Combined Learning Artefact

Teaching
Claire Maria Johnston
Artist Researcher Teacher

Filming
In undertaking our school placement we filmed
ourselves giving a demonstration and a peer
review in the classroom. This was an experience
I was extremely nervous about. I can be quite
camera shy at time.
Students voices are very weekend hard to pick
up in the audio. The camera was pointing
toward me and I have cropped students faces
from the scene shots.

Timeline of Video
Demonstration
Time

Actions

0.00

Filming begins

0.10

Ask for silence

Tone of voice is calm

0.12

Begin introduction

Fidgeting with a paintbrush In my

hand could be a distraction.

0.26

Questioning primary colours

Multiply students respond quickly

0.33

Students ask should she realigned the

camera as some areas of the table
are not in view

0.35

Assign Student A role of camera

management

1.01

Camera gets realigned

1.13

Stray dog passes window

Observations

All students look out the window at

the dog.

Time

Actions

1.15

Lose attention of class

1.33

Attention regained

1.34

Ask about terriatary colours

1.42

Complementary colours

2.05

use paint on palette to

demonstrate complementary
colours

2.21

Ask if there is any questions

2.36

Discuss paint mixing

2.58

What are the differences between Students answer with ease

a paintbrush and palette knife?

3.12

Why do you need to keep the

water clean?

Observations

Repetitive use of the word so.

Same student who answered

previous question

Timeline of Video
Time

Actions

Observations

3.36

Demonstration of palette mixing

paint

Shouldnt have asked about

water in between

3.51

Question does that make sense?

vague

3.58

Have to ask students at the back

to stop having a conversation.

4.12

Discuss use of black in a painting

4.32

Call out individual students by

name to stop discussion

4.34

Pause mid sentence until

conversation ends.

4.36

Just explains lightening a colour

with yellow instead of asking it a
question.

Notable increase in hand

gesture while talking

Excessive use of the word

basically

Actions

Observations

5.16

Final asking of if there is any

questions on task

No response, just nodding of

heads

5.22

Filming ends

Time
4.52

- Not enough use of questioning.

Instead of asking questions I just explained why something should be
done.
-

Discipline issues

My pronunciation of certain words, and repetition of words such as ,

so, ok , basically.

Didactic
My pronunciation of words was
something that I have always been
aware of but the video heightened
my awareness of this.
It also highlighted words which I
overused such as , ok, basically ,so.
This is quite a common mistake made
by student teachers .
Extract from Rationale Jan 2015
Teachers who are uncomfortable with public speaking fall into the trap of overusing
certain words. These words tend to be ah um or er, this can be an easy trap hole
to fall into .

Didactic

Aside from those mistakes, my voice is clear and the information is

easy to understand. While the hand gesture could be interpitated
as being fussy, others might argue that they are just more
animated. Overall the demonstration explained the task clear and
efficiently.

Extract from Rationale Jan 2015

A good explanation should be logical and only contain the relevant
information. Be tailored to the intended audience taking into
consideration the age level, background and be built upon previous
knowledge. This comes from the constructivist theory of knowledge
being built by the learner on their previously acquired knowledge.

Questioning
While I did use questioning in the
demonstration, it could have been used
to a greater effect.
For example when explains lightening a
colour with yellow instead of asking it a
question.
Extract from Rationale Jan 2015

Questioning is a vital tool used by teachers everywhere. Research has shown

that teachers generally use 400 questions a day (Gast). Questioning is a
natural form of teaching, it engages students and maintain focus and
concentration. It is a useful instrument in acquiring what previous
knowledge students have. The recalling of this knowledge forms a good basis
for a lesson

Disipline
Throughout my teaching time in my school placement I was faced with a number of
instances of extreme discipline issues. In this group in particular there were two students
with emotional behaviour issues.

Extract from reflective journal

There was an incident with a student. The student refused to participate in class, In the
previous week the student had been reluctant to do any work. But with gentle
encouragement here and there had completed the lessons, and had even answered the
recap questions at the end of the class. However on Monday, she refused to participate
at all in the class. Every time I approached the table I was received by a rebuke of some
sort asking me to leave. I gave her several warnings about her attitude and tried some
more gentle encouragement and suggestions for her painting. Her attitude worsened and
after several warnings about her behavior I asked for her journal. The student responded
that the journal was in her locker. She then asked could she go to get her jacket, I gave
permission asking her to return with her journal. She returned with no journal in hand, I
asked for it to be brought to me by the end of the day. After the class I went to find
veronica as I wanted some guidance on what I should have done / should do. She
recommended both of us meeting with the student to obtain the journal.(it was not the
importance of the note but to follow through on the action) We were informed that the
student had signed out for the day.

Disipline

Extract from reflective journal

The difference in my fifth year class when the two students with
emotional behavioural issues are absent is startling. It changed the class
dynamic 100 per cent I found myself a lot less stressed after the class. It
made me realize how hard I find motivating these students I am usually
wreaked/brain-dead after the class
By the end of my placement I had learned to gage the mood of the
students and if with positive reinforcement they would complete any
work. One of the students completed a four colour lino in a later scheme.

Group Discussion and Class Review

Group discussion and class review are areas which I need to heavily
work upon in year two of the Professional Masters and Education. I
feel it will enhance the classroom dynamic. It will also bring an extra
element to the students learning experience, by being able to self
evaluate work in progress, as well as giving constructive advice to
fellow classmates.
Extract from Rationale Jan 2015

Six levels were identified ranging from low cognitive demand to high
cognitive demand, these are knowledge, comprehension, application,
analysis, synthesis, and evaluation (Gast). By asking increasingly more
challenging questions, teachers can model more complex thinking and
steer young people towards becoming an independent thinker and
developing their own perspective (Gast)