Assessing Student Engagement and Learning:
During this viewing, the students had their hands up before I reviewed the VTS. I feel they have memorized the VTS prompts and format. During the course of the description, the students listed the baby, horse, and clothes. They matched colors found in different parts of the painting and on different objects. They noticed that all the figures were wearing dresses, and all the figures had brown skin. They differentiated the mother from the babies and other children because of her posture. The females were identified based clothing. The mother was identified as female because of her long hair. The majority of the students stated that the mother was not wearing a shirt. There was one girl, who sat close to the image, who said the mom was wearing a shirt that matched her skin. The students said the figures were sleeping because their eyes were closed. I think the students are listing and making associations based on what is similar because that is how they try to comprehend at their stage of development.
Once again, the students didn’t address each other directly. One student reminded me if I missed an observation while I was linking, He also linked one of his observations to one that another student made. I think the students are expecting their answers to be linked occasionally.
The session lasted about 12 minutes, It concluded with a “You did a great job, give yourself a round of applause.” Then the students went to our seats to do some artwork.
I think the process has been reinforced with the students. I don’t know what specifically they have learned this session, as I am witnessing a lot of the same as before. Perhaps a trend will become apparent later in the VTS process.
Reflecting on Practice:
The discussion felt comfortable, up until the students started saying the mom was wearing no shirt. I immediately went into panic mode because I can imagine a class of six year olds telling their parents that they looked at a picture of a mom with no shirt. When repeating such observations, I began my stating, “ you think,” or, “it is your opinion that…..”
I think I sometime ask the prescribed questions in different manners. I suspect I ask,” What can you find in this picture?” and “What is going on in this picture?” interchangeably. The first question may elicit listing answers, whereas the second invites the students to look deeper. I think it happens because I am not being careful with the wording.
I am most surprised that the students didn’t say “naptime” during this session. These students still take naps as a class, and start asking about naptime after lunch. It reminds me not to make assumptions.
Planning:
Since we are cramped for space, I definitely need to move the furniture around at the front of class. I also need to research meaning making in general in this age group.
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