MY.P - A2 Analysis Practice and feedback
Lesson 3 - 07/11/23
1.5 Meta Language
1.5 Meta language (Ladwig, 2006, p. 20) was an element that I expected to be highly effective throughout this lesson. This was due to using multimodal educational resources to assist with the students learning. Metalanguage was used effectively on some occasions throughout this lesson, the first was by making sure the students understand the activities by first understanding the language behind the instructions. Figure 13 shows effective metalanguage by each student describing their chosen location based on the location description. Located on figure 13.1, I aimed to use metalanguage when discussing the activity between the two groups, an example of this is when I am describing to the students forms of media terminology and putting it isn’t basic terms. I continue to do this with audio terminology with assistance from Miss Annie. Being that the previous lessons on introducing this unit was more metalanguage focus, some students feedback on meta language was seen minimal during the lesson; as shown on figure 14. If I was to do this lesson again, I would use hand outs on definitions for media and audio terminology to support the students when analyzing the film. This will both support the metalanguage used in the lesson as well as further develop their understanding.
1.5 Evidence
Figure 13
Figure 13 is a snippet of the first activity where the students are describing why they picked that particular location. The students applied metalanguage when describing their choice of location and why they appreciate their choice.
Figure 13.1 is a snippet of the start of a film analysis activity. Describing audio and visual terminology can be a challenge for some students. I taken this opportunity to prompt the two groups and describe some examples using metalanguage.
Figure 13.1
Figure 14
Figure 14 is the feedback form that the students filled out for us to help improve our future lessons. It was common that some students felt that this lesson wasn't heavy with metalanguage. To improve this in the future I can take this feedback as an opportunity to apply more metalanguage based examples either visually or verbally to assist the students for lessons similar to this.
3.4 Inclusivity
3.4 Inclusivity (Ladwig, 2006, p. 46) was highly implemented throughout this lesson. Miss Annie and I incorporated group collaboration throughout this lesson as our aim was to ensure that each student is included. Due to the feedback on figure 14, there was praise by our students on how we included everyone, especially during class discussions and conversations. Providing a first nations short film allowed cultural inclusivity for students to look at different cultural perspectives. This is good because it allows the students, including first nation students, to be included with the content whilst respecting each other. During the second activity, students found a challenge especially during when students needed to scribe from the film. The students scribing felt left out of seeing the film because they were concentrated on scribing rather than observing whilst the other students had the luxury of viewing the film. This was not what Annie and I thought was going to happen and looking back at the lesson, we should have allowed the students to watch first and then scribe after so every student can observe the film.
3.4 Evidence
Figure 14
Figure 14 is the feedback form that the students filled out for us to help improve our future lessons. The students appreciated how we aimed to include everyone in this lesson.
Reference
Ladwig, J & Gore, J (2006). ‘ A classroom practice guide” in Quality teaching in NSW public schools. 2nd edn. State of NSW, Department of Education and Training, Professional Learning and Leadership Development Directorate, New South Wales, pp. 05 – 59.