it's really useful to see how easy it could be to develop co-operation amongst children. This is a great way to teach children to peer-assess and give 'feedforward'. We always have to think about how we can be better, even though, it'll never be perfect :)
Ahhhh the power of "yet!" What a wonderful lesson to encourage children to encourage students to be comfortable with editing, not to fall in love with their first ideas, and use kindness when offering suggestions for fine-tuning. To interconnect science, math, vocabulary, and art...along with social emotional facilitation is a balancing act that requires patience and presence.
We were asked to look at this for our college work and feedback on how we would apply this in our practise as teaching assistants. Rather than saying to students 'good work' I will try to give them some constructive feedback. So for example, they have written a story but not done an opening sentence or ended it, i would suggest thinking about how we begin stories. to think of the story as a draft that can be improved upon and then revisited again and again so they can do their best work ever.
What I love about this is that the school doesn't accept the first draft. They teach the kids that they (the kids) have it in them to continue doing better. I find that in business sometimes our leaders will either just accept the first draft and have to "fix" things later or they'll simply take the work on themselves. I love this approach of coaching the kids (and our team members) in the specifics of what we're looking for and expecting that they can do it. Most people rise to the level of expectations.
Man we all were so little, it brings back great memories! I wishes I still had that hello kitty shirt it was my favorite, I remember when we did this video I was so talkative, but they didn't put in any of my words, only said my name a few times. I wish I was still that little
Prodigy Leadership Academy to be honest I can't fully remember, but when I think of it I remember after that I went to all my siblings with tons of things like writing and my artwork when I was finished because I thought wow if I get people to correct me before I go to the teacher I'm going to be at the top of my classes. So ya it helped me work harder and become more opened minded to others opinions and advice
There are two things of great interest to scientists. One is whether the results of an experiment have been replicated. Two is whether a particular theory explains the data. Austin's remarkable progress in drawing hasn't been replicated by other Year One students which is odd because year one students do lot of drawing lessons involving peer critiquing and feedback. The first three pictures Austin drew are consistent with the drawing abilities of a Year One student as is the body in the fourth picture. In between drawing the body and wings in the fourth picture, Austin suddenly developed the ability to draw in a manner similar to grown up using tracing techniques for assistance. His style of drafting also changed markedly. To try to claim that this change in drawing ability came about due to peer feedback is like claiming that a Year One student went from adding single digit numbers to solving quadratic trinomials in a single lesson just because it was a really good lesson. Defining mediocrity as a Year One student drawing like a Year One student and then defining excellence as a Year One student drawing like an adult, is an insult to the (apparently quite few) teachers who actually have an interest in childrens' drawing. Mr Berger, you are a charlatan.
It has indeed been replicated.
I supervise the Fine Arts programs for a public school division in the USA. I have seen this done many times in action research case studies. Similar results were common.
Secondly, the work does not appear to be "drawn in a manner similar to grown up using tracing techniques for assistance" it appears to be drawn by a more developed drafter of a similar age. Seriously, any adult that needs to trace to draw like that had a very poor art education.
Nor should you read into this a greater issue of Lowenfeld's Stages of Children's Art. It does not imply that realistic art or "adult art" is in anyway better, it is about one project, which happens to be about learning to see and realistic drawing. Nor are Lowenfeld's Stages this rigid, children develop through the stages at different paces and at different ages.
+Katzy Katz This appears to be WWW-EBI. It isnt rocket science or any other. I am not sure about the "used the eyes of a scientist" thing but such is life.
The early drafts improved as a result of feedback, and the feedback given here was very valid and would have led to improvement.
I use this when talking to learners about concept formation and prototyping rather than drawing, but I think it is just a little crazy to start talking here in terms of experiements and replicability.
"The wings need to be more pointed" is good feedback, we don't need an RCT to check this out, teaching really as difficult as you would like to make out. Get over it (in the nicest possible way).
It seems like Austin finally settled into pure observation ("right brain") mode when he began the 4th version. As if he stopped "trying" ("left brain"), & began deeply observing, which requires being fully present and aware. He remained in "the zone" of deep observation, as he added the texture.
It's also a great example of poor initial instruction. 'Draw a butterfly' is not the best starting instruction to get the outcome expected. I mean he did what he was told the first time. He 'forgot' to look at it like a scientist? He clearly wasn't given any initial help or instruction to draw it the way the teacher wanted.
There are key guidelines and help that can be given to make students think more about what they are doing in the first place and to draw a 'scientific drawing'. I've had plenty of students who say I can't draw, but with clear instruction and guidance they do fine drawing scientifically on the first go (and then improve further with feedback).
I'm not saying feedback and critique aren't good things and helpful. Or that it isn't a magical transformation from the feedback given.
Yes, but this was research not just instruction. The initial instructions gave a per-assessment of what the child already knew. The additional directions and critique allows us to see what happens when good instruction is added.
This is also a very powerful message that promotes "Growth Mindset", I use this video in my classroom to teach the students that they may think they are bad at math and cannot improve, when in reality they can improve if they are provided proper feedback that is accurately applied. Math is not some inherent trait, it is available and open to all, you just need the proper instruction and application of feedback.
Ron Berger is the lead author on Expeditionary Learning's new book, Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment. The Austin's Butterfly video is one of 27 that accompany the book. For more information visit: www.elschools.org/leadersoftheirownlearning.
Amazing white shirt and tie and good-looking male teacher, will that ever happen in Sweden? In our primary school the majority of the teachers are female and the dress code is non-existing. And the teaching!!! I am 50+ and still cannot draw like that young Austin :-)
School in the U.S wasn't like this 40 years ago....we work with peer feedback in Swedish schools today too...and why do you comment on his "good looks"? Seems very superficial and has nothing to do with formative assessment...
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