January 26, 2004
I began Entry 3 with much frustration. For that entry, I need to show the integration of math and science instruction. I had looked at the hours of video I had taped a number of times, and finally decided on the 15 minutes I thought would best show the math and science integration I was looking for. When I sat down to analyze that video, however, I realized that I wasn't at all secure about it.
What intelligent conversations were students having? NONE! All they were doing was recording the information from the experiment -- and doing it inaccurately at that!
How did you further students' knowledge or skills and engage them? I didn't. The students were off task and I was continually pulling them back on task.
I hit rewind on the VCR in sheer disbelief. Was it possible that I had to start from scratch? But no, as I went through my videotapes again, there it was... 15 minutes of intelligent conversation from the students and of probing, engaging questions from me. Yes, the students obviously had a number of misconceptions about what they were observing, and some less-than-perfect behaviors were going on, but I could manage that. Changing the video wouldn't affect my planning and instruction either; the new 15-minute section was the lesson just prior to the one about which I had begun writing. After looking at the new segment four or five more times -- just to be sure -- I decided to change the video. As I finish my first draft, I feel more confident and more able to address the task at hand. Best of all, I didn't need to start all over again!
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