Session 1
I'm going to...umm, have a close-up image of a satellite sending out a transmission in slides and then it's going to become a full screen image with the Earth, with a satellite, umm, umm, sending a signal, umm, to another satellite, umm, that's in a different position and then that satellite transmit it down to Earth.
I really don’t know much about satellites but I think that there used for communication and signals.
What interests me about them is how they get the transmissions to certain devices like GPS’s and TV’s from such distances.
Neil seemed to be very concerned that he complied with my guidelines as he often asked "Can I do this?" I have since reassured Neil that he is free to follow his own path as it is his learning and decision-making processes in which I am most interested.
| 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 made a satellite and I put some transmission lines directing, to where it's going to go, to, yeah, which is a satellite on the other side of this, planet that I've made, of Earth that I've made, and then it's going to be going to somewhere on the Earth, to yeah.
Neil has now embraced the freedom of his learning task and has become more focused on his animation technique. The voice-over script has not changed since the previous week.
| 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 really haven't learnt anything today. I've just mainly been doing stuff on the computer and duplicating slides and yeah.
In the space of only 3 sessions, Neil has gone from being preoccupied with meeting my expectations to being obsessed with the process of animating. My main teaching point at the start of the session was on ensuring that the voice-over script was written in the 3rd person. His text has not changed at all during this session so I will make a point of it during the focus time during the next session.
After the session I had my usual Orchestra rehearsal and as the other children were coming in, he said he was "just finishing up". I had my back to him and became distracted with the 25 musicians who had now arrived and were tuning up. 15 minutes later, I noticed that Neil was still there working away and that he had created 32 slides.
| 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
I've been pretty upset with the way my movement's been going on in my slideshow.
So I've learnt, umm, a way of doing it by deleting the slide, then duplicating the slide on top of it and then adding what I wanted to go onto it instead of just having to get really angry at trying to fix and put the pieces in the right position.
It was surprising that Neil still hadn't updated his voice-over script even after I had made a point of it during the class focus.
I will ensure that we address this 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 5
I think that the way satellites transmit their signals is that they have a small radar dish that sends out signals, umm, to their destination or other satellite.
Satellites are used for communication and signals.
What's interesting about them is how they get the transmissions to certain devices like GPS’s and TV’s from such distances.
My first visit during the session working time (after the initial focus) was to ensure that Neil updated his voice-over script.
Due to his enthusiasm and diligence in creating new slides, I have not worked as closely with him during the actual sessions.
| 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
I haven't been doing much research but I did some on the weekend and I researched just about; "What are the many types of, umm, satellites that are like used for different things?"
Like some are used for like, special objects like TVs and GPSs and some are used for like communication towers and that sort of stuff, so, yeah. There's not just one sort of type, so...
Once again, Neil managed to stay under my radar as he never requires assistance. He has now invented a character called Jeffery who is the recipient of the satellite signals.
The last section of his animation shows the signal appearing on Jeffery's TV with the caption:
"Now Jeffery can be a couch potato!"
I don't mind this personal and comic touch but there are some key areas which are still unanswered in this animation. This might best be addressed through the use of questions such as:
"You mention different applications such as TV and GPS but what are the different types of satellites that you have alluded to?"
and
"How many satellites are required to transmit a signal around the world?"
| 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
I'm going to go home and try and find out what types of satellites there are and which ones do which things and how many satellites you need to get a signal around the world.
Neil was open to my suggestions and he claims to be addressing my guiding questions. I suspect that Neil will be enthusiastic to share his new insights once he has them.
I oversaw the process where he added the title: "Voice-over script" to his PowerPoint file although the content of the script didn't change this week.
| 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
So today I did a bit of research and I found out that a satellite, say one company's satellite, can't send a transmission to a different company's satellite 'cause they need to have, umm, the same program (or something like that) to get it to where it needs to go.
I'm going to make a, some more slides that, I'm going to put in a new coloured satellite. And I'm going to have one of my satellites send a signal to it and then it comes up with a red cross on the new satellite and it sends it back.
Neil mentioned compatibility issues between satellites in his student reflection. These probably relate to settings, configurations and company or country protocols rather than true functionality.
During the first session I hinted at the fact that transmission signals travel in straight lines. This meant that the main reason for satellites to be in orbit is to relay these signals around the globe. I couldn't remember where I learnt this so I started to doubt if this was correct. I decided not to mention it again until I could look into it.
Having now confirmed that this is correct, I will remind him of this and the obvious geometry involved. This would translate very logically into his animation imagery. This fact also answers the question about how many satellites it takes to transmit a signal around the world (Answer: 3 located at 120 degree intervals).
Neil's voice-over script is unchanged again but I'm sure that he will update this 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 9
Today I learnt that, umm, satellites can only send transmissions in straight lines and it takes three satellites to get a signal around the world at least. And, but I also finished off a few things from last week and showed satellites, umm, sending a transmission to, eh, a satellite that’s not capable of sending that transmission to somewhere else.
Satellites are used for communication and signals. What's interesting about them is how they get the transmissions to certain devices like GPS’s and TV’s from such distances. Satellites can only send transmissions in strait lines.
Neil now understands that satellite transmissions travel in straight lines. I have therefore upgraded him to a "Basic understanding" for "Identifying the relationships between variables" in the conceptual consolidation rubric.
Neil's reflection and latest animation frames relate to unsuccessful transmission attempts between satellites that are "not capable". My initial feedback to him immediately after recording this student reflection was that such transmission difficulties are simply configuration differences or the result of companies and/or countries only having access to their own network of satellites. I went so far as to say that this is not really an issue effecting how satellites work.
| 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
What I’ve been working on today is making a small transmission of satellites from number one to number two. But now I’m starting to work on another one where it’s not just from A to B but A to B and from B to C.
Satellites are used for communication and signals.
What's interesting about them is how they get the transmissions to certain devices like GPS’s and TV’s from such distances.
Satellites can only send transmissions in straight lines.
The only change in Neil's voice-over script this week related to spelling but at least that shows that he revisited it.
His student reflection mentions a representation of A to B to C expanding on A to B. I showed Neil how he can copy certain slides (frames). He can then paste them in again which effectively replays the two variable sequence before it is expanded to three variables.
| 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 12
Fat Jeffery is going to be the star in the animation by having him not being able to get a signal but then getting a signal after satellites, enough satellites come in to…transport it around the world ‘cause you need three satellites to get a transmission around the world, so you can’t just use two.
This is fat Jeffery. He is a couch potato but recently he hasn’t been able to get a signal on his TV so he can’t be a couch potato any more!
Satellites are used for communication and signals.
What's interesting about them is how they get the transmissions to certain devices like GPS’s and TV’s from such distances.
Satellites can only send transmissions in straight lines.
Now Jeffery can be a couch potato!
Fat Jeffery is an interesting character. In one sense he is superfluous to the teaching objectives of an explanatory animation but in another, more immediate sense, he provides a source of interest and engagement for both the author and the viewer.
I have left Neil with the challenge of finding out how satellites actually work with a focus question of "In addition to changing the direction of a transmission, do satellites boost or change the signal?"
| 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 13
Today I learnt what “transponder” is…means, and it means, to umm, amplify and change the frequency into a new one. And I also now know that the word “satellite” means something that orbits around something.
This is fat Jeffery. He is a couch potato but recently he hasn’t been able to get a signal on his TV so he can’t be a couch potato any more!
The word satellite means, orbits around something.
Satellites are used for communication and signals.
What's interesting about them is how they get the transmissions to certain devices like GPS’s and TV’s from such distances.
Satellites can only send transmissions in straight lines.
When a signal is sent to a satellite and received it transponders it witch changes the frequency and amplifies it.
The macroconcepts that Neil is confident with are change and scale. Much of his imagery is spatial in nature and these key relationships are becoming more concrete for him.
Neil is also becoming increasingly aware of how precise you need to be when using explanatory language. Only seconds after recording his student reflection, another student who had been listening noted that the Earth could also be considered to be a satellite that orbits around the Sun. I interjected by saying that a satellite actually orbits a planet so the Earth is not a satellite because the Sun is not a planet.
| 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 14
Today I’m pretty happy with myself because I finished it today. I got a lot of work done in finishing off my animation (and) did exactly what I wanted to do. So…yeah.
Neil didn't change his voice-over script this week so his student reflection celebrating completion is premature. Neil was referring to his imagery which details a transmission scenario although I have concerns about the way the signal is temporal and not continuous. The following screen shot illustrates this point:
The signal proceeds from the Northern satellite to the Western satellite and then on to the central satellite. It might be better to show a transmission continuing from the Northern satellite as a constant signal. If Neil agrees with my recommendation then he will have to do these slides again. It shouldn't take too long though as the Earth imagery could remain intact.
| 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 15
Today I actually found out that I haven’t finished, according to Brendan, which I’m not happy with.
And I have changed the background of my animation to black seeing that before it was black with these…with a grid. So yeah I changed that, umm, because it’s obviously space but, I’m also getting a bit back on track and I think I’ll be able to finish it in the next lesson or so.
Neil was reluctant to make the changes which I suggested in terms of background colour (black) and to remove the grid which had appeared as a component of his PowerPoint theme. Neil could see it would make for a better animation but his reluctance came from the fact that he has already made 89 slides. I had said all along to be wary of animating anything until it is right or subsequent changes will be very difficult. For Neil, it was almost like starting again in terms of his imagery as only the Fat Jeffery scenes were unaffected.
| 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 16
Today I finished my voice-over recording for the end and I’ve done a bit of animation today but obviously I didn’t have enough time to finish it so I’ve instructed Brendan and told him what I need to be done and he’s going to be helping me finish it which is really good ‘cause it will be finished and yeah.
Satellites are objects which orbit around a planet. Most satellites orbiting the Earth are placed there by humans for communication.
This is fat Jeffery. He is a couch potato but recently he hasn’t been able to get a signal on his TV so he can’t be a couch potato any more! Let’s see what is takes for Fat Jeffery to get his TV signal.
Satellites can only send transmissions in straight lines but the Earth is round.
A satellite dish on the Earth transmits a signal to a satellite. This is the uplink. One satellite sends a signal to another satellite to cross the Earth’s surface.
Inside a satellite is a transponder which changes the frequency and amplifies the signal before sending it on.
When the signal is close enough to the destination it can be received by another satellite dish on the ground. This is the downlink.
It is just as well that Neil has finished his voice-over script as this is our last animation session.
I have moved Neil along the conceptual consolidation rubric under "Uses correct terminology" now that he has introduced the words "uplink" and "downlink" to his 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 |