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Recently I had 3 new students enroll.  Two students are TK and one is Kindergarten.  It is quite an impact for a class of 21 this late in the year. These students are all significantly below expected levels. I approached this challenge by trying to find a way to instruct them in specific foundation skills rather than just joining one of our groups. I was able to gain a 7th/8th grade student to be a cross-age tutor for 40 minutes each day. These students are able to help keep our current groups progressing as well as the formation of new groups. The class is functioning smoothly and all of the student's needs are being better met.

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Julie Berry   Donnor's use of peer assessment was effective.  It clearly demonstrated that the students were able to use their rubric to evaluate their work as well as their peers.  The students were able to give specific suggestions to assist their peer to "improve" or revise their work. The students were able to use the responses to plan their revisions.

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Julie Berry   Donnor's use of peer assessment was effective.  It clearly demonstrated that the students were able to use their rubric to evaluate their work as well as their peers.  The students were able to give specific suggestions to assist their peer to "improve" or revise their work. The students were able to use the responses to plan their revisions.

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Challenges may include:
Including students with challenges in communicating especially in written form (RSP)
Students may need support to not feel "judged" which creates anxiety.
Prior practice in communication and writing skills
Time - Does each student need to share or only a few?  I could see if each of my students shared it would be a lengthy session.
I might modify this strategy for younger students by having a word bank or visual picture for them to use or verbal discussion
rather than the written post it. I might want the students to self-evaluate and then when they discuss with a peer it is less threatening.
J. Berry

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making the transition from photography to digital cinema with my students proved to be a challenge with a couple. With digital cinema I found that my procrastinators would put off filming until the last minute and then try to do it all (pre-production,production, and post) all in a VERY SHORT amount of time. This might have worked for them in photography where they were given a specific assignment to shoot, wait until the day before and go out to take the photo and edit it. Cinema doesn't work that way, the editing process usually takes double the filming time. So it was clear to see after the first project that my last minute kids were really struggle with it. So to fix this problem I broke the project into sections. Now I have a Pre-Production turn in date, a Production date, and a final project date. This insures that they are planning, filming, and editing all within the proper time constraints.

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I thought it was a really good idea and I like how she put visual examples in the rubric as well as a written standard.
I think that Donner's use of peer assessments is a good idea, I think it gives the kids a chance to see the critiquing phase in way that they can actually then use automatically to either fix or understand better why they're choosing not to.
I think that there's always the challenge of having your students critique in a way that doesn't come off as criticism, leaving the person who's showing their work feeling judged or less than. And I can also see that being a little time consuming. But I love the idea of doing this and then how she gave the students time to work more on their project to either use the comments they were given or at least keep them in mind while continuing on.
I like the idea of showing visuals in the rubric. Visually showing them what is expected and what is a lower grade is a cool idea that I can't believe I hadn't thought about before.

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I use rubrics in the video projects we do and we watch and critique the projects as a group. I like the idea of maybe having a half way critique where we can see their progress but also give feed back at a time where they can actually change it and make the project better if they choose, rather than just trying to apply that to their next project.
I also like the idea of written responses, usually I have then fill out a short questionnaire asking about their project but it doesn't really hit the meta-cognitive aspect you guys hit on.

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Roses and Thorns
Lately there has been a big push for reading and math to be the priority of daily instructional minutes, be sure to get your social studies and science as well. Of course the 60 minutes weekly of PE is state mandated. When I ask about art standards, nobody knows how that could fit, unless you trade out PE... This is a big, hairy thorn for me and the children. Screen time for these little kiddos is over the top too, as it is in society as a whole.  To which I say, art is usually the happiest and most productive part of our day. This is where kids feel excitement and joy in learning and creating. This is when we feel alive in our wonder of learning new ways to express understanding.
Here is a beautiful rose that bloomed during the day, just yesterday. A week ago a new second grade student started mainstreaming into our morning reading time. On Friday mornings we team up with a fab fourth grade teacher to enjoy STEAM time. Yesterday we made heart art inspired by muralist Chris Uphues. We plan on creating a wall mural on campus with the STEAM team later this spring. I was walking by the table where my new student was talking with his aide. I heard him say, “This is the most fun I have ever had at school!”
Well if hearing that doesn’t make a teacher feel all rosy...nothing will.

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Tools:  summative portfolio
questionaire/interviews
rubrics
I think these tools will be usable by young students. They will provide information on what the students have learned. I think the use of these tools throughout the activities will provide information on what reteaching may be necessary and provide the students and the teacher practice in evaluating art work.

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I would say that one of the biggest challenges I have had recently is that as the school year is coming to the last few months, I feel a great pressure to make sure all academic standards have been taught - however, I work in a school with students who have experienced a great deal of trauma in their lives and as I push for curriculum, the students begin to fall apart and behavior increases.

A success that I am experiencing is that part way through the school year, I taught my students how to knit. I notice that many students have taken the practice on as a calming practice. I see many students knitting while I am reading to them, when they finish an assignment, or have space during their day. They have become so proficient!

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I think Donnor's use of peer assessments was very effective.  I think we often think of visual arts as a "fun" activity for self expression and leave out learning objectives and the focus on building artistic competence.  The rubric with examples of each section was very helpful.  I think it gave students a way to see and compare work, which helping them in reflecting on their own work and others.  The use of sticky notes to respond to each other's work is a simple and doable strategy to give each other instant feedback.
I think one of the challenges may be in making sure that a supportive classroom environment has been established so that students are not ashamed or worried about their peer's responses.
I could see myself utilizing this strategy as is. I would like to provide more examples of the focus skills and where they fall on the rubric. I am a little hesitant to use students art (in fear of embarrassment, etc) and would rather create my own examples.

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I would like to use both self and peer assessments as well as rubrics. As a regular classroom teacher, I feel that the effort and seriousness of art is not given the same weight as academics with my students. There is a general lack of seriousness as well. I think that providing rubrics to set the stage for learning targets and skills as well as providing examples of what this looks like is key in bringing a more focused intent and effort in the activity. I think creating a culture of discussion and peer feedback is a very healthy experience and bring a message of "We're all learning together." Encouraging students to critique their own work and then providing them with an opportunity to improve, curbs the "just get it done," mindset.

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Donner’s students seemed very comfortable with the practice of peer assessment; I felt the feedback gathered was so impressive and very effective. I think the writing in the journal piece is also excellent for learners meta-cognating, really chewing on next steps! What an excellent formative assessment for next steps and comparing work in progress to a rubric standard. I love the visual examples of the different levels of texture, concrete and clear for students to see.
For my second graders I imagine some real modeling and training on conversations that are encouraging, although, certainly upfront and honest, would need to happen. I like the idea of sentence templates for kids to use as a guide. I will be using peer assessment in all the content areas because my students are so social and LOVE to talk. This reminds me of the old saying; “If you can’t beat em, join them!”
My students will have to be carefully partnered, as I have so many kids of trauma who need positive feedback, they are so fragile. But I know this is the way to engage and deepen learning! I want to be sure to allow time for students to apply the constructive feedback to their piece...and time at end of day’s work to share what they learned from the peer and the rubric.

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Elisa here...
I love the stopping along the way in an art project, to take a deep and mindful breath of the work so far. It is true that young children want to go fast and get er done! Assessments that promote revision and give the student a chance to truly reflect is more than a formative assessment for the teacher, also a gift of how to learn in the classroom, in life.
I plan to use all four: rubrics, self and peer assessment, written response, and portfolios. The portfolios include each project which will showcase the year’s journey and growth. The portfolio on the Chromebook will be something the kids can look at whenever they need to. Now that is exciting to think about.
The first step will be to have the kids help brainstorm our first art rubric. And to start talking about what you could say to encourage a friend in class to improve, to move up, to learn something new.

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I am an instructional coach and I have been thinking of returning to the classroom. There are two 2nd grade openings and I love the grade level. I was offered to stay as a coach and just focus on K-2 instead of K-5. So, I will continue coaching. It was a good feeling make a decision.

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As teachers, we face new challenges each year. One of my challenges has been supporting ED students and students with trauma in a 2nd grade classroom. Throughout the day and between lessons, I incorporate positive mindset activities and breathing techniques that help diffuse behaviors. In the beginning of the year, those students had reoccurring outbursts but over time they have minimized. I contribute this success to the support of my school and counselors. I have learned the importance of taking time away from instruction to focus on positive mindset activities.

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The use of peer assessment was very effective. The students were able to follow a process that was clear and well developed. The visual rubric is a wonderful tool that is student friendly. The students had input on developing the visual rubric so they understood it. Some challenges that teachers might have in using peer assessment could be that there might be students who would need more support, such as ELs and special ed. I would modify this strategy by showing samples of finished work at the beginning of the lesson. This would support the rubric a little bit more. I would make sure the students understood all the higher academic vocabulary words. I would front load the vocabulary and even add pictures. I would also make sure that I paired up the students correctly.

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After watching the video, Painting Birds, I felt that Donnor’s use of peer assessments was effective for her students. The students were able to demonstrate the use of texture on their birds by using the rubric. With the use of the visual rubric, peer editors were able to suggest what the paintings needed in order to meet the expectations of the rubric. Students had a clear idea of how to revise their painting.

This technique worked well; however, it could have some challenges in other classes. Some students have a difficult time with critiquing others and also receiving comments from students.  It is important to have clear expectations prior to using this type of rubric system. The classroom has to have a positive learning environment allowing students to take risks.   If I were to use this in my classroom, I would demonstrate and model the use of sticky notes on my own art work. After several examples, I would explain that they would have a chance to help students. The first couple projects, I would only have my students make positive comments. When students understand the process, then I would allow my students to make a positive comment and a suggestion that would help the student revise their work. The students would slowly learn the peer editing process without frustration or getting upset.

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I would like to try summative and formative assessment portfolios. I would use both because students would be able to see the work in progress with the formative portfolio. The summative would help the students and myself to see the final projects. I like portfolios because they include work samples, reflective writing, and content knowledge.

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I liked what the video in this module said about art giving students a sense of confidence and accomplishment - seeing that they can create.  Art is a rose when there seems to be so many thorns they have to deal with.  My students are learning to sew this year and to play the recorder.  These are two things that are out of the norm and exciting.  They can see growth easily.   They sometimes get frustrated and keep going or start over.  I love to see how this perseverance transfers to their academic pursuits.

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I liked what the video in this module said about art giving students a sense of confidence and accomplishment - seeing that they can create.  Art is a rose when there seems to be so many thorns they have to deal with.  My students are learning to sew this year and to play the recorder.  These are two things that are out of the norm and exciting.  They can see growth easily.   They sometimes get frustrated and keep going or start over.  I love to see how this perseverance transfers to their academic pursuits.

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I have done this type of peer assessment with writing before, but not thought about doing it with art.  I had a hard time because writing seemed so personal and didn't want any hurt feelings.  Art is even more personal, it seems.  The kids really liked doing it and responded well, like the ones in this video.  I think that telling the students that they can take the feedback and revise or make their own decisions about revising is very helpful for the wide range of students everyone has.    I loved the pictures with the rubric and would definitely do that with any visual art rubric - so much easier for all to use.
One challenge would be the different levels of writing in my 4th grade class, which would mean that they would get different levels of feedback depending on who was giving it.  Partnering on purpose could help.  With the writing, I have them get feedback from two different people so if one was not as thorough, they have a second opinion.  I would probably do that with art too.  There needs to be enough time set aside for it to be successful and not rushed.  It is really effective because the kids are so social and like to work together.

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I teach 4th grade and peer opinions could be incorporated more in my class.  The feedback given at a time when the project could be revised is valuable for not only the art project at hand, but for slowing down, taking their time and revising in all areas.  Putting more thought/effort into a project could start with art and these self and peer assessments.  Rubrics (with visuals) are a great   tool to use in this process, so that they all have the same criteria.
I have been wanting to paper mache with them and found a great lesson on the Arts Assessment for Learning site.  I can't wait to try the assessment strategies with them!

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Every year presents new challenges, sometimes every week. In October a student with severe behavior issues was placed in my classroom. He requires constant redirection, and takes a lot of my attention. Because of this, my other students began to struggle and new behavior issues started to develop. E is a female student, who due to a rough life, is a little around the edges, but she is a wonderful student. She started to mimic this other students issues. Recognizing that she loves to be in charge and be a leader I put her in charge of tracking my daily workouts. Every morning she checks in with me and asks me what workouts I did at home.
She loves it. Even when she and I are having a rough moment she still checks in with me.

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I thought that use of peer assessments was very effective. The clear written rubric with the combination of visuals provided very specific things to guide the students. It focused on certain skills rather than focusing on the student's work itself. The clear rubric took away the personal factor. Peer assessments can be a challenge if not handled correctly can get personal which takes away their value. If a student has their feelings hurt they won't hear any advice. I didn't see one comment like "That's bad' or "Work harder". The comments were specific to the skills being taught. That tells me those students have been trained into how to provide feedback. The students did seemed cramped and gave feedback right in front of the other student, which can be intimidating. I might have students walk around the room and apply sticky's.

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I am interested in using more peer and self assessment. I see the value in both of these assessments in all subjects. I am little nervous to really dive into them, because I am scared feelings are going to get hurt. I am also interested in using written responses within art. I think it allow for students to really analyze their own art and take the time to reflect.

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I thought the use of peer assessment was highly effective for students in the class. They were able to look at, assess others work all while getting feedback on their own work before the final product was due. This allowed for new ideas to be passed from student to student. I like when the teacher said something to the fact that one students comment might of given a new way of looking at the picture that they might never have thought of. Also when feedback is given then a student is given the opportunity to see something that they might have missed. When given the visual rubric a student might not see all the details that a “4” might entail until a student points it out to them and also with a written rubric.

One challenge I see for the teacher is the type of feedback that is provided to push the students in a positive way. If the teacher had not set clear expectations of what feedback needs to be provided it could be more detrimental then good. In this example I saw that the feedback that students provided was clear and positive. There are students that might feel overwhelmed providing feedback as well. When students feel this way I have seen many times that the feedback is vague and simple such as “I like” statements or “that looks good” statements. Clear expectations are the key in providing effective feedback that enriches a student’s work.