My Teaching Their Learning
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Analysis of Video One

What we can see at first glance?

  1. Slow move out of Exposure into further categories (Participation, Identification & Internalisation)
  2. Highest point is Internalisation (Min 9)
Mini Grid Analysis

Coded Mini-Grid for Video 1.

Compare your coding of the teaching - learning behaviours in Video One. If there are significant differences you may wish to review your coding using a transcript of Video One (PDF, 75 KB).

Why the grid was completed this way:

  1. Example of Exposure in Mins 7 & 8
    Data Presentation – providing information, examples, facts or principles to illustrate new concept

  2. Example of Participation in Mins 7, 8 & 9
    Expanding Databases – Generating data, reading, viewing, listening, discussion, ‘why’ questions or evaluative questions bringing added data.

  3. Example of Identification in Mins 7, 8 & 9
    Discussion/Interaction – Exchanging points of view and interaction between teachers and learners and between learners, questioning, clarifying information.

  4. Example of Identification in Min 9
    Skill Reinforcement – Planning opportunities for repeating acquired skills in variety of contexts and ways

  5. Example of Internalisation in Min 9

More detailed analysis of Video One

Several sub-categories of teaching-learning behaviour within each level of the Experiential Taxonomy can be identified to enable a more detailed picture of the learning process to be generated.

Large Grid extract video 1

Coded Extract from Detailed Grid for Video 1.

This more detailed analysis elaborates the sub-category behaviours that contribute to each level represented in the teaching-learning process. However this is still an insufficient basis for understanding the characteristics of the process as it encompasses a mere 3 minutes at a particular juncture of the teaching-learning session in focus. Download a completed taxonomic grid for the entire 51 minutes of the teaching session from which Video One is extracted.

Explanation of how to code the detailed grid

Detailed Coding of video 1

Minute 7

Video presents minutes 7, 8 and 9 of a 51-minute debrief session which took place immediately following the students’ experience in a simulation exercise. The teaching-learning process or interaction in these minutes is interpreted as operating largely at the Exposure, Participation and Identification levels of the Experiential Taxonomy.

In minute 7 there is some minor data presentation or provision of information by the tutor which is coded 1.2 on the mini-grid. Participation at sub-category 2.2 is evidenced by questions from the tutor eliciting information from the students and at 2.3 by some unstructured situation-playing – the student asks, “Could she not build up a temperature….?”

This latter interaction is also indicative of a teaching-learning process in which interactions are taking place at the Identification level. There is evidence of teacher reinforcement through data interpretation – Identification sub-category 3.1, student-initiated discussion and interaction for clarification – Identification sub-category 3.3 and student testing of conditional hypotheses which is coded as Identification sub-category 3.5.

Minute 8

The relatively long scenario regarding the effects of falling into a frozen lake initiated by the tutor at the beginning of Minute 8 of the session evidences the presentation of information as a teaching strategy and the interaction is coded as Exposure sub-category 1.2. The tutor also seeks to encourage Participation at sub-category 2.2 by questioning aimed at expanding databases and drawing out information from the students.  Student engagement in the process is evidenced as postulating/trying out conditional hypotheses (sub-category 3.5) and discussion for clarification (sub-category 3.3).

Minute 9

In the final minute of the part of the teaching-learning session presented by Video 1, interactions are strongly characterised by relatively short tutor-student-tutor interactions.  There is evidence that these interactions represent a process that is again operating at the Participation level (sub-category 2.2 – questioning eliciting added data) and at the Identification level (sub-category 3.5 – trying out conditional hypotheses).  Here however, interactions also begin to reflect a deepening level of engagement and evidence of processes at the level of Internalisation begins to appear.  The tutor uses strategies of expansion through reinforcement and poses questions applied to new contexts.  The student responds by using internalised information and re-creating understanding through sharing and discussing her thoughts – coded as Identification sub-categories 4.1 and 4.2

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