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Observation Sheet Questioning Secondary. Topic Andy Goldsworthy Sculptures

Graduate Standards - AITSL
Professional Knowledge: 1. Know students and how they learn
Professional Practice: 2. Plan and implement effective teaching and learning

Question Type


Do you feel your questions
were clearly structured and
readily understood by the
students?

During my lesson planning stage I look at the Visual Arts Framework
Analysis Structure. Objective to question students around following
frameworks:
Structural framework identify and discuss techniques.
Subjective framework Give personal interpretation of work
Cultural framework interpret meaning behind work.

The questions had to relate back to the principles of sculpture and to
encourage students to use correct language such as form, shape,
space, texture and scale. I had to give a brief introduction to these
terms so that the students could relate the terms to the questions.


Did you use a variety of
question types?

I used a variety of diverse questions but mainly a combination of
recall, comprehension, application and analysis question types. I
started with recall questions such as What materials have been
used?.
I then moved onto question involving comprehension such as How
do these images make you feel? The students found this quite
difficult to summarise his work and to interpret their feelings of it.


What balances was there
between the various
questions types?

I had to go back to using a combination of recall and comprehension
questions as the students did not quite grasp the principles of
sculpture. On reflection I should have simplified it further and revised
these principles and asked the students to point out which element
matched each image.

Consider both why and
when you made use of the
different question types?

If the students had not grasped the basic elements I could not move
to other types of questioning to analyse and synthesis the sculptors
work and ideas in relation to other artists or other environments. I
had to use recall and comprehension questioning to revise and
understand initial concepts. The students could apply this knowledge
when responding to questions involving application and analysis. I
used various types of questions to cater for the diverse ability needs.
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Distributing and Directing Questions


Did you recognise any
pattern in the distribution of
your questions amongst the
students? Consider
reasons for this pattern?


I had initially been allocated four mainstream students in the class
but on the day of the activity two students were absent. This made
the activity more difficult as it was less of a discussion. There was a
pattern in that I used recall and comprehension questions, tried to
develop to application and analytical types but had to revert back to
recall. This was perhaps my fault as I should have made sure the
students understood the basic principles.


How have you directed
questions to the group?


I asked questions and directed them to both students but in an
informal not confrontational way. I would rephrase the question if
the students did not understand and use the images as a learning tool
to help spark ideas.


Have you used wait time?



I used pause after each question to allow the information to process
and for the students to consider the response. I would also ask if the
students understood the question and give clues where possible.


Did you make eye contact
with the group as you
directed your questions?

Eye contact is very important during any type of questioning as I can
evaluate the students responses and understanding of the subject. If
you engage with the student using eye contact they are more likely to
feel as though their opinion is valued.


Reactions to Students Responses


How do you deal with
correct responses? Do you
qualify any praise given?



In this case I gave praise and acknowledged the students response
relating it back to the image. In this way I was able to assess their
understanding of the concept. I also encouraged them to share ideas
and answer some questions together. It was such a small group I did
not want them to feel intimidated but to contribute valued ideas as
part of a discussion. I feel giving praise develops confidence in
participating.


How do you deal with
incorrect responses? How
do you deal with students
who stumble and grope for
an answer?

I made sure that I acknowledged the response and responded in such
a way to encourage the student to think of another answer. I used
phrases such as Good try, you are on the right lines. I would give
little clues and refer back to the images. On reflection I noticed that
on several occasions I found that I would give the students the
answers to the questions instead of simplifying the question and
going back to the basic principles. This resulted in disengagement.

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Do you keep eye contact
with the students until they
have completed an answer?
Do you cut students off and
go onto the next point
before they have finished
responding?


I did keep eye contact with the students to show interest in their
response and engagement. It is important that I model the correct
listening skills. I made sure that I did not talk over students, valued
their contributions and listened to their responses. If I did not listen
intently then how can I respond accordingly?

What use do you make of
the students responses to
develop the teaching point?
Have you redirected any
questions in order to add to
an initial response?

The students responses allowed me to reinforce the basic principles
of sculpture which encouraged the students to use the correct
terminology. When the students answered with correct responses I
could apply the answer to all the visual images and ask the student to
point out that element in other examples.
My aim was to use the initial structural framework and base my
questioning technique around that. To encourage:
Personal responses
Interpret meaning behind work
Identify and discuss techniques

During the first half of the lesson I had to redirect several questions in
order to assess basic understanding of sculptural principles. In the
second half of the session the students were able to use their
understanding and apply this knowledge to analyse and evaluate. I
asked questions such as, Do you consider Andy Goldsworthys work
of value in todays society?


Are you the only evaluator
of the students answers?

In this instance my mentor was sitting at the table evaluating my
performance and listening to the students responses. However each
student evaluates other students responses to the questions as all
contributions are valued during a discussion.