# data[].attributes.body
One way to increase rigor and relevance and move this lesson plan in to quadrant D would be to have students solve unexpected challenges.
Students face unpredictable real-world situations.
Also, students have further opportunities to apply their extensive knowledge.

# data[].attributes.body
In my opinion, this lesson fits into quadrant B. In quadrant B, students use knowledge that they have attained to solve problems and create solutions. In this category, the student does more work than higher level thinking.

# data[].attributes.body
9b. integrating a reflection/writing activity on confidence could further improve element 9b. Having students write and reflect on confidence levels at the beginning, middle, and end of the lesson could be a good assessment strategy for the instructor. Using a code like 1, 2, 3, 4, 5 and having students choose their confidence level, reflect on it, and explain why they are at a certain level

15. To specifically add more student questions into the lesson, several strategies could be added. First, a KWL chart could be used at the beginning to prompt students to reflect on what questions they have at the beginning. A strategy using post-it notes with questions could be used every day or every other day. Students could individually or in a group setting place a question that they have on a post-it note. This note could be placed near the door as they leave the room. Not only does it give them a chance to ask the question in a more private manner, but the teacher can gather more about where students are in their understanding.

# data[].attributes.body
Improvement of Instruction Course
By: Hannah Hill

This lesson is geared toward a 6th grade art course.

# data[].attributes.body
9b. capitalize on and build students' confidence to attain the learning intentions
-the lesson doesn't include pinpointing areas in which students are confident and building on that. For example, I check for student understanding by asking students to present a "fist to five", but I could ask students who are more confident to build on that and share some knowledge with their peers.

15. The classrooms are dominated more by student than by teacher questions.
-this lesson can be challenging. I should include more opportunities for students to ask questions during every stage(beginning, middle, and end). Starting each class period with questions to clear up misunderstandings could be helpful.
17. Teachers and students are aware of the balance of surface, deep, and conceptual understanding involved in the lesson intentions.
-This lesson plan could include a bigger variety of levels of thinking. Students should be more aware of the concepts they are learning and where they fit into on a blooms taxonomy type scale.
18. Teachers and students use the power of peers positively to progress learning.
-There isn't any cooperative learning involved in this lesson, yet. Peer input, critique, feedback and cooperative practice could greatly help understanding and engagement.
20. Teachers understand how learning is based on students needing multiple learning strategies to achieve surface and deep understanding.
-This lesson could benefit from including multiple learning strategies. Adding in a cooperative learning element, guided practice, and more assessment techniques would better student understanding and teacher awareness of student understanding.