| Student Memory: Question 76: What is significant about the
way the students chose to layer their information through a chosen process? |
Conclusion: When asked to tell more about their memory of an object in a
method of their own choosing, modelling in 3D was the most popular request from 54% (13)
of 24 students - particularly high ability students. This was followed by 21% (5) using
coloured oil pastels on coloured paper; 17% (4) drawing diagrams on squared paper; one
mime (4%) and one tape recording (4%). A majority of the high ability students chose
modelling.
Gender differences were noticable in all categories. While females dominated the
categories of modelling (68% of this category were female) and used colour (75%); only
males responded in diagrams and drama.
Students who have used loans seem more likely to feel confident to select modelling as
a form of communication. Loans seem to lend themselves to this type of explanation - they
transmit information in 3 dimensions and it is obvious that this learning can then be
re-presented as a 3D model.
Summary of findings:
These findings are based on interviews with 24 primary students in Y3-Y6: 12
higher ability and 12 lower ability; 12 females and 12 males. The students were
interviewed 7 - 10 months after their use of these loans in the classroom.
- · 100% (24) of the students responded to this exercise which asked them to provide more
information about their chosen object. The point of this exercise was to see if the
students gravitated to a particular way of communicating about artefacts.
- · 54% (13) of the students chose to model their object in 3 dimensions with clay. Nearly
all the high ability females chose this option (83%) and half of the high ability males.
This option would lend itself to those with technological understanding. The make up of
this group was as follows:
62% females
38% males
62% high ability
38% low ability
Majority: high ability females
- · 21% (5) of the students chose to picture their artefacts with coloured oil pastels on
coloured paper. This option would lend itself to those with artistic understanding. The
make up of this group was as follows:
80% females
20% males
60% low ability
40% high ability
Majority: low ability females
- · 17% (4) of the students chose to draw a diagram of the object on squared paper using
a pencil and ruler. This option would lend itself to those with mathematical
understanding. The make up of this group was as follows:
100% males
0% females
50% high ability
50% low ability
Majority: males of both high and low ability
- · 4% (1) low ability male student chose to mime a Victorian flat iron
- · 4% (1) low ability male student chose to speak onto a tape recorder
Majority: low ability males
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| Student Memory Interview: Question 76: Individual Student
Responses |
Modelling in 3 dimensions with clay: 13
1. Student H1: Male: Low Ability: Y5: Mummified Cat
Student H1 chose to make a mummified cat out of clay.
2. Student M1: Male: Low Ability: Y6: 1930s Blue Silk Dress
Student M1 chose to model the dress in clay.
3. Student C2: Male: High Ability: Y3: Edwardian Bathing Costume
Student C2 chose to make a model of the glass buoy with clay. "That's
the ropey bit that came around and it had a piece of rope to hold it up. It had 4 pieces
around it. It was much bigger"(shows with hands).
4. Student B2: Male: High Ability: Y4: Victorian School Bell
Student B2 chose to model the school bell in clay.
5. Student H2: Male: High Ability: Y5: Mummified Cat
Student H2 chose to make a mummified cat out of clay.
6. Student C3: Female: Low Ability: Y3: Edwardian Bathing Costume
Student C3 told me that she wanted to make the Edwardian bathing costume out of cardboard
tubes but we didn't find any: I'd get some boxes which were around like legs and paint
in the stripes of white, blue, white, blue… Maybe you can draw it first, colour it in
and then cut it out. She settled then on making a clay person which she dressed up in
paper clothes that she had drawn and cut out.
7. Student G3: Female: Low Ability: Y6: Hand Grenade
Student G3 chose to model the hand grenade out of clay.
8. Student L3: Female: Low Ability: Y6: Spirit of St. Louis Plane
Student L3 chose to model the plane with clay.
9. Student L4: Female: High Ability: Y6: Spirit of St. Louis Plane
Student L4 chose to model the plane with clay.
10. Student C4: Female: High Ability: Y3: Glass Buoy
Student C4 made the glass buoy out of green paper. I'd get a green piece of
paper, cut a circle out then do a line. I'd cut a line to the middle then fold it over
and tape it. Then I'd cut the nib off and put a straight piece of paper on it. Then I'd do
another cone on that side, cut the nib off and put on a plain piece of paper. Then I'd
colour it. She cut out two circles, cut both from the perimeter to the centre and
made them into attaching cones with selotape. She then rolled out the
clay and draped it around the 3D paper construction to create a net look.
11. Student H4: Female: High Ability: Y5: Mummified Cat
Student H4 chose to make a mummified cat out of clay.
12. Student B4: Female: High Ability: Y5: Victorian Clog
Student B4 chose to model the Victorian clog in clay.
13. Student G4: Female: High Ability: Y6: WWII Helmet
Student G4 chose to model the helmet out of clay.
Created an image with oil pastels on coloured paper: 5
14. Student G2: Male: High Ability: Y6: WWII Helmet
Student G2 chose to create a picture of the WWII helmet using oil pastels and
coloured paper.
15. Student M3: Female: Low Ability: Y6: 1930s Pink Silk Dress
Student M3 chose to draw a picture of the pink dress on coloured paper and then
to use oil pastels to indicate colours.
16. Student B3: Female: Low Ability: Y4: Victorian Clog
Student B3 chose to create a picture of the clog with oil pastels on coloured
paper.
17. Student H3: Female: Low Ability: Y5: Ancient Egyptian Jewellery
Student H3 chose to create a picture of the jewellery with oil pastels on
coloured paper.
18. Student M4: Female: High Ability: Y6: 1930s Tram Model
Student M4 chose to draw a picture of the tram on coloured paper and then to use
oil pastels to indicate colours.
Making a diagram on squared paper: 4
19. Student L1: Male: Low Ability: Y6: Spirit of St. Louis Plane
Student L1 chose to draw the model plane on plain paper with a pencil.
20. Student L2: Male: High Ability: Y6: Victorian Post Carriage Model
Student L2 chose to draw parts of the model coach on squared paper.
21. Student G1: Male: Low Ability: Y6: 1930s Music Box
Student G1 chose to draw a cross section diagram of the 1930s music box on
squared paper using a ruler and pencil.
22.Student M2: Male: High Ability: Y6: 1930s Tram Model
Student M2 chose to draw a diagram on squared paper using a ruler and a pencil.
He indicated the colours using the oil pastels.
Mime: 1
23.Student B1: Male: Low Ability: Y5: Victorian Flat Iron
Student B1 chose to mime the shape and use of the flat iron to a video camera..
Tape recorder: 1
24.Student C1: Male: Low Ability: Y3: Victorian Sunglasses
Student C1 chose to model sentences about the sunglasses and then speak them into
a tape recorder: The colour of the sunglasses is black. The glass is black. The top of
the nose were straight. Why did you choose the tape recorder? Because it's
exciting. My cousin died and we were allowed to keep stuff. I keeped the recorder and I
taped my own self about the Vikings. But I writed it on a piece of paper. I knew there was
a helmet and a sword.
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