CLASSROOM LEARNING STRATIGIES

1. CLASSROOM LEARNING STRATIGIES By: Sarah Gyles- Art

2. Reasoning Guide • How it works- This small chart allows students to not just give an opinion, but argue and challenge those opinions. On the sheet, teachers can give quotes or other material they would like students to evaluate. Students then decide how to support their opinions. • Why it helps- Often in art students will say they like something or they don’t like something just because. By using this chart I would want students to be specific why they like a piece or not. Having the skill to verbally tell someone a specific reason is often lost in learning to critically critique art. If a student can have a critical eye that skill will lead into other areas of their life. • Source: Allen, Janet. More tools for Teaching Content Literacy. Portland,Maine: Stenhouse Publishers, 2008 • Assessing Gallery Walk • How it works- This type of gallery walk is different and more engaging then a regular gallery walk. An Assessing Gallery walk has pre-posed questions when evaluating. I would give each student a pre done rubric that I have prepared. As students circle the room at each stop they would asses the photo of painting- when assessing students will need to highlight a reason why they thought each way. For example If a student ranked detail in a photo at a three- they would have to also say why it was not a five by saying ‘the flower isn’t well proportioned’ etc. • Why it helps- A lot of art teachers forget about having students reasonably think about critiquing others. Not only does it give good information for the student who’s art work it is, but it helps the evaluating student think about their own art. • Source: Science Education Resource Center at Carlton College http://serc.carleton.edu/introgeo/gallerywalk/what.html

3. Sticky-Note. • How it works- The sticky-note can be used many times in the classroom. It can be used for discussion, measurement of understanding, or communication with students. I would like to do a sketch book with my students as homework, sticky notes would be my way to communicate with students about possibly exploring a sketch more. • How it helps students- My hope is that the sticky-notes will expand creativity and opening hypothesis. It could also my used as a check for myself in understanding as a ticket out the door for short quizzes. This communication helps me see what I may need to cover, or expand ideas of students. • Source-CRISS resource guide • Concept of Definition Map • How it works- When going through different styles of work (pointillism, minimalism etc.) this would be great, so that students can chart the differences, I would like to modify it a bit, and take out the comparison bubble. The rest of the chart fits well, they could give specific famous painting examples, as well as a description. • How it helps students- This will give students a good base of information to compare and contrast different types of art. It will give the students all of the information in one place. • Source- RD-3

4. Pearl Trees • This is a neat website- that is a little bit like wordpress a bit like prezi and a bit like blackboard. • How it works- For each class I can pull up as many links, as many presentations, as many videos as I want. This will be something my students can access and see if they miss a class or are working from home. The down side is eventually you have to pay. I’m not sure when that happens. The thing I like most about this website is that you can customize it and students can access it from their mobile devices. • How it helps- I can keep all art classes in one location- while adding calendars, notes, links, photos, videos for teaching or for students access. I will be able to add in a group which allows those students to post and for me to post back. • Source: http://www.pearltrees.com • Flipped classroom • How it works: This is an alternative to lecture in the classroom- where students watch the next days presentation before they come to class, so that class time can be more meaningful. I don’t think this will be an everyday thing for my room, however I think I’ll make a tutorial on how to throw clay, or make the coat hanger sculpture. This will also be available to students who have missed a day or need a review on how to. • How it helps- This can free up some of my time- but I’d also be willing to give one on one lessons at the request of the students. It will help students use a short class time productively. Even if a student doesn’t come to class with the video watched, we can work around it by paper screen shots. My biggest positive is if these classes have an eight period day- that’s not much time to get out and clean up all materials.

5. Productive Fill Time work • How it works- Shading is an important concept for students to learn when going from 2D pieces to portraying 3D. This work sheet is something that would be up front of the room, so when a student finishes a few minuets early they can work on it. Sometimes you finish a project and do not have time to start another. Rather then students saying “I don’t have anything to do” this work sheet is something they can work on over the duration of the course. • How it helps students- Shading and value are one of the seven elements of art and is a concept we deal see everyday. Students will have to think about where and how to shade, as well as where the light source is coming from. • Source: Mr. Villim- 2D art instructor at Sioux City East High School • Missing work slips • How it works- When a student is missing work, rather than the excuse “I didn’t know” this slip of paper I will fill out and give to the student. This slip will be filled out with their name, date, and assignments that are missing. It will also include a finial due date. If it is an assignment that is two weeks over due the slip will have an appointment time for when the student will come in to do the work. • How it helps students- This will help give students reminders what is due without the excuses. I believe that if I take the time to fill out slips, the students will have more responsibility. When it gets to a point they are still incompletes, the student will take another step to being accountable by making an appointment to see me before or after school. • Source: Mr. Licht- 3D art instructor at Sioux City East High School

6. Decision Matrix • How it works- this graphic organizer can be used to evaluate possible solutions to a problem. Several criteria are focused and the are checked as each solution is gone through. This can lead students to making a different decision then the one frequently mad, and also giving them a new view on old problems. • How it works- If I had a graduating senior who needed to meet so many requirements for a portfolio, I would have them make one of these so they can decide the best projects needed for them to complete. I may modify this from being a problem or solution to a rubric type check off menu, so I can allow some differentiation to projects. • Source: Instructional Strategies: How to Teach Rigor and Relevance, Teacher Handbook. International Center for Leadership in Education, 2000 • SPAWN ( Special Powers, Problem Solving, Alternative Viewpoints, What If, Next) • How it works- When we are finished researching a painter or movement, students can work in small groups or individually to generate these discussion or writing prompts. I think this is a different way to get kids talking and engaged in art. If we visited a art museum it would be a good discussion question generator. • How it wills help- This allows me to scaffold questions and help students reach answers by answering their own questions. It will help their creative and critical thinking skills. I will also generate back to art projects- by recreating those paintings for examples from an alternative point of view. • Source: Martin, C.E., M.A. Martin and D.G. O’Brien 1984. “Spawning Ideas for Writing in the Content Areas” Reading World 11:11-15

7. Exclusion Brainstorming • How it works- this activity helps teachers activate students’ background knowledge. I can present students with a list of words that are related to the topic as well as a few unrelated. Students them separate the ones they believe not to fit in the list. I would like to do this studying and artist or movements, or even just simple step recall. • How it will help- this will tell me immediately what we need to cover or review or if they have the concept. Once students have eliminated what they think are the wrong words they can look to their sources to see if their answer was correct. When they are done the cross out the unrelated words. I may also use a form of this as formative assessments- or something I can give quick feedback. • Source: Allen, Janet. Tools for Teaching Content Literacy. Portland, Maine: Stenhouse Publishers, 2004 • LINK strategy • How it works- when giving students a subject they (L) list everything they know, when they are done they then (I) inquire about what you want to know. When they are done they can move on to the (N) Now we are going to take notes. These notes will be discussed together as a group and something one person knew may be different then what another knew- and by that sharing knowledge. The last column is (K) what do you now know? • How it will help- I think it’s a great way to change up the KWL charts. It gives a chance for students to list and then inquire about something they didn’t know or understand then everyone responds in the short discussion. • Source: Blackburn, Barbara. MIDDLEWEB April 29, 2014

8. Magic book • How it works- My Goal with the magic book is to help students self quiz them selves before a test or quiz. It can be used to help me evaluate with students know. When learning about different artists and their styles I would have students make these and have each row be a different style of art. An example of this would be the row says expressionism. In the following spaces, students would list one to six artists I would like them to know from that style. For younger students I could gage how much they understand, if I ask them to fill in the boxes with specific items. • How this helps kids- This would be an opportunity for older students to help learn different artists or styles. This would also be an opportunity for all ages for show me what they know about styles of art or details on a specific medium. This could become a self-review, or an evaluation for me to gage what students know. • Source- Martha Stanley NBCT • Selective Underlining • How it works- My goal with selective underlining is to increase comprehension of passages or research I’ve asked them to study. If our classroom was studying different artists or mediums; I would give a hand out and ask students to underline important information on the topic. I would then ask students to share with a peer about the topic of choice. • How this helps kids- This would be an opportunity for students to interact with each other. This will also give them time to read and comprehend a short reading piece. This may also turn into a larger project with presentations and more research that students will do. • Source- Project CRISS

9. Mind streaming • How it works- I would like to begin thinking about the days lesson. My goal is to reach previous learning to create links to new learning. It will also be useful to find similarities and differences. Using pairs in class opening I would ask a question that I believe most would have some knowledge about. Person A would talk while person B listened. Then roles would be switched. This will help generate idea from one another thoughts as well and open the doors to previous knowledge so I can link the lesson to that. • How this helps kids- This can help me gage what (if any) background knowledge they have. It can also be an opportunity for me while walking around the room to gage engagement, interest, or help me know if the material is the right level. This will also create a controlled social interacting time for students. • Source- Project CRISS • ABC Chart • How it works-My goal is to get students thinking about a whole subject, and not just that days’ lesson.When we are done with a unit we will have a physical project. I would use this as a formative assessment, but also a way to get kids thinking about their big project for the unit. • How it helps kids- The ABC chart will help me gage if students were engaged in the unit, in higher order thinking skills such as vocabulary. It will also help me locate aspects of the unit I need to adjust. • Source- Project CRISS

10. 5,3,1 Visual Cues • How it works- This will give be fast feedback on student understanding. At the beginning, middle or end of class, I can ask for a knowledge check. If the students hold up hand with five fingers it tells me they are right on track. If a student holds up a three it tells me they may get some aspects but could be confused on the rest. If a student holds up a one it tells me I need to take some more time to explain. This could also be wrote on a slip of paper, and used as a ticket out the door. • How it helps students- This allows students to give fast feedback to me. For those with questions it will help me to understand how I can better help them. • Source- Fisher and Fryer- Checking for understanding. • Venn Diagram •  How it works- Compare and Contrast two concepts or ideas. In small groups, individual or as a large group, we can come up with examples or differences and similarities. This will help students make ideas concert to them and visually see differences. • How it helps my students- This allows sharing between students, and they will visually be able to see two different concepts side by side. • Source- Project CRISS

11. 30 days of partners. • How it works: Students will write a partner’s name on a calendar date, and the partner will write down the other students name on the corresponding day on their sheet. Ex: If Johnny and Sally both have May 15th open they write each others name on the 15th of their calendar. Once students have each date filled in they sit down. Once they are sat down, they will fill the rest in with people in their partner groups, free choice, or teacher’s choice. • How this helps kids: By taking the time to make a calendar I can eliminate the time it takes it partner everyone up. It also leaves no one out, and gives students chances to work with new people. The left over days give them some flexibility, and I will reserve the write to split up groups or change them for classroom management purposes. • Source: My own experience. • Bell Ringer Data Sheet • How it works: Each student keeps a data sheet of his or her bell ringers for the week. The sheet is provided by me, and has Monday- Friday in the far left column. It then has a place for the date, next to that the questions, then finally the answer. Students keep this fro the whole week and are responsible for the answers. • How it helps kids: This chart will help students to become responsible with their learning. This puts responsibility in the hands of students. It will also become a schedules routine, Monday students pick it up, Friday they hand them in. It will also be a great study guide for them when it comes time to test. • Source: Jillian Campbell

12. A few additional Classroom Management Strategies • Speaking only when students are quiet and ready • How it works-When I need to speak to the class as whole I will say or phrase or give some sort of signal to let the class know I need their attention. Then wait until it is quiet and I have attention. If I enforce this from the beginning of the year, and take appropriate action when it doesn't happen, this will be successful. • How it helps kids- When students are ready, I will be able to give clear directions. Students will be clear on my instructions and can ask questions that are relivant. This also shows me respect, and shows my students that I care about their outcomes. • Source- http://www.edutopia.org/classroom-management • Students will be responsible in solving their own problems with guidance. • How it work-Students will learn better if they are allowed to figure things out on their own. Teachers should guide them through a decision making process then ask “How do you think that worked?” so the student can reflect. I will use this in helping students solve their problems with each other and in their art. • How it helps kids- Using a stratigies like this will help students gian the processing knowledge that life so criticlly requires. Asking them to refelct on the choice is a valuable skill to repeat of change the choice the next time around • Source- Fay, Jim, and David Funk. Teaching with Love and Logic- taking control of the classroom. Golden Colorado: The Love and Logic Press Inc., 1995.pg 260

13. Hands on learning strategies • How it works-Rather than lecturing, using hands on, real life, problem based learning will help students learn more and retain more information. Art is the perfect place for students to learn using hands on. When students can solve their problems and teachers guide the learning students will learn authentically. • How it helps- Students are more engaged and do better on national assessment tests. Hands on learning also gives students confidence in every day situations. • Source-Wenglinsky, H. (2000). How Teaching Matters: Bringing the classroom back into discussions of teacher quality. Princton, NJ: Millikan Family Foundation and Educational Teasing Service.