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Super job . You went above what I thought was possible. I will definitely use your post as a teaching tool for myself. Thanks

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Super job . You went above what I thought was possible. I will definitely use your post as a teaching tool for myself. Thanks

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Whole Group Responding Critique for Communication & Cooperation Grades K-12

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Whole Group Responding Critique for Communication & Cooperation Grades K-12

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PURPOSE

Whole group response utilizes a set of flashcards corresponding to common answers.  This method of questioning students encourages participation, includes everyone in the discussion, and reflects student understanding.  This method minimizes anxiety for students who struggle to speak in front of groups, involves everyone while not singling out individuals and maintains student focus on a specific set of questions administered by the teacher.  Specifically, this method increases the number of times a student with a learning disability has the opportunity to contribute to a class activity (Wehby & Lane, 2009). In addition, whole group response allows students with learning disabilities the opportunity to contribute to discussions without written response.

APPLICATION DETAILS

“Response cards can be true–false or multiple choice or more content-specific, such as a set of graphemes, vocabulary words, parts of speech, or story elements” (Nagro, Hooks, Fraser, & Cornelius, 2016, p.246).  In the art classroom, this method is used during lectures as well as during class critique.  The teacher can ask review questions and periodically interject vocabulary definitions into a lecture, requiring the students to hold up the corresponding answer or vocabulary card.  New technology morphs the response card method into an exciting game; Kahoot! (2017) is a webpage transforming classroom subject matter into a timed response showdown.  “Kahoots are best played in a group setting, like a classroom. Players answer on their own devices, while games are displayed on a shared screen to unite the lesson – creating a ‘campfire moment’ – encouraging players to look up” (getkahoot.com, 2017).  When responses are made individually, the teacher receives data indicating the levels of comprehension for each student.

REFERENCES

Kahoot!. (2017). Make Learning Awesome. Retrieved from https://getkahoot.com/how-it-works

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 246.

Pines, E. (2015). Whole group response by students via handheld devices. [Digital image]. Retrieved from http://www.usnews.com/opinion/knowledge-bank/2015/09/08/school-choice-critics-try-to-have-it-both-ways

Wehby, J. H., & Lane, K. L. (2009). Proactive instructional strategies for classroom management In A. Akin-Little, S. Little, M. Bray, & T. Kehle (Eds.), Handbook of behavioral interventions in schools (pp. 141–156). Washington, DC: American Psychological Association. doi:10.1037/11886-009

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Meaningful Mingling for Collaboration & Communication Grades K-12

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Meaningful Mingling for Collaboration & Communication Grades K-12

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PURPOSE

Meaningful mingling gives equal representation of all students’ opinions and ideas in a group setting (Osterholt & Barratt, 2012).  When applied in the art classroom, this method provides peer feedback on student artwork in an anonymous setting, encouraging students to make honest and thoughtful critiques.  Student comments prompt open discussion and analysis of a diverse set of opinions and interpretations.  “Given that high-achieving students are more likely to volunteer responses than students with learning disabilities,” Nagro, Hooks, Fraser, and Cornelius believe “finding ways to question all students can promote student interest in learning, activate prior knowledge, and improve comprehension in an inclusive manner” (2016, p.244).

APPLICATION DETAILS

Students have a period to reflect on artwork or a specific design principle and anonymously write thoughts and comments on post-it notes, assigning their comments to specific artwork for critique.  In the art studio, the teacher must encourage the use of descriptive vocabulary, promoting constructive analysis of composition and design.  The teacher, or a designated student in more advanced classes, acts as moderator, moving through the comments until all works of art have a brief critique.  Students receive valuable feedback on strengths and weaknesses in their artwork through communication and cooperation.  In an elementary setting, the teacher provides colored post-it notes and prompts the students to survey a collection of artwork and place their red post-it next to the piece that looks angry, their blue post-it next to the painting that makes them feel sad, and the yellow post-it next to the happiest lithograph.  After all post-it notes have been placed, students can share why they chose certain paintings over others.

REFERENCES

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 244.

Osterholt, D. A., & Barratt, K. (2012). Ideas for Practice: A Collaborative Look to the Classroom. Journal Of Developmental Education, 36(2), 22-27.

Vieth, E. (2015). Eight graders participating in a post-it critique. [Digital image]. Retrieved from http://www.grandcenterartsacademy.org/2015/02/06/art-critique/

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Think-Pair-Share for communication & Collaboration Grades K-12

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Think-Pair-Share for communication & Collaboration Grades K-12

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PURPOSE

Promoting cooperation and communication through active discussion, this purpose of this method is to pair students together for discussion, explore predetermined questions, and share results with the class, demonstrating content understanding (Lyman, 1981).

APPLICATION DETAILS

This method can be used in a variety of ways in the art classroom.  For example, more advanced student pairs peer edit studio artwork, providing peer feedback based upon teacher led criteria.  Students above the 6th grade must seek constructive feedback on developing styles to broaden their understanding of compositional elements and aesthetics.  Students benefit from peer feedback during various stages of studio production: during the brainstorming and sketching phase, when the project is partially complete, and when the studio assignment is a finished artwork.  Additionally, this method can introduce art history or art criticism curriculum to younger students.  Elementary student pairs are assigned a specific work of art to discuss in terms of design elements, medium, context etc.  After a time, students share 3 of the most interesting elements of their artwork with the class, demonstrating their collaborative effort to successfully identify specific elements and themes in the artwork.  Nagro, Hooks, Fraser, and Cornelius (2016) point out, “By engaging in peer learning opportunities, students with disabilities can hear classmates use age-appropriate language to emphasize the concepts taught and self-correct their own thinking” (p.245).

REFERENCES

Lyman (1981). Think-Pair-Share. Retrieved from http://www.readingquest.org/strat/tps.html

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 245.

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Jigsaw Collaboration, Cooperation, & Communication Grades 6-12

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Jigsaw Collaboration, Cooperation, & Communication Grades 6-12

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PURPOSE

This strategy promotes collaboration by distributing research criteria or coursework equally among group members.  Each student is responsible for completing the assigned work.  Students must then share their results with the group.  Through cooperation and communication students gain a general knowledge of all pieces of the “jigsaw”.  Students are then evaluated and graded individually on their overall knowledge of the whole group assignment.

APPLICATION DETAILS

In the art classroom, the jigsaw method can be used for research projects, as well as studio assignments.  For example, students can create a trifold presentation including 6 different artworks, by six different artists, from the same genre or period.  Each student is responsible for researching and presenting one artwork to the group.  Graham and Harris (2003) recommend the use of a mnemonic device to help students with learning disabilities organize their thoughts and more easily identify research components.  For example, the mnemonic “Lovely Spring Tulips and Carnations Fill Several Vases” identifies the elements of design the student must identify in their analysis: Space, Texture, Color, Form, Shape, and Value. The group is then tested on all 6 artworks presented.  Similarly, the students may be asked to create a set of ceramic castings within a theme.  Each student is assigned a different step in the process of casting a ceramic mold.  They are responsible to learning the technique used and demonstrating the technique to the group.  The first person learns about preparing the mold and the slip, and pours the molds.  The second person learns about greenware and removes the ceramic object from the molds and cleans them.  The third person learns about the firing process and glazes the ceramics.  The group works together to choose and cast a full set of ceramic dishes or figurines.  The group is tested on the entire method of molded ceramics and the product is evaluated for cohesion.

REFERENCES

Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323–344). New York, NY: Guilford.

Kavana, J. (2015). People holding puzzle pieces. [Digital graphic]. Retrieved from http://teachforthechildren.blogspot.com/2015/09/jigsaw-engaging-collaborative-learning.html

Ward, B. A. (1987). Instructional grouping in the classroom. School Improvement Research Series Close-Up, 2, 3.  Retrieved from www.educationnorthwest.org/sites/default/files/instructionalgrouping.pdf

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Grouping by Ability and Desired Ability, Art Classroom Grades K-12

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Grouping by Ability and Desired Ability, Art Classroom Grades K-12

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PURPOSE
The purpose of this strategy is to a.) combine students with similar abilities for easier instruction of technique, and b.) to combine advanced students with students who desire to learn more about a specific medium, learning through apprenticeship.  Regarding students with learning disabilities, Vaughn, Schumm, and Forgan (1998) expressed the following: “Working in pairs is often a preferred strategy since sometimes students can explain a problem to a peer in a way that makes sense. This is the advantage of peers relating to one another and using their own insight, words and concepts to aid a classmate in learning” (sec.5, para.3).

APPLICATION DETAILS
Gathering students based on ability allows the teacher to circulate through the room more efficiently when teaching specific art techniques in the studio setting.  Self-motivated students may be grouped together and given a set of step-by-step guidelines to complete work.  Students requiring more verbal instruction may be grouped separately for the teacher to engage with at one time.  Students with a firm knowledge of the medium will require less instruction or more advanced challenges. Students with less experience will benefit from more specific instructions.  This method of grouping is applicable to all grade levels.  Apprenticeship is more suitable to older students with advanced knowledge and skills.  Through a survey, the teacher can learn what techniques a student feels confident demonstrating and what techniques they wish to improve.  Students can then be paired together by strengths and weaknesses with the more experienced student modeling the required techniques for the apprentice.

REFERENCE

Knox College (2015). Personal portraits show community connections. [Digital image]. Retrieved from https://www.knox.edu/news/mario-moore-art-exhibit-lecture

Vaughn, S., Schumm, J., & Forgan, J. (1998). Instructing students with high-incidence disabilities in the general education classroom.  Retrieved from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Instructing_Students_With_High-Incidence_Disabilities_in_the_General_Education_Classroom.aspx

Waggoner, D. (2012). Grouping Ideas. Retrieved from www.debbiewaggoner.com/uploads/1/2/9/9/12998469/5.21.2012_grouping_ideas.pdf

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Grouping by Color Theory, Art Classroom Grades K-12

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Grouping by Color Theory, Art Classroom Grades K-12

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PURPOSE
This strategy requires students select from a basket of markers resulting in a random grouping of students based upon the color of their chosen marker.   The teacher then defines the parameters of the group.
APPLICATION DETAILS
Based upon the criteria given by the art teacher, the groups will not be able to predict their group members ahead of time.  After the students choose their marker, the teacher can define the groups by joining students with complementary colors, split-complementary colors, primary, secondary, and intermediate hues, or monochromatic arrangements.  This method requires students to review color theory vocabulary.

REFERENCE

Childress, J. (n.d.). Color Theory Quick Reference. [Digital image]. Retrieved from http://jrchildresscolortheory.weebly.com/

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Grouping by Famous Pairings, Art Classroom Grades K-12

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Grouping by Famous Pairings, Art Classroom Grades K-12

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PURPOSE
This strategy randomly matches students in pairs and groups using subject matter cards and a matching exercise while simultaneously reviewing course material.
APPLICATION DETAILS
In the art classroom, students may be grouped by pairs with a matching game.
Students randomly select a card from the deck created by the teacher. The deck is an assortment of artists, techniques, mediums, time periods, and images of famous works of art.  Students must mingle with classmates to locate their match or multiple matches, aligning the artist with their famous work, when they lived, and what medium they used.  The resulting matches form a group.  With more advanced students, the teacher can set more advanced parameters for matching, such as chronological time periods, or artists who influenced a particular style.  Younger students can be asked to find a match in a similar color scheme, style of production, or by matching shapes and themes.

REFERENCE

Sullivan, C. (n.d.). Portrait of Chuck Close and close up of his artwork. [Digital Image]. Retrieved from https://www.tes.com/lessons/KoteiQBBg_uWsg/chuck-close-and-a-self-portrait

Waggoner, D. (2012). Grouping Ideas. Retrieved from www.debbiewaggoner.com/uploads/1/2/9/9/12998469/5.21.2012_grouping_ideas.pdf

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Grouping According to Interest, Art Classroom Grades 6-12

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Grouping According to Interest, Art Classroom Grades 6-12

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PURPOSE
This strategy satisfies student desire to choose what they research and/or produce.  Students in the art classroom are presented with a variety of one of the following themes: medium (materials used in the art making process such as paint, clay, watercolor pencils, pastels, or photography), famous artists, time periods of art history, well known works of art, etc.  The lesson plan and rubric remain consistent for each group; however, the focus of each group is personalized.
APPLICATION DETAILS
In the art classroom, this grouping method is achieved by asking students to select a seat based on what materials they want to use, what artist style they wish to replicate, what time period they want to research etc.  Each table presents a different option. For example, if the deciding factor is medium, arrange the tables accordingly: Table 1: Watercolor Paints, Table 2: Graphite Pencils, Table 3: Acrylic Paint, and Table 4: Digital Cameras. The student would choose the medium in which they would like to complete the assignment; the students at each table form a group. This arrangement can be offered at random, or over the course of the school year, students may be required to visit each concept table at least once.  Additionally, independent study students can consistently choose the same table to develop a more in depth portfolio in the medium of their choice. This last method would be most suitable for high school students exceeding their art requirements.

REFERENCE

Catapano, J. (n.d.). 30 ways to arrange students for group work. Retrieved from www.teachhub.com/30-ways-arrange-students-group-work

Smyth, L. (2015). Children visiting two stations in art classroom. [Digital image]. Retrieved from http://www.dunseverickprimaryschool.co.uk/art-attack/