter to show the different types of energy.

Immediately after Rachel makes these statements about color, Sid shoots her hand in the air and begins a several minute-long explanation about her need to use color in the diagram. This clip starts after she has already spoken for two minutes on the same topic. I choose this clip because it shows a moment of tension in the classroom between the instructors and some of the teachers over who is in charge of the determining how energy diagrams are made, and by Sid's extension, how in control she is over her own learning.  Another reason I felt this clip was important is that references and jokes made about using/not using color in diagrams were made by members of the class several times over the next few days.

I want to focus on several sections of the clip - the first minute where 1) Sid is speaking (0:00-0:53), when 2) Wendy makes comments (0:54-1:17), and 3) the three short segments when the instructors are speaking to the whole class, but members of Sid's group are simultaneously speaking quietly to each other (at 1:38, 2:19 and 2:40).

1) For the first minute of this clip, Sid is emphasizing through strong vocal tone and large gestures that the ability for her to use color in creating her diagram is very important to her. She specifically calls out the fact that she is still in the process of understanding how to create the diagram and what her diagram means, and she is not yet ready to refine her diagram, which is why she needs to hold on to her use of color. I think her emphatic tone and her long explanation are a reaction to her perception that the use of color is being taken away from her, and thus her ability to understand the energy theater diagram on her own terms may be seriously damaged. She apologizes for being stubborn about this issue, but remains determined saying her "creativeness feels a bit stymied", while gesturing with both hands toward herself. I think she feels that she must stand up for her rights as a learner, which are being threatened by the removal of a tool on which she feels she is currently dependent. Most of Sid's explanation is directed towards Rachel, and she even points her finger at Rachel when saying she is "not at that point right now" of moving to refining her diagram. While Sid is speaking, Rachel nods slightly but also does not smile and stands with sort of rigid body posture (from field notes - not shown in video). Rachel responds to Sid by saying, "I appreciate you putting it out there..." From her response and physical stance, it seems like Rachel is listening but does not plan to concede or affirm Sid's position on color.

2) Around the minute mark, Wendy speaks up and brings up a related concern - how not knowing what the diagram should look like as a final product makes it difficult to decide on the number of pathways or types of representations to draw at the start of making the diagram. She makes a large reaching motion with her arm from behind her to in front of her in order to indicate the start and finish of the diagram process. This gesture is not in reference to her person or Rachel but is meant to indicate the diagram process. Rachel tells Wendy, "That is a great point," also that she herself has similar concerns when working on such problems, and that she "agrees" with Wendy. Rachel noticeably relaxes her facial expression and shifts her weight to a more relaxed pose when she responds to Wendy's comment (from field notes - not shown in video). Wendy responds with a "Yeah" and does not add any more concerns. The difference in the interactions between Rachel and Sid, and Rachel and Wendy may have to do with the fact that Wendy has expressed a concern that does not necessarily conflict with the style of representation that Rachel has in mind for the energy diagrams.

3) Stamatis suggests getting new white boards for the groups to refine their diagrams while being able to refer to their originals. At 1:38, Julie, Sid and Wendy have a whispered conversation, where Julie says she thinks the instructors are leading them to some point but she is not sure where. Wendy chimes in, "As usual." Rachel brings up color again, saying she had it in mind to use for another feature, but maybe color could be used in both ways - Sid nods at this comment. At 2:19, Sid and Julie have another exchange that is difficult to hear, but Julie points out that she thinks the instructors have a plan for the diagrams. At 2:40, both Julie and Wendy indicate to Sid that they now feel more comfortable with the plan of refining the diagrams based on the norms Rachel has established. Sid says that she "completely understands that as long as I can do this first" gesturing to the original color diagram. Her tone and phrasing indicate she is still defensive on her position on the issue of using color.  Rachel comes over, she and Sid have a brief exchange. Sid laughs, and the group gets back to work.

In this clip, Sid, Wendy, Julie and Rachel are negotiating not only the norms for using color in an energy diagram but also who is in charge of determining both the content (what consists of an energy diagram, what is the purpose of making them, what is the refinement process for) and pace of the class (are we ready to stop using color and refine?). I think this clip shows an example of how interactions between instructor and learners might affect the buy-in of learners to the content. Interestingly, I am reflecting on this episode from Day 1, however, and now, on Day 3 and 4, there is pretty good consensus in the class on diagram representations.