Learning Task 2 Rayna, Lisa, Adam

Video Analysis of Reflections of Me (Grade 2)

https://www.youtube.com/watch?v=Rsn08u43xjs

5
E

Vide
o
Tim
e

LEARNING EXPERIENCE & Insights into Analysis

EACH

0:03 0:09

STUDENT DRAWS A LIKENESS OF THEMSELVES

ENGAGE

Activating prior knowledge of drawing, anatomy (facial features), spatial

understanding, ratio, proportion, and many more

Checking what is already in students schema, what information are we

connecting to?
Pre-assessment of skills and knowledge (formative)
Looking at self, seeing it as separate
Acknowledging teacher assumptions that all kids are developmentally at this
stage, ready to see oneself as separate.

CLASS

0:09 0:51

SHARING OF FIRST ATTEMPT

EXPLORE

0:51 1:34

GUESS WHO OF PORTRAITS

Peak student interest by playing "Guess who?" game

Students receive immediate feedback on whether their portrait looks like them
If you can tell who it is, it must be good, and vice versa.
Opportunity for peer assessment practice giving and receiving feedback
How do you know its Branson? -> Asking what evidence supports students
assertions
Teacher asks multiple students the same question
o Collaborative discourse
o Building knowledge as a collective

LOOKING

AT EXPERT SELF-PORTRAITS

/ COMPARING

TO PHOTOGRAPH OF EXPERTS

Looking at expert work provided students with a common base of activities

Students used prior knowledge to generate new ideas and explore new
questions
Teacher acted as facilitator
Students use accurate and specific vocabulary to communicate their thoughts
Students make observations based on critical thought and analysis
Students provide evidence of why the painting and photo matched
o Specific features (eyebrows, mustache, eye shape, etc.)
o Students used prior knowledge to generate new ideas and to explore new
questions

STUDENT

EXPLAIN

1:34 1:51

IDENTIFICATION OF WAYS TO IMPROVE ABILITY

Student is able to identify strategies to improve work (and hopefully use them!)
Student shows improved vocabulary related the discipline
Students identified working with experts as a resource for learning progression
o Question: Did the students come up with this on their own? What was the
level of teacher involvement in the lead-up? (We only know what the
video shows us).

STUDENT

1:51 2:15

USE OF VARIED RESOURCES

/ MULTIPLE

ATTEMPTS TOWARD REFINEMENT

Using online tools embraces the digital literacy and fluency that the 21 st century

learners and digital natives possess

Using these tools can be important in order to engage students intellectually. If
the school environment does not reflect the real-world, students will find it

inauthentic.
Students used new knowledge to continue to develop deeper and broader
understandings (e.g. engaged in multiple attempts of specific facial features

ELABORATE

seeking refinement)
Some elements of behaviourism may be present, but we know there is overlap
between the theories they use the same strategies, but for different purposes.

STUDENTS

2:15 3:33

ENGAGED IN PEER FEEDBACK

/ WORKING

WITH EXPERTS

Students were again provided opportunity to build understanding collaboratively

through peer feedback

Students sought out online expert support after identifying eyes as particularly

challenging
To engage with community, an expert local artist worked with the students
Expert provides opportunity for students to see a world of possibility as an artist

outside of the classroom

Note: You may notice overlap between the 5Es. The boundaries between levels
are flexible and you may move throughout. Some sub-tasks may have all or
some of the 5Es present.

STUDENTS

EVALUATE

3:33 4:50

REVISITED

1ST

ATTEMPT AND DISCUSSED HOW THEY COULD IMPROVE

Students are performing self-assessment

Students are engaging in metacognitive reflection
Students are thinking critically
Students demonstrate improved vocabulary based in the discipline
Opportunity for summative assessment by teacher
o Question: How did the teacher assess this? (Again, we only know what
the video shows us. We can speculate, but the video is all we have).