Roaming Videographers Feedback/Survey Responses

 The children who filming at sports events last week have now given feedback and responses to their experience. I have compiled the responses here:

Of the three children who filmed for the Matariki Day celebration, all felt they enjoyed filming a sports event more than filming at the Matariki Day.

Some things that children felt they got better at included:

-Learning how to use the camera cover during rain.

-Felt they got more confident each time they recorded.

Some children went to the events by themselves while others went as a buddy. Responses were positive for all children, despite whether they were by themselves or with a buddy:

- "I felt good by myself. I felt like I needed to work independently."

- "We were able to record games with not many complaints or arguments."

- "He was a good buddy with recording was because he helped me a lot with recording and he was very fun videoing with."

The responses from children who went out to sports events as videographers was really positive. This can be seen in the graph above. All children came back feeling that they had a positive experience. Reasons for this included:

- "I loved it! but I got soaking wet."

- "It was a good experience because I came out of my comfort zone and it was just a lot different."

- "Because I loved videoing them playing [sport] and watching how good they are."

- "I enjoyed it because recording them was fun. I thought I got some very good shots..."

I feel that these responses couldn't be better! The children's written responses are all positive and enthusiastic.

Of these four children, one was happy sticking to being a videographer. The other three all expressed interest in giving other news roles a go too. None of the children said they didn't want to be doing it. I feel that this is a really good indication that they are feeling more confident through being videographers.

Videography experience - Self Assessment/ Survey

 Today I created a survey for children to fill out after being a videographer at an out-of-school sporting event. We have 3 events this week so it will be really interesting to see how they get on and find the experience! 

The survey I have created is quite open-ended to allow the children to tell me what they have got out of the experience.

How will I collect information about implementation of changed practices/intervention?

 Hypothesis: If a less experienced classmate is supported by a more experienced classmate to learn a new skill, then their confidence in this skill will begin to develop. Confidence will begin improving in this skill as well as in other areas of school and life once they are out making decisions for themselves as members of the PENN (school news) crew. 

Inquiry Question: How does confidence of children improve by being given leadership roles as part of the school news team?

This is my second year in the Creative Space role. Last year, a lot of time was spent in Lockdown and when we were at school, we had to run things a bit differently. We were fortunate to have some sports competitions throughout the year. Last year, I relied on children who came to me expressing an interest in being videographers for sports tournaments. I also relied on children who had previously been presenters on PENN news. I worked with a small number of keen year 5 children to begin training them up as news presenters. 

This year, I began by utilising the same children who I had as my PENN crew last year. I had two keen year 7 children who expressed an interest in being videographers for sporting events. I had two keen year 8 children who expressed an interest in being videographers for assembly.

More recently, I have begun implementing a different approach. In the first half of my inquiry, I have identified a target group of children whose confidence I want to develop through being members of the PENN crew. These children are unlikely to be children who would step forward and ask to be given an opportunity like this. Instead, I am encouraging them to step into this role.

During the first half of this term, I have begun transitioning towards these target learners being the regular PENN videographers and photographers. One of these children has even stepped forward to give presenting a go!

During the final term and a half of this year, I will try to give these children as many opportunities as possible. I want them to see themselves as the PENN roaming videographers and photographers.

I will create blog post summaries of these experiences. It will be essential that I gather self-assessment data from the children after these experiences as I am not present with the children when they go out and video at sports events.

Other data that would be useful to gather will be to create a rubric to mark the quality of the footage that the children video. This will be important to make any comparisons in the quality of what they produce between now and the end of the year.

Restating my inquiry question and chain of events/ theory of action

Hypothesis: If a less experienced classmate is supported by a more experienced classmate to learn a new skill, then their confidence in this skill will begin to develop. Confidence will begin improving in this skill as well as in other areas of school and life once they are out making decisions for themselves as members of the PENN (school news) crew. 

Inquiry Question: How does confidence of children improve by being given leadership roles as part of the school news team?

Monitoring Progress (Assessment):

- Self confidence survey (see previous blog post and graphs)
- Anecdotal notes of children's confidence (from past teachers)
- Empowerment and Agency progression

Chain of Events (What I have done so far):

Chain of Events (What I will do next):

Updating my Class Site for the PENN crew roles

 I realised when assessing my teaching that I could be adding more to my class site to explain the roles that are available for the PENN crew.

I have begun adding to my class site so interested children can explore and find what News Roles may interest them:

The next step could be have the more skilled children make promotional movies to encourage other children to join up. They could mention such things as:

- What they love about their role

- What they learn or have learned in their role

- The great opportunities they have had in their role

Inquiring into my teaching practice

Hypothesis:

If a less experienced classmate is supported by a more experienced classmate to learn a new skill, then their confidence in this skill will begin to develop. Confidence will begin improving in this skill as well as in other areas of school and life once they are out making decisions for themselves as members of the PENN (school news) crew. 

What specific aspects of my current teaching are relevant to my hypothesis:

How am I teaching the more experienced classmate how to follow the values of the Tuakana Teina approach?

- Ako (learning/teaching)

- Manaakitanga (caring/uplifting each other)

- Rangatiratanga (uplifting students)

- Whanaungatanga (relationships)

- Tuakana Teina (apprentice-expert)

At what point do I as the teacher let the less experienced classmate start having more independence from their more experienced peer?

What is my role in this if the more experienced peer is taking on the 'teaching' role?

Formative information about your current strengths and areas for development:

Student voice (also in previous blog post):

Findings: Three children felt confident with knowing how to tell their teacher that they needed help. Four children felt that their confidence with this dropped compared to their primary responses. I'm not entirely sure for the reason for this however, it could result in the fact that in a Tuakana Teina relationship, the more skilled peer is like their 'teacher' and my role as the teacher was to step back from that "traditional" role. The children need to be seeing their peer as their teacher in this pedagogical approach which may still feel slightly uncomfortable to the children.

Practices which are currently implemented to support the hypothesis:

I was fortunate enough to have a whole day with my target group and their more skilled peers during our recent Matariki day. However, what practices am I implementing for general day to day improvement?

- Daily PENN crew - photography, video editing & presenting, studio technicians

During the daily PENN session, I teach children skills for developing their photography, video editing and presenting.
Presenters come in at 8am, open the script and rehearse before their turn to present.  I give the presenters in the moment support and tips based on their own individual needs.
Photographers get opportunity to develop their skills learned through Creative Space. I give them feedback on their photos on their return, explaining what makes their photos good.
Video editors get autonomy to learn how to transfer files between SD card and iMac. They also learn editing skills through iMovie.
Studio technicians set up the studio (lights, green screen etc).

- Sports events - Videographers and Photographers

Students attend sports event with video camera and still camera. This is a challenging area as I cannot attend the sports event with these children to teach them new skills and techniques. 

What changes can I make to my practice?

Currently, there is no implementation of a weekly training time for the children who are photographers and videographers. This is something I should definitely be implementing to explicitly encourage confidence for these children. This could be a before school on Friday session (since I don't run PENN on this day) OR a weekly lunchtime session (where we go and film sports trainings to learn skills). 

What do I need to do to implement this?

Videographers lunchtime club - Meeting together regularly to learn the skills of videography and photography.

More mileage of videography and photography for these children.

How can I measure changes to my practice?

I will measure changes to my practice by:

- Continuing to gather student voice about how students feel they can ask for help.

- Making a comparison of the interventions and implementations that I have added during the year.

How did the children respond after the first opportunity to be videographers?

 After the group of children had an opportunity to be videographers at our school Matariki Day alongside more skilled peers (Tuakana Teina), the children filled in a similar survey to their primary survey. I was interested to see if their levels of self confidence altered after just one opportunity to be videographers. 

Here are the comparisons of the students responses between the first survey and the second survey:

Findings: All but one child either kept the same level of confidence or improved in their responses to this question.

Findings: All but one child either kept the same level of confidence or improved in their responses to this question.

Findings: Interestingly, this question gave quite a mixed bag of responses. One child remained with the same level of confidence. Four children's confidence levels improved. Three children's confidence levels dropped.

Findings: Two children felt more nervous being given this opportunity. One child's levels of nervousness remained the same. Five children's levels of nervousness dropped once doing the videography.

Findings: Two children levels of confidence remained the same when it came to speaking. Only one child felt less confident with their speaking. Five children felt more confidence with their speaking during this experience.

Findings: Four children were consistent with how they felt about their ability to talk about their learning. Three children felt their ability improved. One children felt their ability dropped.

Findings: Three children felt confident with knowing how to tell their teacher that they needed help. Four children felt that their confidence with this dropped. I'm not entirely sure for the reason for this however, it could result in the fact that in a Tuakana Teina relationship, the more skilled peer is like their 'teacher' and my role as the teacher was to step back from that "traditional" role. The children need to be seeing their peer as their teacher in this pedagogical approach which may still feel slightly uncomfortable to the children.

Findings: All but one child felt that their confidence and ability to let the other person speak either remained the same or improved. 

Findings: Six children remained highly confident with listening to their group mates' ideas. Two children felt this confidence dropped slightly with this.

These findings suggest that these children are going to need longer implementing use of videography for the school news, to improve their confidence. I hypothesise that confidence will begin improving once they are out making decisions for themselves as members of the PENN (school news) crew.