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The First Video held the students more with guidance as to what was expected from them. Gave them space to formulate their answers, think and reflect. Have their own responses processed and heard.

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The First Video held the students more with guidance as to what was expected from them. Gave them space to formulate their answers, think and reflect. Have their own responses processed and heard.

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The first video was better because the teacher didn't push his opinion on them- he reminded them what they saw, and then left it up to them to form thoughts and opinions unimpeded by his own. He gave them room to speak freely, and in that be heard.

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It seems important that the students and teacher were all facing each other and able to see all at the same tim -- (that's true in both videos, but still, an importantbeginning)

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It seems important that the students and teacher were all facing each other and able to see all at the same tim -- (that's true in both videos, but still, an importantbeginning)

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The second video reminded me of high school a little bit. Though I wouldn't necessarily say that my teachers were bad, some of them definitely did not know how to engage a classroom at all. I must say however, that it seems very difficult to do so in a class of 30+ students.

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The second video reminded me of high school a little bit. Though I wouldn't necessarily say that my teachers were bad, some of them definitely did not know how to engage a classroom at all. I must say however, that it seems very difficult to do so in a class of 30+ students.

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For me personally the two examples separate the highschool and university experience.

-Anna

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the first example was a better discussion 

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the first example was a better discussion 

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participatioon and generally interest was better in the first video without a doubt. obviously would prefer to be part of the first class video.

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I loved how in the first video the teacher poses questions dynamically - he builds on the answers students have already given in order to pose relevant questions to those who haven't spoken yet. It moves the discussion forward instead of stunting it. I also liked how he reflected back what the students were saying without overtaking/overriding them- just showing that he had heard and comprehended what they said. Gentle, validating active listening. - Madeleine

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It's very important that students feel that their opinions are worth listening to. It's glaringly obvious that in the second video the teacher was just trying to get an answer because no one was participating. The first video showed that he truly wanted to hear their thoughts which produced answers that furthered the discussion.
-Estelle

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I think guided questions- as presented in the 1st video we watched are a very important tool to foster discussion. In video 2, the teacher seems to be almost as confused as the students, I think as a result of failing to assert his authority- as if authority would negate good discussion- but kit doesn't , it simply helps people to organise their thoughts and ideas.

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The first was much more effective because he recapped the movie and gave them time to remember it before opening the discussion and gave better guiding questions. In the age of Netflix and show binging we may have forgotten this, but TV shows provided "previously on..." with recaps - one might forget from week to week!

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The first one was amazing! the teacher asked them to take a moment to themselves before talking about the movie, I think it was much more engaging. 

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The first one was amazing! the teacher asked them to take a moment to themselves before talking about the movie, I think it was much more engaging. 

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Also - in the first approach there were concrete questions, the second approach the students were lost a little bit. It made me thank about how the teachers can direct the classroom but the students should think on their own.

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The first video, which showed an example of a good discussion is much more effective since it shows how by coming prepared to class you can have a very fruitful and enriched discussion among the class.
The teacher's approach is very much effected by the quality of the discussion created inside the classroom
In the first video everyone participated while the second one no one gave any active input.
Preferably, I will be in the class seen in the first video

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The students were much more engaged in the first video, they knew what the teacher was talking about and presented their ideas and thoughts confidently. Where as in the second video they had no idea what the teacher was referring to.

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It was clear that the first example was more effective at setting up a group discussion, in my opinion for two reasons. The first reason is that he gave them some time to think/brainstorm on their own before the discussion began. The second reason is because he asked them an opinion question. This opinion question was whether or not they believed the 4-year old was comparable to the master painters. Unlike in the first video, where he just asks them what they thought about the video.

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The first discussion seemed more effective . He set them up by summarising and reminding them about the movie . Although both discussions lacked passion , conviction , the first one at least was structured to encourage participation . None of the students gave substance to their answers . Perhaps a follow up question would have elicited why they thought as they did .

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what was different in each approach (vivian)

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what was different in each approach (vivian)

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In the first video, it seemed at first the teacher was going to spend too long on a "Simple" task of helping his students remember the movie in preparation for a class discussion... but soon it became evident that he needed to bring them to that space and allow them to collect their thoughts. It was striking that there were different opinions and what started as a "slow" class became an engaging discussion.
The second approach was to "bridge" last week's class with current class by summarizing the video... but it only alienated the students. They were not present in the class. They were not active participants from the start. And it seemed like the teacher wanted to elicit a "correct" answer
-- vivian

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Here you can write any observations about the two discussions.

If you are stuck, use these guiding questions to help you think about the videos:

1. Which discussion seemed more effective and why?

2. What was different in the teacher's approach when starting the discussion in both scenarios

3. What did you notice about the students participation in both videos?

4. Which classroom do you prefer to be a part of?