Session 1
(Did not record reflection)
I only know that hair is from the skull and it grows from a tiny stem inside your skull.
Harriet has already started to develop some key questions. The following list is compiled from slide headings in her storyboard:
- What does the stem come from?
-
How does it form?
-
Different types of hair
-
Why is hair curly or straight?
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
Identifies relevant variables |
Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 2
I will, I'm going to find what, if hair is actually dead or alive, and I have learnt about autoshapes and how to make an animation.
I know that hair is from the skull and it grows from a tiny stem inside your skull.
The papilla is a very important part of your head, it is at the very bottom that helps the hair grow because it contains the blood supply.
Harriet sets her own goals for future progress with her research.
This investigative approach should prove to be very productive for her.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 3
I think I need to figure out whether hair is alive or dead?
I know that hair is from the skull and it grows from a tiny stem inside your skull.
The papilla is a very important part of your head, it is at the very bottom that helps the hair grow because it contains the blood supply.
How does it form?
Why is hair curly or straight?
During this session we talked about changing the skin colour of the animated head from the default blue into a tanned brown skin colour.
We also made individual hair follicles thicker as I explained how one pixel would be too thin at anything other than full-screen sized video.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 4
What I've learnt so far is, hair is actually dead and that's why it doesn't hurt when you cut it but it hurts when you pull because of the stem and that's alive so it does hurt. And that's where it grows from, the stem.
Umm, I'm trying, looking into, if, why hair is curly or straight. But like, not, not from the gene but just how, "How does it start off being like that?"
Is hair dead or alive, a lot of people ask that but the truth is that hair is dead and that is why it doesn't hurt when you cut it. But the reason it does hurt when you pull it is because your also pulling the stem and that is where the hair grows from.
The papilla is a very important part of your head, it is at the very bottom that helps the hair grow because it contains the blood supply.
How does it form?
Why is hair curly or straight?
This voice-over script is conversational in tone which should enhance the appeal of this animation.
All of Harriet's imagery thus far is of a head with hair growing. It will probably be necessary to incorporate close-up and/or cross-sectional imagery.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 5
Today I learnt how to duplicate the slides and I'm looking into close-up and cross-section.
The voice-over script didn't change this week but the animation is shaping up as Harriet now understands the "Insert duplicate slide" technique which we discussed during the first session.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 6
Today I learnt how to copy and paste the slides and I also learnt that hair is actually sort of like a form of skin and it's made up of a protein called keratin.
The new insights that Harriet has gained about the keratin protein and hair being like a form of skin have yet to find their way into her voice-over script.
I pasted her "papilla" sentence into Google to see if that had been taken from a web site. It was encouraging to see that the first result of this search was back to her own page.
Her imagery thus far does not incorporate cross-sections or close-ups but she is now able to animate smoothly and appears to be enjoying the animation process.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 7
Today I did an animation of someone's hair getting cut because before I said that "If hair is dead or alive? It's dead because that's why it doesn't hurt when it cuts." So that's why I did an animation.
As stated in her reflection, Harriet has been busy constructing imagery to accompany her voice-over script.
This screen shot suggests that her level of detail will be sufficient for her initial introduction. Harriet plans to continue with more detailed, cross-sectional imagery.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 8
Today I, like I wanted to do some close-ups of "What's in hair?" And I want to try and start an animation about that.
Harriet found some cross-sectional imagery online that shows the hair as a solid shaft amongst other elements external to the hair. She has started to construct her own imagery in the same manner.
I will suggest to Harriet that it is more relevant for her animation to have cross-sectional imagery inside the actual hair shaft.
Harriet's voice-over script hasn't changed this week but I suspect it will when she has something new to add.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 9
I’m beginning to make an image of the hair and the skin around it and what’s really around it and everything. And, but now I’m about to find out what’s inside the hair and then I’m going to do an image about that.
Harriet has made consistent progress. She is able to articulate where she is heading and what she needs to do to get there.
The voice-over script hasn't changed again but this will be a renewed focus for the whole class during the next session.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Session 10
So far I’ve done a detailed animation of inside the hair, and like, what’s actually inside the string and that’s all I’ve done so far.
Harriet's imagery is coming along nicely but it's time she started addressing other questions posed in her voice-over script such as:
How does it form?
Why is hair curly or straight?
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
Today I had to write what, how, what, why hair is different colours. And I just finished off a few of my animations that I did.
Is hair dead or alive, a lot of people ask that but the truth is that hair is dead and that is why it doesn't hurt when you cut it. But the reason it does hurt when you pull it is because your also pulling the stem and that is where the hair grows from.
So the hair grows on and on so slowly that you don't notice it.
Now the reason that people have different colour hair is because of a little something called....GENES.
The papilla is a very important part of your head, it is at the very bottom that helps the hair grow because it contains the blood supply.
Different types of hair.
Why is hair curly or straight?
Harriet has settled straight back into her work after a long overseas holiday. It's interesting how she talks about "animations" (plural) for the different scenes in her animation.I've advanced Harriet along the conceptual consolidation rubric in the area of "Uses correct terminology" as the following screen shot shows her labels for terminology that has yet to make it into the voice-over script.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |
I think I really understand my topic because I’ve learnt a lot over the past year I guess. I’ve just finished my voice-over text and a few of my animations so that’s all I’ve done.
"Is hair dead or alive?" A lot of people ask that but the truth is…hair is dead and that's why it doesn't hurt when you cut it. But the reason it does hurt when you pull it is because you’re also pulling the stem and that’s where the hair grows from.
There are many different components that make up the hair.
- the skin around the skull which is also known as the scalp
- the hair string
- the sebaceous glands
- the dermal papillae and
- the hair shaft.
So the hair grows on and on so slowly that you don’t even notice it.
It grows and falls out at the same time but because it grows so fast, people can choose to have long hair.
Now the reason that people have different coloured hair and different types of hair like curly, straight or wavy is because of a little something called…genes.
Now that Harriet has finalised her voice-over script, I can see that the statement about hair falling out has no corresponding imagery. As I'm writing this reflection after the session, I will have to generate this imagery myself as I don't see her again until the debriefing session.
| Uses correct terminology | With assistance | Simplified terminology | Some correct terminology | Actual terminology |
| Identifies relevant variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Identifies relationships between variables | Not apparent | With assistance | Basic understanding | Deep understanding |
| Self-assessment. Does the student think that they understand their topic? | No | Not really | Basic understanding | Yes |