Just found a new app. I love it! It's called Explain Everything. It's really powerful for a flipped classroom. I have only made one project as of now... check it out. I'm sure there will be more and I'm sure they will be improved the more practice I get.
Sunday, March 2, 2014
I am currently teaching the Assessment class for AOE. Every time I teach a class I am reminded that there is so much good practice that I don't use in my classroom. With all of the ideas I get from taking the these classes I implement about 10% and not because it isn't great stuff... Because there is so much in 'Best Practice' that there is no way to fit it all in. I changed this formative assessment into a peer critique in my class. It is called, '3 Glows and 3 Grows'. There is many ways to implement this into your classroom.
I have taken my class into the hallway to change the environment a bit for them. I think by doing this students think of this a bit like a 'special' activity. They have brought their artwork and a white board marker, and white board with them. As you can see I ask the students to decide the board. Leave the board in front of the artwork and shift down one artwork. I then ask the class to write a glow. We shift again and they write a grow.
Before starting this process, I showed student work in class and we give the glows/grows as a class. I explain that a glow is when we are asking our students to give some feedback of what is done well so far in the work. I tell them that a grow is something the artist could improve on. The first work of art we do as a group is always answered with a quick, one word response. Before going to another work, I commend their comments but suggest on the next artwork we give more description. If someone says 'tree' as a response, what does that say to the artist? The second class example is more descriptive. Then we move our in the hall.
Sunday, February 23, 2014
We had a great time at the Minneapolis Instituted of Arts today. It was a opening of a new Matisse exhibit. They had some fun activities for the visitors. Above is a picture of the kids and I 'in' a Matisse painting. My mini's brought a sketch book. They picked many artworks to draw.
There was a station for kiddos to 'draw with scissors'. Matisse loved making her postcard!
What a fun day!
Wednesday, February 19, 2014
You can never have too many ways to talk about art. I wanted the kids to give one another feedback today as they are about half way through their value drawings. The below information is printed 3 times on the worksheet I handed them to critique their work. My 8th graders were asked to identify and title their worksheet. They then did a self critique for the first sections. They had to rate their work and explain why they rated it that way. Then they had to give some critical feedback to themselves. Once they had a feel for the process, I asked them to move to a different artwork and fill it out on someone else. This was repeated twice. After reading the feedback the students continued to work for the rest of the hour. I went to every artist (it took two days) and also added feedback to the worksheet. I was able to have a short conversation with every student. I think they found it really valueable and I know I enjoyed making the time to talk to each kiddo.
I do want to give props to Anthony W., a student in my AOE Assessment Class. I love teaching that course because I get so many great ideas to implement in my own classroom. On this worksheet you see the rating system of Epic Fail... to... Nailed it. That was inspired in one of the classes I'm teaching right now. Thanks Anthony!
|Link to the whole worksheet|
Monday, February 17, 2014
I have a class this quarter with a high population of ELL students. I was teaching the other day assuming that they knew some of the vocabulary only to find out that a few didn't have any clue what I was talking about because they didn't know what a doodle was. I took for granted that they knew the words I was using. I'm teaching variety and I want my students to use several kinds of mediums in their work but wanted to make sure all knew what the materials were, what they were called and how they can use them in their work. Here was my solution, Please see the following video.
I will say this took some time to accomplish (one hour) but what is the point of teaching if the students don't know what you are saying. I felt this was good for all of my students because it gave them permission to 'just try it' and not have to worry about the grade associated with the experiment. I think I will leave this in my practice for future classes.