Daniel A.

Chapman 23 February 2014 Fieldwork Seminar Fieldwork Journal Mitosis Microscope/Poster Activity For this weeks journal ! want to analy"e the a#ti$ity that ! did with my %i%th and si&th period #lasses this past week. As a means o% rein%or#in' di''in' deeper and $isuali"in' the #ontent we ha$e #o$ered o$er the three days prior re'ardin' the di%%erent sta'es o% mitosis what those sta'es look like and what is a#tually happenin' durin' ea#h. (a#h student was 'i$en a sheet o% poster paper to display their %indin's their own mi#ros#ope a set o% prepared slides and a booklet des#ribin' in detail ea#h slide in#luded. )he a#ti$ity re*uired students to look at the %our slides that displayed the %our phases draw what they obser$e throu'h the mi#ros#ope and then usin' the knowled'e that they ha$e already a#*uired alon' with the in#luded booklet write 2+3 senten#es des#ribin' what is happenin' in ea#h phase that they are obser$in'. ! #reated and implemented this spe#i%i# a#ti$ity be#ause it not only hit on all o% my 'oals in #ontent and endurin' understandin's but it also hi'hli'hted some o% the learnin' styles that ! ha$e been tryin' to rea#h with some o% my students. )his a#ti$ity 'a$e my kinestheti# learners an opportunity to en'a'e with the #ontent throu'h a physi#al tan'ible and manipulati$e way usin' their mi#ros#opes and slides to work throu'h the a#ti$ity. Additionally this a#ti$ity lends itsel% to my $isual learners as it allows them to a#tually see %or themsel$es what we ha$e been talkin' about and also pro$ides them with an opportunity to display $isually what they obser$e. )he learners that ! really tried to hone in on on Friday were ,C and D-. ,C is an in#redibly $isual student she lo$es to #reate and she puts a lot o% emphasis on aestheti#s re'ardless o% what she is doin'. in my #lass ,C thri$es when ! 'i$e her an opportunity to show o%% her ability and in#lination to en'a'e in this approa#h to learnin'. D- has shown a $ery similar passion thou'h he has really stri$ed when 'i$en the #han#e to tan'ibly and kinestheti#ally intera#t with material. Durin' this a#ti$ity ! obser$ed both students en'a'e at a $ery hi'h le$el enterin' states o% learnin' that stron'ly re%le#ted the 'oals o% Csiks"entmihalyi/s %low theory and Sel% Determination )heory. From my own obser$ations ,C and D- e&hibited %low throu'h su#h a hi'h le$el o% en'a'ement and %o#us durin' this period that they seemed #ompletely obli$ious to the #lass around them 0Csiks"entmihalyi 11102. Similarly as this a#ti$ity allowed both o% these students to en'a'e in a %orm o% learnin' that they so naturally and

$isibly enjoy ! was able to obser$e a $ery hi'h de'ree o% autonomy3sel% determination amon' these two students 04an 5an'e et al. 20122. 6ne thin' peda'o'i#ally that ! really tried to %o#us on durin' this lesson was my introdu#tion to the a#ti$ity and spe#i%i#ally my own ability to 'i$e #lear instru#tions. !n past a#ti$ities this is one area in whi#h ! %eel ! #ould really impro$e on and ! o%ten %ind mysel% spendin' a lot o% additional time re+statin' instru#tions %or indi$idual students. ! want to be#ome better at deli$erin' instru#tions in %ront o% the entire #lass su#h that our time in the a#ti$ity #an be as produ#ti$e as possible. Reference: Csiks"entmihalyi 7. 011102. Flow8 the psy#holo'y o% optimal e&perien#e. 9ew :ork8 ;arper < =ow. 4an 5an'e >. A. 7. -ru'lanski A. ?. < ;i''ins (. ). 020122. Handbook of Theories of Social Psychology 04olume 12. )housand 6aks Ca8 Sa'e.

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