I wanted my students to direct the next step of the visual self-reflections practice we began this semester.  Thus, students were given the choice today (Thursday, 4/4/19) to either:

a)  free-draw/write a second visual reflection which was based on two new prompts Visual Self-reflection #2 (this would be the second in-class visual self-reflection we scheduled this semester)

OR

b) view and give comments on the first visual reflection #1 Visual Self-Reflection Prompt #1, created by students two weeks ago, provided each student gives permission for us to share their reflection.

They chose the latter:  I had placed yellow stickies on each desk in anticipation of this so that students could give permission privately to share their work publicly with classmates–on the sticky, they wrote yes/no to share, answered a few other unrelated routine questions I asked, folded the sticky, and dropped at my front desk.  I quickly scanned the responses…

They unanimously chose to do a gallery walk, and seemed enthusiastic about doing so.  I reminded students that their work was laid out with the visual drawing face up (hence, anonymous).

Attached are copies of the student feedback/comments on their peers’ visual art, the comment sheet attached in the order following the original student visual self-reflection: Visual Self-reflections StudentGalleryWalkCommentaryonThur4.4.19

PROCESS:

In the adjoining empty classroom, I had set each student’s visual reflection on a separate desktop, together with two blank sheets stapled together (the drawing and the feedback sheet were coded). Students were told they could circulate and respond anonymously in writing as they wish to the drawings they viewed at each desk, sharing their impressions, what they would like to say, if they agree, understand, not agree, have advice, etc. etc.   I stated that I would like to share their comments with the author of the visual self-reflection, “so be sincere, etc. etc.”

Afterward, we met back in our regular classroom for quick debrief , and then continued on in our lesson.

Some of my reflections of today’s practice:

The primary sentiment that was voiced by many students in writing about others’ work was that they could relate to the feelings of challenge and frustration expressed visually in the work. Others offered some advice, some encouragement, and even some solutions to math problems alluded to.

In the classroom debrief afterward,  students volunteered to publicly share their experience of the gallery walk with the class.  What was most pronounced with many students who volunteered to speak was their sense of relaxation in knowing that they were not the only ones who were struggling or facing significant challenge.  Most sympathized with this , stating in as much the same way that the first two students E and L unequivocally did, that ” …I just felt comforted to find out that I am not the only one feeling like this in the class.”  A closing comment made by student S in obvious humor cracked up the class: “I can understand the few happy drawings I saw–when you lose all hope, a sense of euphoria can take over…”

Although I am cautiously optimistic in the benefits of this exercise for my students, I am certain that there was some level of cathartic benefit for students in this sharing with one another.  In the climate of a  highly competitive college, students can easily presume everyone else is strong academically and thus not feel welcome to share their own struggles or perceived weaknesses.

I also was inspired, perhaps reassured by some students, and it surprised me that it often was the result of seeing some very subtle passing detail in a student’s work…a reticent student’s image of a bulging boundary that is “almost breaking through,”  or another student’s images of “the cascading/snowballing effect of one tiny unaddressed question.”  I also felt that I saw glimpses of contrary evidence to what I had presumed to be true about students, truths which were not apparent previously from student behavior observed in the classroom:  for instance, I was moved by student P’s work reflecting strength and resolve, which was not apparent in the behavior nor in the limited commitment and work I had seen from him previously.

I will want to think about ways I can continue to improve this experience for students:

-to better build upon what we have started (so that it does not become just a “one-shot” fun exercise),

-to establish a momentum so that subsequent exercises naturally evolve in the practice of visual self-reflection,

-to deepen or extend student reflection, perhaps to their study habits and habits of mind that impact performance (perhaps through visual reflection engendered by focused attention on images I submit to them…?)

-to assess possible refinements and/or modifications for implementing this in other first year community college developmental math classes in the coming weeks.  For instance, I know I would now plan and set better expectations for sufficient time for gallery walk and commentary, so that students can feel free to reflect and comment more extensively on the work of others.  I think I gave the impression that it was a quick scan of the works of others rather than a potential second reflection…..leaving some students to think that perhaps they should only make quick comments.

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