Speed Dating, Facilitating Peer Critiques

I have posted and presented on this idea before but every time I do it in class, it reminds me why this way to have peer critiques is one of my favorite. Watch the video of all the action in my room as my students rely on each other for feedback.

I typically will do this activity in the planning stages or in the refining steps of a project. I never do this critique at the completion of a project, the feedback cannot change the end result if we waited until the end.

I help facilitate by giving students a prompt to break the ice with the peer they are talking with.  What's their favorite candy, color, movie... that sort of thing. Then I ding the bell for the first person to explain the preplan and get feedback from the other, a second 'ding' switches the presenter. A third 'ding', has two of the people move to another table. This can move quickly and before it's done, every person in the classroom has heard and seen ideas from 7 other peers in my case (I have seven tables).  This is a powerful, and short peer feedback activity that could easily fit into other subjects and age groups.

To visit my previous post and see a slightly different version of speed dating... Click Here

Flipping my Notes

Click here for my Webpage

This quarter has been designated to help my 7th grade become as independent as I can.  I want these kids to be able to catch up, find resources, hear a lesson again, and learn at their own speed.  One way that I'm doing that is by offering flipped notes.  I'm also getting the students to help me develop these notes.  It has been exciting for them to take part in their education in this way.  My notes will continue to develop as the quarter moves on.  Click here to see the developing 7th grade, and here to see 8th grade notes (they are a little more complete).

It's debatable...

What do you do when half of your class is gone because of a STEM field trip, another group is gone because of a choir concert, and a few more are coming in late because we got 6 inches of snow.  You debate.  I showed a TED talk about why doodling is good for learning.  Then we debated the subject.  

Things to keep in mind when teaching about debate in class...

• Keep it kind, never attack another thoughts. 
• Share your thoughts only when the bean bag is in your hand.
• Cheer for your group.
• Try hard to point out your side of the debate (even if it isn't 'really' how you feel)

Introduce the debate topic to you class and separate them into two groups.  Give the groups a few minutes to brain storm their points.  Then have each side 'state' their opinion.  Have them toss the 'talking object' back and forth until no one else is willing to share.  We usually don't determine a 'winner', it's just to get a little discussion.  This debate was should students be allowed to 'doodle' in the classroom.  I would love to hear from you if you have ever used debate in class and if so, what did you have your students discuss.

New updates on my webpage

I'm updating my webpage a bit.  I want the kids to have every advantage they can... I continue to develop and change.  On my website I am working on adding notes for each 8th grade.  Take a look at the beginning of my notes.  Do you have suggestions?

Click here for the link to my website.

AEM Fall Conference Presentation

I was able to present at the Art Education Conference for Minnesota this last weekend.  My presentation was about Common Assessments for All... This assessment works for my students, parents, administration, and most importantly... me... it allows me to meet everyone else's needs, yet allows me to the creative, fluid art teacher that I want to be.  The below link is the 'TED' version of what was presented.  I would really like to thank those of you who attended and those of your who participated in discussion.  Loved it!  

Please comment with any specific questions you may have about my presentation.

Speed dating in Art Class

We did a little speed dating today in class.  Spring is in the air but don't worry mom and dad... it's not what you think.  For the students warm up, I asked them to draw 4 ideas for their food sculpture that we will be making soon.  After about 5 minutes I explained that they are going to go on a speed date.  They will need their art packet, a pencil and some 'charm':)

I line the kids up in two lines facing each other.  I make sure they know who their first date is by going in the middle and 'introducing' them to one another.  They have to share one, prompted thing with their date and then write an idea off from the other persons warm up.  When students change partners I give them a new prompt for them to share with their new date.  Some ideas include...

• Complement their outfit
• Tell them what flower they would like to get on their second date.
• What is the favorite filling of a box of chocolates.
• Who do they most admire.
• Where do they see themselves in 5 years.
• If given a choice for their next date between a quite walk on the beach of sky diving, what would they choose.

 The kids love this (I love it too:))!

When I 'ding' the bell, this means the first person on the right side goes to the back of the line and the rest move down.  They repeat this process 10 to 12 times.  It takes no more then 10 minutes.  Perfect, and fun way to generate ideas.

If you have an odd number in your class, I call them the third wheel.  They stay at the end of the line and take the same in a triangel group.

For other ways to generate ideas, please see my past posts (click here)

Take One, Give One

I can't think of what to do!!  How many times to do you hear this on in class.  I have been doing some AVID training and learned an activity called take one, give one.  This is how I adapted the activity for my art class. 

I showed my students step by steps for zentangles.  I took about 45 minutes to do so.  With the last 15 minutes of class I asked my students to create their own.  When they came into class the next day they were asked to get in groups of two.  I asked them to take one, give one.  In other words.  They had to teach their partner how to create their zentangle and they learned a design from their partner.  I had them create these on post it notes.  They took and gave three times, each time putting their work on the back cabinets   

By the time it was the end of the day, we had more ideas then one could imagine.  I left these up throughout the week that they were working on Zentangles to help my students generate ideas.  It was a real success!