(collected from Canvas and rubrics)

Open-ended project based learning: Art projects are all set up where high achieving students can go as deep as they want, putting in tons of effort if they choose and if they enjoy the project.

Assess on skills taught, not artistic value: The majority of art rubrics are centered on the specific topics that we cover in class and few, if any, points are assigned to actual aesthetics, so that students who work hard and practice the skills can achieve as much as those who are stronger in art.

• provide differentiated texts at students' reading level

• provide practice tests for repetitive application of assessments

• pre-teach & reteach related vocabulary

Process

• utilize graphic organizers and sentence stems to help students organize thoughts

• analyze formative assessments to provide additional support in Applied Learning Math Studio

  
  

Product

• use exemplars and provide steps to complete assignments/projects

• help students build self-regulated behaviors to assist students in completing the products

I am working in more set times for individual check points in order to intentionally take time to meet with the middle students. During the check points students will use a rubric to share how they feel they are doing in class and have the opportunity to share progress, interesting ideas and ask questions.

I will create the rubric/guide and have one check point with each student during the next month.

More opportunities for practice before final performance

Variety in assessments (maps, drawing, poetry, digital work, small group discussion, videos, floor meetings, pictures, etc.)

At the bottom, I list students' names and skills I need to work with them on. Sometimes, they're in groups.

Through exit tickets and homework assignments, I was able to provide targeted, differentiated instruction to students through small groups or individual conferences. Students were able to grow from their current level of success to the next.

Students appreciated having clarity on expectations through a rubric. They felt affirmed in areas where they met success. Knowing that they had already met some level of success made new learning less daunting, especially because the new learning was often broken down into smaller steps. I know this because all students were always open to and welcomed individualized instruction, some even seeking us out for help. Students felt more confident and relieved after small group work or conferences. The work they produced later on consistently showed growth.

How might you modify the strategy to make it even more impactful?

Having a co-teacher means we are able to reach a greater number of students. My co-teachers also take great anecdotal notes on their instructional time with students. However, it is time consuming to copy their notes into my notes. I'm not sure I have a solution to this, since I much prefer using paper than going digital.