https://padlet.com/kathy_neal/pd0l66fz9gav Made with ♥ en-us 2017-08-12 04:17:00 UTC 2017-08-12 05:27:26 UTC hello@padlet.com kathy_neal https://padlet.com/kathy_neal/pd0l66fz9gav/wish/180794194 The Art and English teachers were pleased with the success of the project. English teachers Mr. Coughlin and Mrs. Bigelow reviewed student critiques and were pleased with the quality of work students were putting out. They recorded their reflections.

Students were to submit objective peer reviews on Pinterest. They were required to provide evidence supporting their thinking. Their work proved to be of better quality when students knew that anyone (i.e., the general public) would be able to read their work, hence motivating them to do better.  The teachers found that students were holding each other accountable for completing the requirements contained within their grading rubrics.

By using school and home computers, nearly every student was able to participate in the activity, the exception being those whose parents did not give permission. Pinterest also proved to be an effective web-based tool, and the students' eagerness to do another project using the app reinforced the teacher's confidence they had planned their project effectively.

This project differed from the typical peer-reviewed art project in that students used objective measures rather than subjective, aesthetic measures. Mr. Coughlin and Ms. Bigelow agreed the students were successfully using critical thinking skills in their peer reviews. They did, however, remind the art teachers that part of the WHST requirements included making a counterargument and were informed that piece would come in the next portion of the unit: a research project.]]> 2017-08-12 04:20:05 UTC https://padlet.com/kathy_neal/pd0l66fz9gav/wish/180794194 kathy_neal https://padlet.com/kathy_neal/pd0l66fz9gav/wish/180795091 Akpan & Beard (2016, p. 392) relate the concept of constructivist teaching: this "teaching philosophy is all about accepting student autonomy where student thinking drives the lessons, where dialogue, inquiry, and puzzlement are valued and assessing student learning is in the context of teaching." This teaching model is based more on student experience and collaboration rather than the teacher-centered classroom with the teacher as knowledge-giver. The teacher gets to know their students and adjusts their activities based on the needs  of the students. Students are taught to think critically and to identify problems and to find creative solutions to those problems.

Reference:
Akpan, J. & Beard, L. Using constructivist teaching strategies to enhance academic outcomes of students with special needs. Universal Journal of Educational Research 4(2), p. 392-398.

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