Classroom Observation – P Nilson

Patty Nilsson

Career and Technology Education – Commercial Photgraphy

1. This video is of teacher Patty Nilsson who teaches a Career and Technology class – Commercial Photography. The students are in high school. This lesson is a continuation of a lesson started the day before. The students are in the middle of designing a food photography project. Listen for the concepts, photography techniques and terminology previously introduced.

2. Why do you think the teacher asked the two students to share their notes with the rest of the class? Reflect.

3. Ms. Nilsson likely asked the students to share their notes because the content of the notes was very good and reflected previously taught photography techniques. Ms. Nilsson had read the class notes from each student the night before and saw that some students’ notes were not complete or thorough enough and she wants them to add more to their notes. Another reason she might have asked the two female students to share was that students sometimes listen more to their peers than the teacher. And she might have wanted to show these two students she was proud of their work. What do you think? Reflect.

Next watch as Ms. Nilsson moves into the next phase of the lesson and wants to teach students more about techniques involved in food photography.

4. Why do you think Ms. Nilsson is stressing the point that taking a photo is like telling a story? Reflect.

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5. Making the connection between food photography and telling a story may help students understand that a photo has many parts and elements to it – much like a story does. It is not as simple as it seems. The students know how to write a story and have learned about the elements of a story since they were in elementary school. Ms. Nilsson is connecting new learning to something the students already know and understand thereby scaffolding to the new learning of creating a photo of food. Reflect on this: Why was making this connection important?

6. Notice how Ms. Nilsson is showing examples of photos previously done by the students’ peer group. She is reviewing the critical attributes of food photography and giving suggestions of what they might bring to photo given the time of day they will have to take the photo. By doing all this, she is helping the students plan the assignment and setting them up for a successful photo shoot. What else did you notice?

7. Ms. Nilsson continues to show examples of student work. She is critiquing each and shows examples and non-examples as a way to help her students analyze (Blooms’) previous photos and thereby helping them know how to create a quality food photo for their project. Watch as Ms. Nilsson continues to provide good examples and non- examples. What else did you hear from the teacher and the students? Reflect.

8. You just witnessed Ms. Nilsson use humor to connect with her students. Another thing to notice is that she has indicated she knows this project will cost the students some money and has said things like she just said, ‘ …this is not something I necessarily want you to invest in’. By doing this, she is likely relieving what might be a stressful situation for some of her students who have limited income. She is trying to eliminate anxiety and giving students suggestions of things to use that won’t cost a lot of money. She knows her students and cares about their lives. This helps build relationships with students and creates a positive, safe learning environment. What other ways has Mrs. Nilsson shown she cares about her students? Why is this important? Reflect.

9. As the lesson comes to a close, listen to Ms. Nilsson review the concepts and terms reviewed and/or taught during the lesson. She reviews the critical attributes of food photography assignment and brings closure to the lesson before the students move to independent practice. Reflect.

10. Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.