PQA Video – The Tent Story

Hey Jennifer here is the first part of the class I recorded yesterday, the PQA part:

http://www.youtube.com/watch?v=yRvbMM-zqeA

I will add a voice over “director’s cut” later, along with the actual story, as time allows.

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17 thoughts on “PQA Video – The Tent Story”

  1. I showed this video to one of my classes yesterday, as a way to generate some self-reflection discussion and also to show them what we are trying to do. They have no frame of reference for this type of thing and I’m constantly stopping class to redirect. Even though I have “shown them a couple of interim grades” I think that until it shows up on their actual report card (not until 1st week of Nov) they don’t get it because none of their other classes are like this. Ah, 8th graders!

    Anyway, I have been thinking about showing one of these videos for awhile, and then someone on here mentioned that they did it last week for pretty much the same reasons. Well it was freaking awesome! Being 8th graders, the first question they asked was “do you know them?” I was able to turn it into a modified PQA by explaining very slowly “I know the teacher. He lives in Colorado. He is a very good teacher. There is a big group of teachers who work together.” Etc. No English during this part and honestly I don’t think they noticed that I was speaking French!!!

    I’d let the video run for a few minutes, then pause and ask what they observed (this part in English obviously). “It looks like our class, only more people.” “It’s interactive.” “They use gestures too!” Later on I directed their focus by asking them things like who asks the questions, who answers, what do you hear after the question is answered (silence). I pointed out the silent parts and also directed their attention to the fact that nobody was having side conversations or trying to deraill the class by suggesting other activities.

    After this, we proceeded with our reading lesson for the day. It was magical. They were riveted to the story, responding in French and truly interacting as a group! Now I am not naive enough to think that I will never have to redirect them. They are 8th graders. But I think that showing the video was a powerful way to let them see TCI happening in another classroom.

  2. Hi jen,
    I don’t remember if I posted a couple weeks ago that I’d shown my 8th grade class about 3 minutes of a video of another DPS teacher’s Spanish class (Mike Mallaney, sp?) – for the same reasons. We talked about what the kids did (sat up, answered constantly in Spanish unless asked to translate) and did not do (have side conversations, talk in English, distract the room while acting). They wanted to find fault with the kids until the evidence really showed they were doing great. Then they thought it must just be a really good class. I said no, I think it’s a normal class.

    It was really instructive for them. Class has been much better since then. I think that telling them expectations helped only so much. Their brain development really is still at a concrete level. They’ve only seen themselves before this, and think that they are normal until they see something else.

    My conversation with the class went similarly to jen’s. I felt like the risk (of them seeing a really great teacher whom they might then compare me to!) turned out to be really worth the pay-off. Considered doing the same with Ben’s video for my 7th graders, because his video shows the kids more clearly and the sound pick-up of the kids’ voices was better.

    Maybe this kind of video sharing & discussion is a way to help norm the class, whether for students from traditional classes or for teachers making a switch?

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