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Success: My students recently finished their informative essays.  This is the last essay that I am teaching before testing.  It is a long process, but I am excited that they have accomplished this big task.
Challenge: My challenge has been when students are not being responsible for their behavior.  It is hard to teach when one or more students are interrupting lessons.

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Rose: Differentiation has been the key for my current fourth grade class. Students are showing growth in both language arts and math due to more small group instruction.  This growth has increased student self-esteem, which has opened students up to taking more chances when facing challenging learning material. Thorn: The pace at which material must be taught.  So many students need more time to learn and practice concepts.

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Donnor's use of peer feedback was fairly effective. I think it was effective due to the fact that students had a clear guide (the visual model) as to what the feathers should look like at each level. Also, when students were having class discussion they could share how the feedback changed the choices they made. I think the struggle teachers face when using peer feed back is that they don't take the time to explicitly show students what they should be looking for in another students work. Another struggle is that when students are looking at each others work they may not make suggestions because they are uncomfortable with giving a peer advice. I thought the use of post-its in the lesson was very effective. This limits what students can say to their peer. Hopefully, this would help students be more focused.

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I think each and every one of the assessment tools has a place in the classroom. I think each one could compliment a lesson in different ways. One I could see working well for the lesson I am designing is a portfolio. I think this could work because the lesson I am planning is centered around revising. The portfolio would show where a student started, feedback they received, self reflections, and all of the drafts of their self portrait.

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This peer assessment was moderately effective.  When students are working with peers there is always inhibitions because they are having to respond honestly as critiques.  The part that was effective was the use of visual assessment examples.  They were able to practice the technique, then rate the technique based on the rubric.  The second part that was useful was the use of post-it to write the feedback. The way in which I might modify this is by having it be a gallery walk. Each student would be able to critique 2 works of art, leaving an anonymous note of feedback.

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I would like to use a rubric based upon the National Arts Core standards. This would be an opportunity to self-evaluate their artwork.  I have utilized rubrics before, but I would like to take this to another level.  The way in which I would do this is by having them self-grade, then peer evaluate, make any improvements based on the feedback and then compare it to their teacher evaluation.  I think that this would be useful for students because they would get the importance of evaluating works of art and becoming a critique. It would also move the students to level  3 on the DOK chart by critiquing and revising.

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One challenge I have had recently is not having enough computers for my students in my Digital Media class. There are so many great ideas I don't teach like trying to use the unique techniques Illustrator or Photoshop have to teach the elements and principles of art. One success I've had is my art students understanding and using the elements of art and principles. They know how to use each in their paintings.

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One challenge I have had recently is not having enough computers for my students in my Digital Media class. There are so many great ideas I don't teach like trying to use the unique techniques Illustrator or Photoshop have to teach the elements and principles of art. One success I've had is my art students understanding and using the elements of art and principles. They know how to use each in their paintings.

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One assessment tool I will use is an art rubric for the students to use. Students can use the rubric to score their own work and the work of their peers, critique each others work of art.

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One assessment tool I will use is an art rubric for the students to use. Students can use the rubric to score their own work and the work of their peers, critique each others work of art.

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I felt that Donnor's use of peer assessments were effective because students were able to use visuals to guide them in critiquing each others art. One challenge teachers might face in using peer assessments is that students might be negative about an art work when in fact it's the opposite. Plus, peers might be hesitant to be honest. I would modify this strategy by not having the student's name on it, maybe assign a number to each piece and have students assess that way

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My challenge often is the lack of supplies for art projects. This absence of art supplies challenges my creativity to repurposed or recycle something else to take the place of the missing supply.

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One success has been incorporating theater activities and improvisational activities with my students. It has been refreshing to see even the most reserved students come out of their shells and blossom into an unlikely character that is quite different from their own self.

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Peer assessment was successful but offers the challenges of providing guidance of the critiquing process. Critiquing art should not be from a negative point of criticism instead the art can be discussed from an art 'design' point of view. This takes the personal elements of the art to a level of purpose and meaning.

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I would like to use a performance-based assessment but provide students with a rubric to help guide them through the process.

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Success: Watching my student teacher grow. I've seen her confidence grow and watch her teaching get better and better. I look forward to seeing where her future goes.

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Success: Watching my student teacher grow. I've seen her confidence grow and watch her teaching get better and better. I look forward to seeing where her future goes.

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Challenge: Sometimes I feel like classroom management and behavior issues are all I can focus on, making it difficult to actually teach.

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I am trying to get my students to write more and use more critical thinking. I would like to have them write about their art once a project is finished.

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I am trying to get my students to write more and use more critical thinking. I would like to have them write about their art once a project is finished.

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I think it was super effective, and I am inspired to use it in my classroom. It was effective because by assessing others, it helped students understand the rubric, which I am sure helped them with their own work.
A challenge might be... these students were quietly listening and participating. If you have a group of diverse learners or a lot of behavior problems, it can be difficult to do these types of activities successfully. I might modify it by doing a gallery walk where students leave comments to at least 5. They can stop and really look at ones they are drawn to assessing

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My challenge is having time to introduce and spend time exploring the content in order to create a rich experience for students

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My challenge is having time to introduce and spend time exploring the content in order to create a rich experience for students

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A success has been where students will discuss respectful their ideas and offer insights to their metacognition.

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One challenge I have is the assignment. I am teaching the K/1 combo in the am only, so I find it difficult to add true arts experiences due to time. In the am we teach core curriculum, so my challenge is related to time management and choices related to what do I take out to add more arts instruction.
One success is that I now have a planned unit of study related to visual art and am excited to add a greater variety of music in the classroom.

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Challenge: I have a few kids who are losing their motivation, even though this is only the 4th week of the last trimester.  Was hoping spring break would reset them. BUT, we are switching history integrated themes, so I am hoping that will get everyone excited, we have a fun day-long field trip to Malakoff State Park on the 15th which will tie in our study of pioneers and the gold rush. 

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Challenge: I have a few kids who are losing their motivation, even though this is only the 4th week of the last trimester.  Was hoping spring break would reset them. BUT, we are switching history integrated themes, so I am hoping that will get everyone excited, we have a fun day-long field trip to Malakoff State Park on the 15th which will tie in our study of pioneers and the gold rush. 

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The peer assessments were fine. Sometimes others see something that we do not or it can help broaden our understanding simply by verbalizing for someone else. I would have preferred to have students see examples of work in levels prior to their own work, so they knew what they were working towards. This is how I would modify it for my class. I like the idea of students expressing how they used the feedback to improve their art.
Some of the challenges could include students' style. They may not want fine brush strokes at a certain spot. Some students may not be able to identify if the texture was done correctly due to varying levels of experience and practice with the technique or style.

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The assessment tool that I would like to try is the visual rubric with peer feedback. Students will see "levels" of complete work verses work with effort. The light bulb went off for me in this module. It makes so much sense. We show examples of students' writing (without names) with markings and an overall score. Then we allow students to revise their work to improve upon it. Why would we not do that in art?! I think I used to think of art projects as a product to simply complete and grade. Not so anymore.

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Peer assessments in her class-obv. she covered the rules and expectations prior to this bird lesson, kids seemed respectful, they were given tools however to communicate respectfully with each other.  In MY class I do have a few "strong personalities" and even yesterday during Mystery Science, a few were close to brawling over how to set up a ramp!  So in my class, I would have to have visual reminders/cues displayed, we would have to practice giving respectful suggestions for this to work.  I could see doing this for my tea cup/colonial lesson next year when my same group are 5th graders...I can start now actually with some of their fine arts pieces.  

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Peer assessments in her class-obv. she covered the rules and expectations prior to this bird lesson, kids seemed respectful, they were given tools however to communicate respectfully with each other.  In MY class I do have a few "strong personalities" and even yesterday during Mystery Science, a few were close to brawling over how to set up a ramp!  So in my class, I would have to have visual reminders/cues displayed, we would have to practice giving respectful suggestions for this to work.  I could see doing this for my tea cup/colonial lesson next year when my same group are 5th graders...I can start now actually with some of their fine arts pieces.  

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One of the challenges lately has been time. Reality has set in that I have very little time left in the year. I am coming to the end of week 10. Come Monday we will only have 9 weeks of school left-of those 9 weeks I only have 2 weeks where I will physically be in the classroom all five days. There are many reasons for this (Holidays, Field Trips, Prep,etc.) however knowing this in combination with state testing being around the corner I am feeling extremely overwhelmed. I don't want to leave the school year feeling like we are unfinished.

My biggest rose over the past couple of weeks has been incorporating some new teaching strategies into my classroom (funny with only 9 weeks to go-I know). I have been out for a few training's over the past few weeks. Adding these new strategies and making small changes has been a huge positive for me. I haven't had the best year, but found that using the things I've learned has helped me as a teacher. It isn't that my kids are suddenly following everything I ask them to do and are always engaged and respectful. It is the way I am addressing issues, both positive and negative that is changing and is helping me stay more positive throughout the day.

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I like the idea of both a written rubric and a visual rubric for my future tea cup lesson for 5th grade, next year.  I am a visual learner and I know many of my students are too.  I also like the idea of peers stepping in, after being properly "trained" as kids care about what their peers think and they might take their help more seriously.

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I like the idea of both a written rubric and a visual rubric for my future tea cup lesson for 5th grade, next year.  I am a visual learner and I know many of my students are too.  I also like the idea of peers stepping in, after being properly "trained" as kids care about what their peers think and they might take their help more seriously.

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I think Donnor's use of peer assessment was effective but perhaps not in the original way it was intended. Students went around and gave notes on what they believed their students partner may need to do to fix/improve the piece. What it did most effectively was ask the students to look at the rubric and critique a piece of work-to find the details the teacher expected to see in the work. I think it was less about what the peer gained from the information they got from the critique and more what the student showed in giving the critique. To clarify I think when the student looked at the work they identified areas that needed to be strengthened and could then look at their own piece and see if they had those elements as well. The biggest challenge I see teachers facing with peer assessments is students common sense and kindness. A lot of students, especially at the upper elementary/middle school level possibly haven't figured out how to communicate what they are thinking politely with respect. I could imagine some of my students blurting out "You're doing that wrong! You weren't suppose to use brown. That's dumb. That's ugly." Additionally I think writing down certain things about the piece may come off negative if not written well. I would flip the visual rubric phrases so if students didn't get one of the phrases the student assessing the piece would be able to immediately show what was missing. For example in the rubric is says "uses some different colors" I would have a list of possible comments and one could say "Additional colors should be added to strengthen this piece" This way it is already written for the student and the phrases are more standard, instead of "don't use so much brown". Another way to modify this would be to have the students do a gallery walk and add ideas/critiques anonymously. This would allow the student to feel like they weren't being targeted because everyone would be providing feedback at the same time. Additionally-you could have the students critique their own first on the post it note-acknowledging that they already know they need to work on something. Just a thought!

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I really like the idea of the visual rubric. It is something that I've looked at before but had forgotten about. As a visual learner seeing what the "end result" or expectation is-is crucial for me. Especially when I'm not sure exactly what I need to be doing. I think self assessments will be another thing to incorporate into my classroom. I don't think I use these enough and students need to be looking at their work and assessing themselves. I assess myself all day long as I'm teaching-why shouldn't the students do that to? Love both of these ideas. I am excited to give them a try moving forward.

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Donnor's use of peer assessments seemed effective.  Students were comfortable in "judging" each other in class. Challenges that might be faced are peer pressure to not make any comments, anxiety about making comments, and frustration with discomfort in creating art. I may modify this strategy by starting with a blind peer assessment and develop competence in voicing opinions.

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One success is my 1:1 interactions with project based learning.  Students have gone beyond writing to demonstrate knowledge through a variety of mediums.

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One success is my 1:1 interactions with project based learning.  Students have gone beyond writing to demonstrate knowledge through a variety of mediums.

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Peer assessments have benefits due to the inclusion of student's having an opportunity to assess work as a group

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My experience with peer assessments is positive and negative. I appreciate the value of student interaction when they understand how assessments are conducted and how to use a matrix to assess. High school students are greatly influenced by social standing and often this plays into the quality of the assessment, instead of an honest evaluation.