Writing a Vignette: A Spatial Reasoning with Polygons Lesson
Writing Your Vignette
A vignette is a short story without an ending. It is short, but not too short to present an issue. It is detailed, but not so detailed that the underlying issue gets lost. A vignette presents an issue, such as the under-representation of girls in advanced math courses, in a context with which individuals can identify. A good vignette has fewer complexities and personalities than real life, sets up a situation in which there is no one “right” answer, and is flexible enough that individuals from different groups (teacher/administrator, female/male, liberal/ conservative) can identify with the story and bring their perspective forward in discussions of solutions. (Campbell, 1996)
The purpose of the vignette assignment is to frame and explore classroom issues encountered during observations. As you view the videotapes, note classroom interactions, incidents, or situations that pique your interest. What do you notice? What do you wonder? Find a situation that is problematic or challenging, in need of correction, or is laudatory. You will select your videotape from a list provided by your instructor; it will not be chosen from the ATLAS library.
The vignette has three parts: body, question, and title. The body of the vignette provides a written description of a classroom event. It begins by setting a context for the event. Describe the setting in terms of the classroom environment and climate. What are the general characteristics of the class? This may include
The characteristics of the class: grade level, achievement level, special needs
The classroom environment: displays, desk/table arrangements, applicable rituals and routines
The objective of the lesson, the topic of study, applicable math or science content and practice standards
This section also includes a description of the actual event, which may be an interaction, incident, practice, or strategy. What did the teacher do? What did the student do? What were the reactions of either or both? How was the classroom atmosphere during the event and during the response to that event? It need not be a negative event. It may be controversial or not. The body does not include evaluative comments.
At the end of the body of the vignette, pose a single question (if necessary, an additional question may be posed, but no more than three). It should represent why the classroom event poses a problem (or challenge) for you. Lastly, provide a title. The title focuses the problem to a single word or phrase.
Your vignette will be peer-reviewed, and a peer will have the assignment of writing a response to the question posed in your vignette.
Format requirements:
double spaced
11-12 pt. font
1-inch margins
Minimum of two pages
Campbell, P. B. (1996) Collaboration for equity: How would I handle that? Using vignettes to promote good math and science education. American Association for the Advancement of Science. Washington, D.C.
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Vignette
This a fourth-grade class. The topic of study is Spatial reasoning with polygons. The students are seated each on their table, whose edges are touching each other. The students are in something that looks like a round table. A total of five tables with five students make up one discussion group for when the students will be attempting the problem. As the teacher is doing the talking, all the students turn their heads to face the front. Students take the central space in the classroom while their bags, student files, and other books stay at the back. Charts and sticky notes are on the walls, some of which the teacher keeps referring to from time to time. Students' books are closed right in front of them while all their attention is on the teacher.
Class begins with the teacher reading out the question from the board, after which she remarks that the problem is one with a lot of words. The teacher poses an item to the students about the initial things before solving a word problem. The teacher gives her students some private thinking time to contemplate on the question she just asked. Some students are already raising their hands intending to answer the question. After a few minutes of thinking, the teacher takes the students' responses. They posit that to attempt a problem with many words, one should underline the key terms. The students point out some of the things that matter to them before they solve any problem, including taking time to think for themselves and sharing the challenge amongst themselves before posing the teacher's question. All the students shout that you first analyze the problem by breaking it apart to make meaningful sense.
The teacher hands sheets of paper to every student to engage their bra...