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Yoshi Video Link 1
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7 thoughts on “Yoshi Video Link 1”
Thanks for posting these Ben. No comments in particular – as I said once though, the video watching experience itself is the where the skill acquisition happens for me – not so much in the post viewing chat. A steady diet of these types of videos is sure to have a great effect.
I will say this: I appreciated the reminder towards the end of the voiceover about glancing at the girl who offered up the Paris suggestion and how that gives her ownership – how that along with classroom jobs gives the students a way to buy in to what is happening in class. Remembering that “P”ersonalization element along with CI is important. Not just personalization in the sense of PQA about them, but personalization in the sense of the class – the moment, the present – being entirely theirs.
p.s. I am close to having all of my release forms for video recording back from my students – thats close to 180 students! Video (and a bit of healthy fear) coming soon.
Love the voice over format. Very helpful. They seem to be a quiet group. Are they normally like that? You handle the long silences waiting for a response so well. I was not hooked up to external speakers so they seemed quiet. It’s a difficult skill to develop – handling the long – or what seem to be sometimes interminable silences. Great to see the back and forth with present/past. I need to be reminded about staying in bounds too and the honoring of the Paris input. Thanks, Ben. Great job.
If I had to choose, I would choose these kids and their culture of disengagement over the kind of split classes that result from a small group of kids who take over classrooms. I meet the energy of these kids at the level they offer it. Less work and less insanity. Less mojo? I can deal with it. I am not a mojo teacher.
Thank you for posting this! Videos are really powerful. I got a bunch of things from watching this short segment. Two of my favorites are the way you encouraged students to use the clarification gesture by telling them they have the power. Another favorite was applauding the person whose answer you chose to accept. Also, I don’t know how you spelled destroy in French, but it sounded to me like detrimental.
Meeting the kids at the level of energy they offer. Not a mojo maker. How often do we mistake mojo for real engagement?
I agree with Brian, watching the video is where I soak up the skills on a subconscious level. Just like our students acquire language.
I like how calm your class feels even with the interruptions of a visitor showing up late, a student leaving for soccer and the intercom announcement for students to leave for the soccer match.
The three structures in that first video (the PQA part) were:
lives in
May I have?
destroys
Not one of these are really something that we can turn into interesting PQA. So I want to make it clear to people that I skipped
lives in
destroys
and just started with a sentence randomly chosen off the top of my head in the moment because I knew that the kids would need at least some work with
May I have?
before we started the story.
So I just said something not particularly connected to anything but that had the target structure in it:
…Dad, can I have the car?…
And then from there I just freestyled it (Grant’s term for this kind of California CI that I love to do myself). I have no idea what I was going to do except for that all-important inner rule in my mind that every single sentence I was about to say in the PQA would have to have the target structure in it.
So, this is just to make the point that PQA isn’t always personal, sometimes it’s just Q and A, and sometimes, as in the video, it’s not even real Q and A, but just me saying something that has the target structure in it so that they get reps on it before the story.
Note also that doing PQA is even not a requirement – you can go straight to the story. It all depends on what the structures are.