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Chelsea
One thing I am looking forward to is I can't wait until my own kids are old enough to come to school/work with me  everyday!
One thing I am looking forward to outside of school is summer vacation!!

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Chelsea
Animal Legends Lesson. The teacher taught art and writing which was a great cross curriculum topic. For assessments she has the class develop rubrics and check lists as a class so the students know what was expected. She had great informal assessments too. She would walk around and listen to them talking about the topics to demonstrate knowledge.
She could add in the "Traffic Lights" during writing to help the students gague if the were on track or not.

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Chelsea
By using UDL practices I can assume and predict barriers ahead of time so students can be active and engaged. Looking at what I am teaching an eliminating the barriers before will keep my students engaged. The poem we read in my lesson has idioms and other difficult vocabulary my students might struggle with.

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At school, I'm looking forward to longer art periods next year and the freedom to incorporate more discussion of work after it is complete.
As soon as this year wraps up... I'm taking  a trip to Maui with my son James! I've never been to Hawaii before and we're really excited.

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Dance: Movement, Space, and Poetry. Some of his formative assessments were simply opportunities for all of the students to move, so he could observe their movement. They co created a criteria for the dance checklist and he was referring back to that when checking in with groups during their creation process. He also mentioned dance journals as an assessment that he uses. My favorite, though, was that he gave several formats for generating expressive movement in a safe, supported way. Busy bees, poetry response, circle activity etc. These all gave him the chance to observe his students' movements and give feedback as needed. He could also check in with students with a thumbs up/down... Asking questions like, Is everyone in your group contributing? Do you have varying levels to your dance? Are you able to find negative space after your partner creates a shape?

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I could see it increasing engagement because students are getting to respond to material in their preferred method. Also responses to material are more varied so their group culture can value the contributions of individual group members more readily. This could really reduce the obstacle of group work leaning on one dominant, proficient student. I'd like to see all my students strengths shine when they do group work.

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At school, I am looking forward to, hopefully, being able to teach subjects more effectively through art.
At home, I am looking forward to camping, hiking, and visiting the coast. Also, I want to use the off time to better prepare for next year.

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In the video, the teacher assessed the students by asking individuals questions during the guided teach. Next, she had the students create their own interpretation, followed by an explanation from each student. Then, for the written portion, the teacher talked with each student individually, and gave feedback a needed. Teacher could use Focused Marking when giving feedback on the art and writing portions.

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I'm looking forward to incorporating more art into our weekly schedule from the very start of the year. I'm excited for more time at home with my son this summer.

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For next year, I’m looking forward to incorporating more art into other subjects as well as teaching it as a subject on its own. Outside of school, I’m about to have foot surgery, so I’m looking forward to recovering from it and physically getting back to normal.

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After watching “Animal Legends”, I noticed that the teacher used older student examples to help explain the quality and final product.  She also walked around and commented on student work as it was being created. A third FT was student self-assessment based on a pre-made rubric. An additional formative assessment could have been to have students pause and explain their work in progress to the rest of the class.

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As a teacher, I'm looking forward to an amazing year of art teaching with all the wonderful new resources and inspiration from NSAEC.  I'm also looking forward to working with a Teacher Leadership Academy and will continue working on my art therapy degree and certification.
Personally I'm looking forward finding even more outdoor adventures on weekends and summer vacation. I love traveling and experiencing new things.

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For my art assignment, my UDL strategies might include having basic requirements for all students, and more advanced requirements for those who choose to put more detail into their art. Also, my video portion is a group project, so all students can put as much or as little contribution as they are capable of including.

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Woodland Style Art
Formative assessment for this lesson was evident in the way the teachers checked in an interviewed the students about the work itself, the feelings about the work and how it has impacted them and others.  The students had a chance to state challenges and successes along the way, interact with elders and teachers in meaningful ways and discuss the steps along the way.
The teacher might add more examples of works in progress and show "next steps".

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I'm a big fan of UDL and have used it in some form since I began teaching in 1999, though it was a bit more time-consuming when we were working with "differentiated instruction".  UDL streamlines and ideas and makes it more doable.
To reduce obstacles within my art classes, I usually give options, or choices within a lesson. For example, when we are going to do an art unit on native fish, there are options of types of fish to choose from and choices to represent your fish through drawing, sculpting or printmaking. I have surveyed students for lessons as well, to see where the interest and excitement is, thus getting a head start in the "what will engage".

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As a teacher, I am looking forward to working with both old and new colleagues next school year. I love the new ideas, inspiration, and approaches that come from working with new people in new ways. For myself, I am looking forward to the adventures my family will embark upon this summer and the coming new school year. We are hoping to buy a piece of property by the coast for summer getaways. Plus, we will celebrate our youngest son's high school graduation and hopes for the future.

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I watched "Graffiti: A Digital Identity". In this video, the teacher used many types of formative assessment-- questioning, observation, peer feedback, teacher feedback, providing work/art samples. The teacher asked questions during instruction, but he only took volunteers for answering them. He could use a non-volunteer system (like the popsicle sticks with student names).

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UDL can be utilized to break down barriers, as well as engage and include all students in the process of learning and creating art. In one of my current classes, language is a barrier for many of my students. I find videos to be a great tool in sharing information with my students. I also like to present my students with multiple, relevant examples of the work. In addition, we spend a great deal of time discussing the process along the way before we ever arrive at the end product (feedback). And, I offer students choices along the way as well. For example, when creating a block for print making, students can use an image they design themselves or they can choose an image from the internet to print out and use for a pattern. For future lessons, I would like to implement a few of the ideas from the video, such as using alternative grips for tools like paintbrushes, as well as using materials to stabilize students' work on their work surfaces (such as clips).

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In the 'Creating an Installation' video the teacher used formative assessment strategies of activating learners to be instructional resources for one another. Upon completing their individual pieces, students collaborated together to edit and improve their work and combine it into a group piece. Students were clearly encouraged to take immense ownership over their learning. Students modeled their ideas on paper first, giving insight into their process and thinking. Class discussion and questioning was also evident. Upon completing the task, students had an opportunity to reflect and share their ideas and intentions and critique one another's work. Students are ultimately assessed on creativity, analysis, communication and technique. The teacher could have shared a rubric with students that could be utilized throughout the process.

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I could use UDL practices to increase student engagement by offerings students choice in expression and how they demonstrate what they have learned. I love the opportunities afforded by the arts for this aspect of UDL. In regards to representation, one example of UDL practices in my classroom is incorporating audio text forms - students can listen to the our weekly anthology text and do research via podcasts and audio books on Epic.

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One thing I am looking forward to as a teacher is  watching my current students grow and mature over the years and see how their skills as artists grow with them. I have some AMAZING 3rd grade artists this year. Personally, I am looking forward to the summer and spending it on the ranch with my husband and little girls.

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Animal Legends: The teacher had the lesson well structured with formative assessment throughout. I really liked the student made rubrics. Students reviewed elements of a legend prior to writing and used a formatted worksheet for their first draft. One type of formative assessment I didn't see used was just simple check in techniques such as thumbs up/down.

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UDL can be beneficial in so many ways. One specific way I have seen its effectiveness is by utilizing additional resources to meet student needs. I think this is especially helpful for ELs in the classroom. For example, I usually provide additional pictures, videos, or hands on materials to help with students struggling with new vocabulary.

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One thing I am looking forward to as a teacher is our 4th grade field trip to our ranch. Most of these kiddos have never experienced life in the country and I love being able to provide that for them. We have a busy day planned with learning and watching how to harvest alfalfa, spend time herding the sheep with help from our herding dogs, sit and watch the heifers watch us (two years ago we say a calf being born), we have a bbq, learn about beef bi-products, take a horse and buggy ride, tractor rides and swim in the irrigation ditches. One thing I am looking forward to outside of school is relaxing at our cabin near Lassen Volcanic Park ALL summer with lots of family and friends!

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Animal Sounds - Learning About Pitch. This lesson was loaded with hands on activities and active engagement. The lesson activity guidelines and expectations were clear, and most all of the formative assessment techniques were whole group responses followed by individual pictures of pitch lines shared with the class and discussed. I think I would have included some random selected students demonstrating various pitch sounds and the other students giving thumbs up or down if they agree. Since these were young students perhaps they could have done the 3-2-1 technique: 3 key words, 2 new ideas and 1 favorite part.

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I agree with all the above comments and understand how valuable UDL is in the classroom. the following are a few common and easy practices which I find very helpful in reducing learning obstacles and increase student engagement. I try to post lesson goals daily and have students write them in a notebook and I refer to those goals throughout the lesson. I also work hard to give regular and consistent feedback and encourage student reflection whenever possible. I am also a fan of offering assignment options. Recently our class completed California Mission projects. Gone are the days where every student (or parents) had to build an elaborate mission model. This year I had a great variety of projects (mission models, posters, brochures, dioramas, power points, mobiles, board games, and computer games.) Every single one was a representation of what the students learned about CA missions and it was great!

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As a teacher, I look forward to recognizing students' growth. I enjoy letting their parents know what positive changes I have seen during the school year.
Outside of school, I am looking forward to spending more time with my family and creating memories through shared experiences.

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Visual Arts (Grades 3-5) - “Animal Legends: Integrating Art with Writing”

I noticed the teacher used formative assessment with the writing of the stories. She had them discuss as they wrote.

She could have used formative assessment while the students were working on the shape drawings. They could have referred to the checklists as they created their drawings; have discussions with peers after completing the pencil drafts; revised drawings as needed before adding color.

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I can use UDL practices to reduce obstacles to learning and increase engagement for all students in your class by helping to build background knowledge. I can do this through using pictures, videos and read alouds to help students to understand content and concepts. I can also use UDS practices as I ask students to show what they know. I can provide a selection of projects for students. They can then choose the project that they feel most comfortable with to show their understanding.

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To reduce obstacles in the classroom, I make sure that the goals for each assignment are clear by posting them on the board, and then discuss the goals with question and answers. I also like to give choices on how to carry out the goals when