Video Transcript - The Trial Cycle: Enhancement Module, Teaching Lesson, Feedback / Reflection Module

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P1:     Geoff Woolcott
P2:     Kerry Frahm (Pre-Service Teacher)
P3:     Amanda Isaac
P4:     Chelsey Delaney (Pre-Service Teacher)
P5:     Dennis Thomson
P6:     Amanda Scott

P1:     So we actually expose pre-service teachers to scientists and mathematicians in what we call an enhancement session. We look at regional issues that the pre-service teacher has and regional issues that the scientists or mathematicians might be looking at. We look at the kind of thinking that scientists do and we look at how it's similar to what the pre-service teacher is already doing, and then we look at the funds of knowledge as they call them that the pre-service teacher might already have and that the students that they're teaching might already have. You can't forget that we've got teacher experts there as well who are unpacking all that and showing the pre-service teachers how that could be unpacked for their particular teaching audience.

P1:     So one of the things we've been asking the pre-service teachers is to go in and present a problem and ask them if they can come up with a solution and then use their solution, and it's a very hard way to teach, it's very hard to get your head around it. It's enormously successful if you do.
P2:     Well I was just thinking why does hail cause damage that rain doesn't?
P1:     Oh that's good.
P3:    Oh yeah get some ice cubes.
P2:     I'm liking the idea of the sand pit and ice and I can extend on what P4 does by taking it from what it's done to the plants and then let's see what it can actually do to the environment.
P1:     Absolutely. ….. sand pit may tie you down a bit if you've got to go outside and come back in.
P2:    Mmm yeah.
P1:     You can bring a sand tray in.

P4:     I found the enhancement session really interesting. It put everything into perspective.
P2:     I think it's also introduced some questions which we probably didn't think of earlier as well. The actual lesson construct and where to take the lesson or how to guide the lesson and then to be able to follow the children in the lesson I think is possibly a little bit daunting at this stage.

P1:     Once they've done the lesson and we do this massive amount of data collection around the lesson we then do what you call a feedback reflection session and in the feedback reflection session, the person who has taught that lesson, the pre-service teacher, will get feedback from other pre-service teachers who might be watching, the educators who might be watching from this University and the classroom teacher and from the classroom students, and they get to fill out surveys but we've got a key difference to this because when we then look at the video of the lesson that pre-service teacher picks out six critical moments based on how they felt, not on how the students were learning, how the students were behaving or how they thought the teaching was going but just basically on an emotion. And a lot of the assessment and survey around data collection around that lesson is about that. Then we go back to the reflection session and in that session we look at those critical moments again, we get the pre-service teachers in a group and singly to individually assess emotion ratings on those critical moments, and then we all get together and look at all that information as graphs generally and we look at well if I had a very positive response at this particular critical moment in my lesson, then what was I doing or thinking just before that that was really good that I need to do again. If it was negative then you know what do I need to change because I don't want that negative space to be there.

P2:              Now we're coming into a particular season. What's going to start happening shortly in this region, can you tell me?
Student:      Snow.
P2:              No we're heading into summer. What do you reckon? Something that comes out of the sky.
Student:      (can't hear answer)
P2:              Yeah I'm thinking something on the other scale to heat though. Something to do with moisture.
Student:      It dries.
P2:              It dries yeah but what comes out of the sky?
Student:      We're going to get some storms.
P2:              Yeah we're heading into storm season pretty shortly aren't we. Who saw on the news the storms in Sydney? Did anyone see that? Wow.
Student:      There was snow.
P2:              Snow in I think Tamworth and Lithgow area, that would be pretty cool but it's the wrong season, I've put my woollies away so we don't want that so okay there's storms coming. What do we get out of storms?
Student:      Rain.
P2:              Rain, there's something else that comes out of the sky which yeah you can say it.
Student:      Thunder
P2:              Thunder, thunder's a bit scary.
Student:      Lightning
P2:              Lightning. Something else? It's very cold.
Student:      Hail?
P2:              Hail. So I want to build a garden but I'm not sure what I need to do because I don't want it to get damaged by the storms.

P2:     Everyone was very engaged at that point and they'd all seen the Sydney storms on the news yesterday and I think that was just a really good way to get them going. I was excited at the response I was getting.

P5:     You were working hard to get that answer of hail and I was really pleased that you didn't give it to them. You hung in there and hung in there and gave them a couple of clues but I think that was so much better than "Oh have you thought about hail?" and that's, too often we jump in and give them the information.

P2:     Okay this was when I was putting the dirt in the trays and for me this was a critical moment because I could have really lost the class at that point because I had to get one on one down into each tray so I think that's why the anxiety's there, the frustration's there because as I was there and I've got to make sure I'm listening to what's going on around me and pay a bit of attention and I marked the disappointment up a little bit there because I didn't really think about it that well and I think to do that lesson again, I possibly would even have the dirt pre-prepared.

P3:     There was great scientific language, process but what was the scientific learning that came out of this and we've talked about how important that is, the reflection part of your lesson, both of you wrapped up the lesson but yeah that sense of wow we've learnt this, you know what's next.

P6:     This is the class interest rating.

P5:     Gee isn't that great feedback.

P6:     They were pretty interested.

P5:     The whole idea of the project I think is the process of science, how scientists work and how scientists think, and that's what the children were doing today. They were acting like little scientists. They were talking about science concepts, they were interacting with each other, someone would say something and someone else would say no I think this so they were actually thinking science and interacting with each other, trying to prove and disprove what they were saying which I think is just wonderful.

P2:     Watching the other pre-service teacher, watching P4 take her lesson, it was great, because you got to see how the kids react and participate and it was good to watch P4 in action because it's always great to watch other teachers, other pre-service teachers and you can always pick up things, you can learn from people from the way that they deliver and what they do in the classroom so that was a good experience as well. I really appreciated that.

P4:     Observing P2 I really enjoyed that. I thought he was fantastic and he seemed very confident and the children, you could tell that they really enjoyed him as a teacher and yeah I liked his behaviour management strategies.

P2:     Having the enhancement session in the previous week was great to get some different ideas and some different concepts, particularly not being super confident, not having taught a lot of science, um P1 gave us some tips and pointers such as introduce it with "I've got a problem, how can you help me?" and I was able to use that well. But it also built the thought patterns, got us thinking about what we were doing so the enhancement session yeah thinking back was very beneficial.

P4:     I found the PANIS form really interesting because it showed my emotions before going into the lesson. I was definitely very nervous and after the lesson filling out the form it made me think about my other emotions and I felt really positive and I thought that the lesson went really well and I actually felt quite proud of myself so it was good to see the before and after.

P2:     Filling out the PANIS form was an, that was an interesting process, putting the numbers against your feelings and emotions. I went into it pretty confident so and I wasn't too concerned with a lot of the negative emotions that went into it, but I found when I filled it out after the lesson, I think I've elevated a lot of the positive sides. I came out of the lesson feeling really good and confident and I think the numbers there will reflect that.