Unique student teaching experience:
Not many behavioral issues
Unexpected experiences
High School:
40 minutes: Sculpture, Ceramics, Intro to Art, Prep
8am-3:30 required time at school
What You Need (WYN) - Strictly academic: silent homework time/reading
Sculpture: 3 projects; start with clay busts and talk about symbolism; Goldsworthy lesson, the principles of art and design, talk about planning; Kinetic sculptures, wire hanger and nylon, gesso and paint, look at images of contemporary sculptures and objects: which one is the sculpture?, meaning in artwork
Ceramics: (two sections) Half the class throwing, half hand-building; the history of ceramics, cylinders, mugs, hand-build ceramic boxes, darted tumblers; time management! Your time is eaten up before and after work time, students need to practice, demonstrate wrong behaviors/techniques
Intro to Art: Surrealism, academic language and techniques
The sooner you can teach, the better
The unexpected: many personal traumas happened during student teaching (family deaths, etc.), student's sibling committed suicide, student's sibling die, drugs, etc.
Take attendance: get to know their names
Write your own lessons and access your Cooperating Teacher's
Elementary:
6 day cycle, see students every three days.
Scope and sequence: build off of previous lessons
Use videos to reiterate what you say (demonstrations, content, etc)
Do what you enjoy! If you are excited, students will be more engaged.
University observations:
Introduce the observer, tell them she might ask them some questions
Don't get strung out! It's not too stressful.
- Ask meaningful questions: don't ask dumb questions. Why do you say that? What do you see that makes you say that? Form more well-thought answers.
- Preparation; learn from other classes. Flexible
- Be relate-able to students, be friendly but professional
- Be passionate about your lessons
- Think about what you NEED to convey in a lesson. Too much information may be overwhelming, less confusion
- Be explicit and clear with all students of all ages. Make it clear that you have faith in their abilities.
- Being inclusive in your delivery
- You will have days that you have no idea what you are doing; it's okay!
- Be consistent with students in attitude and expectations
- Teach with fore-thought; anticipate issues (Demonstrate what happens when things are done wrong: What would happen if I did this wrong?)
- Speak to CT if you feel restricted by their actions
Tuesday, April 29, 2014
Thursday, April 10, 2014
Art education: Trends
Visual Culture Studies:
Influences lives in all aspects.
Incorporate understanding in lessons: critique advertisements, recognize
Teach them about how to respond to visuals.
Overwhelming
Choice Based Art Education:
Student chooses project/media; students follow what they are interested in.
Students have choices to make meaningful learning
Benefits for teacher: in-depth instruction on a range of topics, special help/attention to students, get to know students, students could be highly motivated and ready to work, individualized instruction, more one on one time.
What teachers do: provide students with time for creating, studio space, variety of materials, encouragement, group/individualized instruction
CB Students: work at own speed, work from strengths, follow a line of thought over time, develop a working style, show responsibility, take care of materials, form cooperative groups for collaboration, explore interests in depth, be on task, set up own workspace and move on when ready.
Classroom: Centered around different artistic mediums
Assessment: topics, effort, skill with materials, creative problem solving, making artistic choices
Responding to standards: Begin class with demo or lesson, whole class sees new topic, artist, technique, concept, material, etc.
DBAE
Discipline Based Art Education; comprehensive education
Art production: making/process
Art Criticism: Examination, discussion of style, principles
Art History: insight into past, connections/relevancy
Aesthetics: philosophy of art, get students to think about what they are learning/feeling
Achievement, structure, organized, well-rounded students
Reveals knowledge, be best educators, keep up to date
Influences lives in all aspects.
Incorporate understanding in lessons: critique advertisements, recognize
Teach them about how to respond to visuals.
Overwhelming
Choice Based Art Education:
Student chooses project/media; students follow what they are interested in.
Students have choices to make meaningful learning
Benefits for teacher: in-depth instruction on a range of topics, special help/attention to students, get to know students, students could be highly motivated and ready to work, individualized instruction, more one on one time.
What teachers do: provide students with time for creating, studio space, variety of materials, encouragement, group/individualized instruction
CB Students: work at own speed, work from strengths, follow a line of thought over time, develop a working style, show responsibility, take care of materials, form cooperative groups for collaboration, explore interests in depth, be on task, set up own workspace and move on when ready.
Classroom: Centered around different artistic mediums
Assessment: topics, effort, skill with materials, creative problem solving, making artistic choices
Responding to standards: Begin class with demo or lesson, whole class sees new topic, artist, technique, concept, material, etc.
DBAE
Discipline Based Art Education; comprehensive education
Art production: making/process
Art Criticism: Examination, discussion of style, principles
Art History: insight into past, connections/relevancy
Aesthetics: philosophy of art, get students to think about what they are learning/feeling
Achievement, structure, organized, well-rounded students
Reveals knowledge, be best educators, keep up to date
Tuesday, April 1, 2014
Presentations: Trends in Education
RTI: Response to Intervention (Instruction)
Early identification and support of students with learning/behavior needs. High quality instruction and screening; involves special educator, general education teacher, and/or specialists. Focusing on student success and meeting the large range of needs of students. What does the student need? What can we do to help them?
1. Screen: success, struggles; how to make successes help struggles?
2. Progress monitoring
3. Multi-level prevention system
4. Data-based decision making
5. Grounding
Good instruction, on going assessment, tiered instruction, and parent involvement
RTI meetings, implement RTI in classes, may have to give RTI test.
This helps students that are in the gray area: students who do not have severe struggles. May help them focus on school and find success. This gives students the opportunity to receive help that may otherwise be overlooked. Without RTI students become frustrated and humiliated; these students may otherwise never receive help and potentially drop out of school.
(Differentiate instruction; want students to succeed; help students succeed in school and in life)
Understanding by Design (UBD = Backward Design)
Improving student achievement: emphasize teachers role in designing student learning. Helps teachers clarify learning goals and engage students. Look to develop and deepen understanding. Use Backward Design and seek student feedback.
Backward Design:
1. Identify desired results - content standards, understandings, questions, knowledge and skills. Focus on big ideas.
2. Determine acceptable evidence - Key complex performance tasks indicative of understanding? What other evidence will be collected to build the case for understanding, knowledge, and skill? How will students self-assess?
3. Plan learning experiences and instruction - Focus on engaging and effective learning. What learning experiences and instruction will promote the desired understanding, knowledge and skill? How will you best promote the deepending of insight and interest? How will you prepare students for the performance?
Responsive Classroom
Elementary classes! Produce engaged students. "Educators creating, safe, challenging and joyful elementary schools". Highly structured.
Key practices: Daily morning meeting (reset, connect with classmates; social skills), a positive approach to discipline (students make own rules), positive teacher language (positive vision), giving students choices in their learning (more engaged in their own learning when given choice/responsibility). Dependable system for students
PBIS
Positive Behavior Intervention and Support (achieving academic and social goals)
Expectations clearly stated: assemblies, arrival/dismissal/bus/cafeteria (affect behavior in and outside of school)
Organizational supports, effectively use interventions.
Goals (for positive behaviors) rather than punishment (for negative behaviors)
5 stages of building PBIS program: 1. purpose building (exploration), Infrastructure (Instillation), 3. Initial Implementation, 4. Full Implementations, 5. Sustainability.
Four elements: Outcomes, practices, data, systems.
Fundamentals: Procedures, positive reinforcement, negative consequences, special interventions, keeping records.
Similar to RTI (Behavioral form)
Examples: Lynx Loot Reward Program - earn rewards for good behavior; Peace days - grade-level has no major office referral
Common Core State Standards
English and Math grade level expectations in standards; focus on core concepts and procedures (early), set goals but do not determine how it must be taught, mastering standards.
English: complex texts, evidence, building knowledge
Math: greater focus, coherence, and rigor
Implementation in Schools and Need to Know facts: standards establish what they need to know and not how teachers should teach. Implemented by state and local levels.
Does not require data collection by the schools.
There will be common core standards for art. (Discipline specific)
SLO (Student Learning Objectives/Outcomes)
Educator Effectiveness: performance-based
Reaction to "No Child Left Behind"
SLOs: Teacher: student learning objective; principal: school learning objectives
2 SLOs written each year: evaluation every three years --> approved, monitored, and scored by and evaluator
Keep in mind: most work at beginning of year, mid-year review ...)
4 Steps: review data and prepare SLOs, review and approve, collect evidence and conduct mid-year review, review and score
SMART SLOs: Specific measurable, attainable, results-based, time-bound
Early identification and support of students with learning/behavior needs. High quality instruction and screening; involves special educator, general education teacher, and/or specialists. Focusing on student success and meeting the large range of needs of students. What does the student need? What can we do to help them?
1. Screen: success, struggles; how to make successes help struggles?
2. Progress monitoring
3. Multi-level prevention system
4. Data-based decision making
5. Grounding
Good instruction, on going assessment, tiered instruction, and parent involvement
RTI meetings, implement RTI in classes, may have to give RTI test.
This helps students that are in the gray area: students who do not have severe struggles. May help them focus on school and find success. This gives students the opportunity to receive help that may otherwise be overlooked. Without RTI students become frustrated and humiliated; these students may otherwise never receive help and potentially drop out of school.
(Differentiate instruction; want students to succeed; help students succeed in school and in life)
Understanding by Design (UBD = Backward Design)
Improving student achievement: emphasize teachers role in designing student learning. Helps teachers clarify learning goals and engage students. Look to develop and deepen understanding. Use Backward Design and seek student feedback.
Backward Design:
1. Identify desired results - content standards, understandings, questions, knowledge and skills. Focus on big ideas.
2. Determine acceptable evidence - Key complex performance tasks indicative of understanding? What other evidence will be collected to build the case for understanding, knowledge, and skill? How will students self-assess?
3. Plan learning experiences and instruction - Focus on engaging and effective learning. What learning experiences and instruction will promote the desired understanding, knowledge and skill? How will you best promote the deepending of insight and interest? How will you prepare students for the performance?
Responsive Classroom
Elementary classes! Produce engaged students. "Educators creating, safe, challenging and joyful elementary schools". Highly structured.
Key practices: Daily morning meeting (reset, connect with classmates; social skills), a positive approach to discipline (students make own rules), positive teacher language (positive vision), giving students choices in their learning (more engaged in their own learning when given choice/responsibility). Dependable system for students
PBIS
Positive Behavior Intervention and Support (achieving academic and social goals)
Expectations clearly stated: assemblies, arrival/dismissal/bus/cafeteria (affect behavior in and outside of school)
Organizational supports, effectively use interventions.
Goals (for positive behaviors) rather than punishment (for negative behaviors)
5 stages of building PBIS program: 1. purpose building (exploration), Infrastructure (Instillation), 3. Initial Implementation, 4. Full Implementations, 5. Sustainability.
Four elements: Outcomes, practices, data, systems.
Fundamentals: Procedures, positive reinforcement, negative consequences, special interventions, keeping records.
Similar to RTI (Behavioral form)
Examples: Lynx Loot Reward Program - earn rewards for good behavior; Peace days - grade-level has no major office referral
Common Core State Standards
English and Math grade level expectations in standards; focus on core concepts and procedures (early), set goals but do not determine how it must be taught, mastering standards.
English: complex texts, evidence, building knowledge
Math: greater focus, coherence, and rigor
Implementation in Schools and Need to Know facts: standards establish what they need to know and not how teachers should teach. Implemented by state and local levels.
Does not require data collection by the schools.
There will be common core standards for art. (Discipline specific)
SLO (Student Learning Objectives/Outcomes)
Educator Effectiveness: performance-based
Reaction to "No Child Left Behind"
SLOs: Teacher: student learning objective; principal: school learning objectives
2 SLOs written each year: evaluation every three years --> approved, monitored, and scored by and evaluator
Keep in mind: most work at beginning of year, mid-year review ...)
4 Steps: review data and prepare SLOs, review and approve, collect evidence and conduct mid-year review, review and score
SMART SLOs: Specific measurable, attainable, results-based, time-bound
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