Creating Interdependence in the Classroom

The Two Dimensions of Positive Interdependence                                                                                                     Upon reading "The Two Dimensions of Positive Interdependence" by Dr. Spencer Kagan I had decided to focus on interdependence with my fifth grade students.  This week, my fifth grade students have been working on learning about proportion, one part in comparison to the whole.  Students are asked to use quite a bit of measuring for this assignment and it can be a difficult task.  This project presents an interesting challenge for me every time I teach it, because it is important that I offer help to those who need it, however with a class nearing 30 it can be difficult for me to get to everyone during work time in class.  This week, while students were introduced to proportion and measuring, I had them pair up with another person at their table.  With this partner, students were able to ask for help while figuring out certain measurements and measuring their boxes for their comic project.  It was beneficial for students to have inter-dependency with their partner because they were not at a 'stand-still' while waiting for me to get around to their table.  They were able to ask their partner, as well as others at their table for assistance in figuring out their measurements for their boxes.  I like to see students asking each other questions and interacting with other students in the class before coming to me; not because I don't want to help (I love that part!), but it gets them communicating with one another in a positive manner.  

ART Assessment

Chapter Chat - 2/14/14
The Complete Guide to Simple Art Assessments by Jessica Balsley (founder of theartofed.com)

This is an online book all about art assessment - perfect for my action research!!!  Jessica Balsley is an art educator and found of theartofed.com, a blog FULL of wonderful resources for art teachers everywhere.  Balsley begins this book with an explanation of what assessment means specifically for the art teacher - not just another scantron multiple-choice test.  She explains that grading projects isn't enough in the art room, but that true assessment involves students independently performing tasks without the assistance of the teacher.

Balsley offers many assessment ideas that are fast, simple and relevant for the visual arts classroom teacher to obtain important information (DATA) in order to validate our programs and report the great things students are learning and accomplishing in our classroom.  One of the main points of the first chapter in this book is to create good assessment questions that involve students to use a higher order of thinking (brilliant!).  Balsley states that "by getting to the higher order questioning, you will be serving your students to be better prepared for the future...We can teach creativity and critical thinking through our assessments".  What a great opportunity for our students to learn this lesson and such a great environment for them to learn it!

Balsley continues this chapter with recommendations of verbs to use in the questions to include in these assessments.  Examples are 'describe', 'why' and 'what process'; by simply changing the way we pose questions, we can give students the opportunity to use a higher order of thinking!  One of the other techniques outlined in this chapter is the use of a question deck, a set of cards you can refer to at any time.  These decks can include any questions that get students using their higher order of thinking such as: What media did the artist use? How do you know (what clues does the artwork give you?), or Why do you think he or she chose this media?  Students have an opportunity to 'think like an artist'.  Any questions can be used in these decks and because they are made ahead of time, they are ready for you to use with students at a moments notice.  I really like this idea!!

I have not finished the book but am definitely looking forward to doing so and utilizing much of the information that is offered!

Valentine's Day

The BHS Floral Design class was busy this week selling and making these sweet floral arrangements for Valentine's Day today!  Students also sold and delivered carnations and roses to students at the high school.  It was a busy day, however there is nothing quite like delivering flowers to people...they just make everyone happy!  :-) Great job students!

                     

Online Assessment Inventory

Learner-Centered vs. Teacher-Centered Assessment

Creating effective learner-centered assessments has been very important to me in my classroom.  After taking the online assessment inventory I found that how I focus my assessments is very much learner-centered.  One of the main goals of learner-centered assessments is to "understand what students can do well and in what areas they have not succeeded".  The information that is received from learner-centered assessment is so important in the teaching and learning process; if students have not learned, it is imperative to revisit and reteach certain lessons or information.

Some of the characteristics of learner-centered assessments from the online inventory that I connect with are: Teaching and assessing are intertwined - Instructors and students learn together - Emphasis is on creating better questions and learning from errors.

Creating more meaningful and effective learner-centered assessments is one of my action research topics and I am excited to be gaining helpful information that will be important in the improvement of my teaching and learning as well as student understanding and learning.

3-D Reflections

Seventh grade students learn about symbols and personal symbolism in this 3-D project.  These 3-D symbols are created using cardboard and tape (and a lot of patience)!  Students choose one main symbol that represents them the most, examples are letters, numbers, sports equipment, anything!  Once the 3-D images are complete, students use acrylic paint to add additional personal symbols and designs.  We had so much fun with this project!

                      

                       

                       

                  

Animal Portraits

Sixth grade students work very hard to create these large animal portrait paintings!  Students begin by drawing their animals using the grid drawing technique; they carefully measure a 1/2 inch by 1/2 inch grid on a black and white picture, then enlarge the grid to fit on a piece of 18 x 24 inch paper.  Once the animals have been drawn in detail, students use white, black and gray values to paint their animals.  Intricate brush strokes are applied last to show texture.