Pinterest Art Critiques by Mary Schwab https://padlet.com/mmschwab777/iiu138a81g1 Transforming the Lesson en-us 2017-12-01 04:33:42 UTC 2017-12-01 06:05:56 UTC hello@padlet.com In Summary... mmschwab777 https://padlet.com/mmschwab777/iiu138a81g1/wish/212145151 A collaborative group of Art and ELA teachers decided to create a unit of study where their students would create a digital piece of art, that could be a design for a book, magazine, music album, an event announcement, invitation, or restaurant menu using Adobe InDesign, students would then upload their art to a public board on Pinterest, where they would select another student's piece of art, analyze their artwork, and then critique their artwork using a 'claim' model, focusing on the Description of the piece, providing analysis of the piece, and their interpretation of the piece.  The teachers chose this project to better integrate formal writing styles into their curriculum.  The teachers decided their goal was for students to write an argument-based review in lieu of an opinion-based review.  This idea worked well with the principal's challenge to his staff to meaningfully and authentically integrate technology and web-based tools into classroom instruction and assessment.  The ELA teachers helped to develop a rubric that would serve as a guide to students as they developed their drafts of their critiques.  Throughout the first week of the unit, teachers ensured each student had a Pinterest account set-up, that they were comfortable using Pinterest, and were abiding by the the CIPA rule.  Additionally, during the first couple of days, students began working on their projects, on the third of fourth days, the teachers modeled the roles of artist and critic for their students.  Soon after, the students uploaded their artwork to the project pinboard, then selected another student's art to review, began drafting the review, whilst the teachers consulted with the students, referencing the rubric so that students were striving to attain the highest grades.  Students worked in pairs to revise their drafts, with the teacher circulating, and facilitating discussion and answering questions.  Finally, the students were instructed to post their review to the appropriate image on the pinboard.  Students were allowed to review not only art created by students in their own class, but in other classes as well.  The students were excited, and openly discussing the reviews they'd read on the various artwork.  The teacher led discussion about the critiques, then for the remainder of the class, the students broke into small groups, and discussed the quality of their arguments.  The students really enjoyed the unit, feeling that the formal style of writing allowed them to be more open to criticism, and was less-subjective sounding than the more opinion-based reviews they'd received in the past.  The teachers were impressed with how smoothly they executed the unit, as well as the quality of the students' writing. Throughout the process of this unit, students used critical thinking and communication, made local connections, participated in analysis and evaluation, utilized technological and web-based tools, and developed an argumentative piece of writing. Students asked if they could do a similar review/critique style project later in the semester. The teachers agreed they could do this project again with oil paintings, and that advanced art classes could draft not only a claim, but a counterclaim to fulfill the WHST standard for formal writing.    ]]> 2017-12-01 04:38:28 UTC https://padlet.com/mmschwab777/iiu138a81g1/wish/212145151 Incorporating into lesson mmschwab777 https://padlet.com/mmschwab777/iiu138a81g1/wish/212148400 I could essentially execute this same unit in music, working collaboratively with the art teacher, and ELA teachers to ask students to design an album cover, or concert advertisement. This could work well with the unit that I've been developing on Busking, or street performing. ]]> 2017-12-01 05:29:19 UTC https://padlet.com/mmschwab777/iiu138a81g1/wish/212148400 How might this strategy improve instruction in my organization? mmschwab777 https://padlet.com/mmschwab777/iiu138a81g1/wish/212148567 I think that anytime that teachers and students are collaborating with one another, we are giving ourselves a great opportunity to teach and learn more effectively, provided all parties are contributing in a positive way. Most of my best ideas are not solely my own, but the product of collaboration with others. I may think of a good concept, but as I brainstorm with others, the concept flourishes into something far better than what I could've imagined on my own. I believe that learning environments that encourage a free flow of ideas that allows for both successes and failures is the ideal for teachers and their students, and fosters those special moments in learning that we as teachers, and lifelong learners continuously strive to achieve. ]]> 2017-12-01 05:32:33 UTC https://padlet.com/mmschwab777/iiu138a81g1/wish/212148567 Supporting my philosophy of education mmschwab777 https://padlet.com/mmschwab777/iiu138a81g1/wish/212149004 I've focused a lot lately on structuring my lessons and units around the encouragement and development of digital literacy skills.  As the principal in this strategy reminded his staff, we should be "...meaningfully and authentically integrating technology and web-based tools into classroom instruction and assessment." This lesson allows for that integration, and helps to further develop students' digital literacy by asking them to learn to use new programs like Adobe InDesign, and requires they navigate social media in a productive and curricular manner, using it effectively to accomplish the goal of the unit. ]]> 2017-12-01 05:39:53 UTC https://padlet.com/mmschwab777/iiu138a81g1/wish/212149004 Collaborative Classroom Environments mmschwab777 https://padlet.com/mmschwab777/iiu138a81g1/wish/212149609 A collaborative classroom environment is one in which students and teachers feel safe and encourage to explore a free flow of ideas with one another.  Teachers facilitate the discussion, encouraging learning through students talking about things with one another, as opposed to the more traditional lecture-style classroom environment.  The core values of the collaborative classroom include:     
  • Social and academic curricula are interdependent and integrated.
  • Fostering caring relationships and building inclusive and safe environments are foundational practices for both the student and adult learning community.
  • Classroom learning experiences should be built around students’ constructing knowledge and engaging in action.
  • Honoring and building on students’ intrinsic motivation leads to engagement and achievement.
In an article titled, "Collaborative Learning Spaces: Classrooms That Connect to the World, the author, Jennifer Williams asserts, "By examining the landscape of the classroom, educators can design collaborative learning spaces that will support the teaching and learning of skills needed for the interconnected world of today and tomorrow. By seamlessly connecting pedagogy, technology, and space, teachers can create spaces that promote social learning and maximum engagement. These collaborative classrooms are alive with action -- teaching, learning, innovating, creating, making, and exploring. Innovative learning spaces can encourage both individual and collective voices, and, through use of emerging technologies, they inspire students to become skillful curators of their digital worlds." (Williams 2015). I love this idea, and think that it coincides well with the collaboration that students participated in during the Pinterest Art Critiques strategy, as well as my desire to focus on developing my own, and my students' digital literacy.
]]> 2017-12-01 05:48:40 UTC https://padlet.com/mmschwab777/iiu138a81g1/wish/212149609