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As a teacher I always look forward to watching my students learn something new. It is so fun to see them share their new knowledge with a parent or a friend. I am excited to share with my next years class the things I have learned from this grant.

Outside of school I’m excited about summer and spending time with my family!

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Kristen Schroeder                      I watched Animal Sounds: Learning about Pitch.  The teacher used formative assessment in several different ways.  She observed students while practicing different high and low level pitch sounds on the whiteboard as well as observing them when they were making animal sounds.  She also had students share their understanding of pitch with a partner. 

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Kristen Schroeder                      I watched Animal Sounds: Learning about Pitch.  The teacher used formative assessment in several different ways.  She observed students while practicing different high and low level pitch sounds on the whiteboard as well as observing them when they were making animal sounds.  She also had students share their understanding of pitch with a partner. 

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I think the teacher could use  thumbs up, thumbs down during this lesson as a form of formative assessment.  She could play a variety of animal sounds and have students put their thumbs up when they hear a high sound and their thumb down when they hear a low sound.  She could even expand it to a thumb in the middle for a medium sound. This would give a clear visual of who has a good understanding of pitch.

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One thing I am looking forward to as a teacher is to continue my education in the field of multi-cultural arts, so
I am able to teach students more about the different types of cultural arts.
The thing I look forward to is traveling more around the world and learning more about the different types of art in different countries.

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I always look forward to my students feeling successful: scoring higher than they thought they would, learning something new, or feeling proud of the work they did. I look forward to students feeling a sense of accomplishment.

I'm looking forward to family time, traveling, and time for art!

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I chose "Modeling: The Digital Demo" and the teacher uses modeling to demonstrate the lesson for his students. He shows the class how he would do the lesson first before turning them loose on the assignment. The students seem much more comfortable and excited for their turn as a result of his strategy. The teacher could also allow the students to vote on his choices during the modeling segment to further engage his students.

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For UDL strategies, I would present the information for the assignment/lesson in a variety of ways. Students can choose to paint, draw, sculpt, or create digital art as long as it met the assignment objective. I would provide regular feedback and assistance as needed.

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One thing you are looking forward to as a teacher; one thing you are looking forward to in your life outside school.

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One thing you are looking forward to as a teacher; one thing you are looking forward to in your life outside school.

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David Schulz, here...As a teacher, I look forward to hearing unique insights from my students. How students construct meaning from a lesson and how students interpret things differently from year to year amazes me.  For example, a passage from Fahrenheit 451 reads, "We need not to be left alone. We need to be really bothered once in a while." The number of students this year who objected to this notion surprised me.

In my life outside of school, I am looking forward to summer and time to enjoy my family.

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David Schulz, here...Students observed examples of aboriginal art before learning about techniques and reasons for artistic choices from elders and mentors. Students explained the connections that they were making with regards to color and design choice and personal reasons for making their product. In this way students were able to serve as instructional resources for each other even as they became owners of their own learning. Clearly, the time for discussions, activities and learning tasks was engineered by the teacher as part of a larger project infused with multiple opportunities for formative assessment.

One additional strategy that may have been used but might not have been shown was checking for understanding by showing a thumb up or a thumb down. It was not clear if this Woodland Style Art unit was part of a different comprehensive art program, but another formative assessment strategy could have asked students to make connections to other art styles using either a quick write or white board response tool.

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UDL practices can be utilized to reduce obstacles to learning and increase engagement for all students in my class. UDL practices that reduce obstacles for learning help every student to reach a certain level of understanding. Any way to incorporate multiple representations of a concept is a good way to reduce obstacles. For example, in a unit of study about the sonnet, students can read about iambic pentameter. Students can also visually interpret the various systems of scansion used to analyze the meter of a poem. Students can use a dictionary to find the stressed syllables of a word. Students can also engage in tactile methods of analyzing the syllables of a word by saying the word and clapping stronger for the stressed syllables and whisper-clapping for the unstressed syllables. For every lesson, I strive to find visuals to support the spoken lecture, and if I can think of a physical activity that does the same thing with regard to removing barriers, so much the better.

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As a teacher, I always try to better my practice and try new projects with students. It's easy to get into the habit of visiting the same projects and themes, but I'm looking forward to learning more from this consortium and summer institute.
Outside of school, I'm looking forward to living life to the fullest with my husband, 4 yr old, and 6 month old!

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I need to continue to show multiple examples of artworks at the beginning of a lesson. I also need to show students many different interpretations and ways of creating, working with a medium, or outcomes and perceptions of artworks by doing more comparing and contrasting. I'm also wanting to create more lessons designed to allow students to work with choice media and materials they're comfortable with -using a common theme or prompt. Lastly, I'd like to incorporate self-assessments more in lessons.

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(Danielle Frid) I watched the lesson about middle school instillation art. One example of formative assessment was brainstorming ideas for creating collaborative instillation art based on a trip students went on together. Another example of formative assessment is the review sheet. Student's reviewed and reflected on examples of instillation art they were shown and had learned about, and thought about how they were going to contribute to a group instillation piece. The teacher also breaks down lessons into smaller activities. She mentioned that during a watercolor unit she first directly guides them through techniques, second has them create something on their own using those techniques, third and lastly they incorporate learned techniques plus "think outside the box" a different medium to create original and expressive art. There was formative assessment, and checking for understanding happening a lot throughout this lesson as students needed to collaborate and share ideas with each other, which helped them in their creative process and art making. There was a written reflection worksheet at the end of the lesson, which student's had the opportunity to critique each other's artwork. When the teacher questions student's about their art, by the end of the year, they are able to elaborate -using art vocabulary.

Perhaps one method she could try during brainstorming, or reviewing could be calling on students randomly -not just the ones who raise their hands.

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Using UDL practices would allow me to deliver a lesson to my students in a variety of different ways (verbal, visual, etc) thus tapping into each students individual learning style.  Using UDL I would also allow students to complete an assignment using the medium of their choice. This would engage students based on their specific interest.

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Geri Clayton
The example lesson I watched was "Woodland Style Art".  The teacher used check for understanding along the way with the students. She had the students share what they were doing and how they were doing it.   The teacher also had the students teach other students how to do the art projects.  Mentors were available to guide students and listen to them discuss their different projects.
One strategy the teacher could use is the gallery walk. She can have other students look at the projects and write thoughts and comments about the projects.

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UDL practices are used in a variety of ways in the art room.  Students are allowed many opportunities for choice as possible, as long as they meet the assignment objective. Feedback is given along the way.

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As a teacher and parent, I'm always looking forward to watching my kids grow. To see how they change, how they respond to challenges, and how they find their own path. I look forward to being a part of the journey and I look forward to seeing where it goes.

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In the Video Graffiti Video,  there were several different examples of formative assessment, there were building activities designed to teach specific parts of the concept or lesson that could be assessed individually.  There were student self assessments and teacher check ins.  In addition the project was designed to have a series of parts that build up to the final project and the teacher is able to check in with the student to make sure they are successful at each part before they move on instead of just assigning a singular massive project.
As to how else the teacher might use formative assessment, that is a hard question to answer without seeing the entire lesson. They expressed frustration on using / demonstrating the program. If that was the issue I would hope there were smaller projects before that were done to build that information in. Also if there are different skills in the room it might be possible to use 2nd year students as peer helpers to show individual students so there was less time wasted waiting for teacher help. The other thing that I think wasn't shown, was the goals for each step. I think the formative assessment shown was based around the project being broken into smaller parts that build into a large final result. Making sure that students understand what is expected at each step, and are hitting them, is crucial. So I would hope that was communicated clearly even if it wasn't in the video

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UDL is about giving students options to meet the learning goal. In my class I try to present information in varied engaging ways that meet the students where they are. When I give projects I try to leave them open ended so the kids can take them as far as they are able. I think the key to that being successful is being very clear about what the minimum expectations are so the students understand what you are looking for in order to be "successful", especially while building confidence in the students. If you are clear about what you are looking for, while being less restrictive about how they express that understanding, I've found that students will more often take ownership of the project and often do far more than I would have even expected