Assessments

Formative-

Assessment used during the learning process to allow a teacher to modify teaching and learning activities to improve understanding. An example of this would be observations during teaching to see where student are at during learning.

Summative-

Assessment used to evaluate learning or skill at the end of the lesson, project, or year. This is a way for teachers to check to see if students were able to learn the material and retain it. An example of this type of assessment would be a test to see if students understand and have learned the material they were taught.  

Authentic-

Assessment that is a measure of accomplishment. Examples of this are simulations, portfolios and performance of the skills or demonstrations using the knowledge learned. 

As a design graduate, I have constantly supplied portfolio work as a way to measure my learning. It is difficult at times to administer a test on an artistic technique or ability. Many time the submission of a portfolio was really the only way to show that I had learned the skills needed. Creating a project in art that demonstrates the technique learned it often the way art teachers must grade with their subject area being very hands on. 

First Lesson

Today, was my scheduled day to teach a lesson to 5th graders in front of my observer, however, she had to reschedule for next week. I had already taken the day off at work, so I decided to go ahead and teach it anyway, just as a trial run. There is no such thing as too much practice, if you ask me, especially if you have never taught before...

I used a lesson that I made as a precursor to drawing portraits that focuses on drawing the facial bones and the skull. I brought in several plastic Halloween skulls which that got the attention of the kids right away. Some of the kids were threatened with skeleton bites when they were talking too loud or got out of there seats. First we read aloud, a section in a children's science book about skeletons and focused more in depth on the skulls. After that, the students did some mapping at tables on dry erase boards to try to help sum up the functions of our bones. 

The same ideas were listed by most of the students, which was great. They realized that skeletons, and skulls are used to provide structure to bodies and to protect organs. We discussed how to think about where each feature was placed on the face and felt on our own faces where our eye sockets were as well as, where our jawbones and teeth were. Students were then given handouts of skulls and a photoshopped, simplified version of the same skull for practicing shading. 

I put a picture of my own skull drawing up on the projector and screen to show them how to shade effectively and demonstrated on paper while they were all around me, how to shade in sections and focus on shapes within the drawing. We discussed methods for shading and how to use the pencil and eraser to create a smooth surface. We also discussed shading recessed areas or cavities darker and closer, sections lighter. 

The students seemed to enjoy the lesson and the timing was pretty good, but I will need to talk a bit more when I present for my observer. 

The book we read and one of the attention grabbing skulls

Skull shading example page with directions for lesson

Practice skull, if they chose to use it 

 Example of drawn skull that went up on the projector

TPRC:
Think, Predict, Read, and Connect is one strategy that we learned about in class last week.  This strategy is used before, during, and after reading to help the students think about what they are reading, predict what they think will happen and to then make the connections with what they have read. This seems like a good strategy to use because it follows the student through the entire process of reading. 

R.A.F.T:
Role, Audience, Format, and Topic.  I liked the idea of this writing strategy because it gave an opportunity for students to get creative about all the different ways they can write. It was also interesting when the instructor discussed not having to choose parts of the strategy in any particular order.

Lesson Plans: 
After listening to the lesson plan presentations, I feel as though I have learned quite a bit from my classmates. It is nice to see so many different perspectives on teaching in several different content areas. everyone has the same hope for their outcome, that they create an engaging and educational plan and there are so many different ways to do it. Being the student with the probably the least amount of teaching experience in a school, it is very helpful to listen to the other presentations to get a grasp on how things should go.

Sematic Mapping-

Our textbook states that “semantic mapping is a whole-class, small group, or individual activity that develops associations and encourages personal response to targeted vocabulary words. Sematic mapping is particularly useful for pre-reading instruction because it assists in activating students’ prior knowledge of key concepts to be encouraged in text."

This seems like a very effective strategy because it can be used with any group size or even with an individual. I like the idea of free associating words, phrases or terms that they connect with the word because it seems like it could bring out a lot of great ideas.

 I very much liked the idea of sorting the terms into categories to organize them better so the students make connections with their prior knowledge. Our textbook also suggests that there be discussion in semantic mapping to provide much opportunity for students to connect prior knowledge with content concepts and terminology, thus increasing students’ comprehension of text.

First Day of Observation

Today was my first day of observation in the art classes of 5th and 6th grade students. Although I had not stepped foot in this building since I was in the 6th grade and I had never met the teacher in person, I felt strangely at home. Being among those black topped tables, surrounded by art supplies and art vocabulary made me feel as though I was right were I belong. My cooperating teacher was amazing, patient and answered all of my questions. Her 23 years of dedicated service and extensive knowledge are astounding. I had such a good time watching her and the kids talk about and participate in making art.

This empty classroom looks calm and quiet in this picture, but it was filled with students all day who were very wound for sound! They learned about one point perspective and finished up weaving projects.

All of the counters in the classroom were filled with supplies and items used to creating

DR-TA and GMA

I admit, I was not familiar with either of these strategies and therefore wanted to read the chapters about them before trying to put their meanings in my own words.

From what I have read a DR-TA seemed to emphasize asking questions while the text is being read, mainly in the form of predictions. Predictions about the reading material are asked before, during and after. The teacher will guide the students during strategically placed moments within reading to evaluate the predictions that have been made. The teacher will gauge prior learned knowledge, in addition to watching the students link what they already know with what they currently are reading.

The GMA seems to be a method used for visually mapping out text that has been read by means of words, pictures, and lines or any method the student can relate to. Our text book discusses each student mapping out their thoughts about the text they have read to organize their thoughts and assist in processing the information. This method was recommended as a follow up to the DR-TA as a way to organize their thoughts and remember what they have learned.