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Jeff Rogers is a masterful teacher. In the US AP History class during 5th period, Jeff was teaching students about the Roaring 20’s. He quieted the students at the start of the class by using the quiet Coyote symbol. In doing this, he managed to change the high unfocused energy of incoming students with this playful yet fun way to focus the beginning of the task for the day. Jeff uses his personal infectious enthusiasm for the subject and his energetic non-stop movement around the class to keep the students engaged throughout the class period. No student was left behind as he skillfully got students who seemed to be drifting out of the fold, back in the groove with questions to keep the driving focus of the day. He included technology using a WORD CLOUD program which he projected up on the screen using words that the students generated themselves. This seemed to give students the feeling of personal participation in the day’s activity allowing their own words to illustrate a pivotal time frame in American history. He provided an interesting PowerPoint presentation with photos of people, places, and things during the 20’s emphasizing the concepts that he was introducing during the class period.  On the white board, he drew a simple graph.  One side of the graph was the word NEW and the other side of the graph was the word INTOLERANCE.  Below the word, NEW he wrote; Urban and scientific; on the other side under INTOLERANCE,  he wrote Old. He explained and engaged the students in the concepts by having the students role play today’s older generation, asking them to pretend they are their parents or someone from a different generation complaining about their use of the phone, tic-toc or other stuff that the older generation complains they use too much. He called on students and the students playfully responded. It was a great way to illustrate the New vs.Old thinking pattern and make the information current and relevant. He pass out the question that the College Board might have on the AP exam. He explained that students will need to know that the College Board will call this the Birth of Pop culture. He gave Mr. Chaffey and myself a copy of this handout. He asked the student what they thought Pop culture was? He had them speak with each other and bounced off ideas.  The 20’s. HollywoodLand, Speakeasy, Jazz, Fashion, Flappers, Prohibition, Consumerism, The Great Gatsby, Suffrage Cars, Radios, Photographs, Kitchen appliances, the Charleston and Babe Ruth.

Jeff’s class inspired me to think about the time in US history myself and how I could include important art references in the Advanced Art class. I've got some ideas now! Jeff made this a fascinating 50 minute class. I wish I was in his class learning the content myself.

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A good empathetic connection with the students explaining that the chapter summaries are tight, but they're the only way we can get through the AP course in 24 weeks.

Brainstorming exercise brought up a lot of great prior knowledge from students. Great idea having one student (KAT) writing notes for the word cloud. Good effort.

It appears that the PowerPoint is highlighting main points that the current reading. It all drew to the highlight of "The Birth of the Pop Culture". Emphasized that every student should know that the 1920 was all about Pop Culture. The AP level expects you to know that not all of America was comfortable with this. Intolerance with older generations and outsiders didn't want the change. Good connection to the 20s and now. It hasn't changed, it's just different.

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It was a great art history lesson. So many context clues in the chosen Raphael work of art. The triangle configuration. The association of red on the patron's gown. St. Jerome, St. Francis and John the Baptist can be identified with their attire, animals, and the use of the finger pointing for context clues. It was great seeing so many lessons tied into one activity. Insert clapping hands GIF!

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What an architect!  Numo's 3rd period class is actually 5 classes in one: Advanced Art I, Advanced Art II, Digital Art, AP Art - Design, and AP Art - Drawing.  Watching her give a Powerpoint introduction on Renaissance Art to Advanced Art - complete with background, examples, instructions: "here's what I want you to do" - then sliding to the back of the room to offer feedback and assistance to the AP and Design students was super impressive.

It's obvious that this learning environment can easily be susceptible to fail but somehow Ms. Numo has the students engaged, working, helping each other, and thriving! She has, after just a few weeks of school, been able to create an environment of trust, responsibility, independence and engagement that defies what one would think is possible. Bravo!!

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We chatted with Numo about the class and how it involves different levels and is a mix of different courses.

It was great at the beginning of class that groups were addressed with their tasks for the day so they could begin preparing with materials.

After prayer you could see that the class was divided up and the students had a clear direction in what they needed to achieve. While the AP and Adv Art 2 were working on tasks, Numo had a great teacher led discussion on the Renaissance and how artists used the human body for inspiration. Raphael was the focus artist in the discussion. Students in art 1 were tasking with creating a thumbnail of his painting of Mary holding Jesus. It was scaffolded so they began with drawing and then moved onto adding color.

Seriously impressive that 5 different classes are in 1 room and they're all focused on driven on their assigned tasks.

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What did you gain from your experience in your team member's classroom that you can bring into your own teaching practice to strengthen inclusion and belonging for our students?

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