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MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
MoSPE Four
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MoSPE Four

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Transcript

  • 1. Critical Thinking, Problem Solving and Performance Skills Graduate Teaching Assistant, Sarah Cress Art Ed 4273
  • 2. Homework Writing Prompt… Prompt (3.3) Thinking back to your internship experience this week, how have you and your instructional teammate differentiated instruction? Write down several specific examples that you can share with the class.
  • 3. MoSPE Madness… • Goal Statement Share • GoAnimate Standard Three Video • Review of Homework Writing Prompt • New Writing Prompt • Critique Share • Standard Four Overview • Critical Thinking and Problem Solving in the Art Classroom • Independent, Cooperative and Small Group Learning • Using Instructional Resources • Artifact Brainstorm • Artist Release
  • 4. Writing Prompt… Prompt (4.1) Describe in detail your earliest formal critique experience. Paint us a picture of the following: • the setting • the critique protocol • the order of events • the way in which you and your fellow classmates felt before, during and after the event
  • 5. The Good and the Scary… Within pairs, share with each other your most positive and most negative critique experiences. Utilizing a large piece of paper, map out the differences between the good and the bad.
  • 6. Standard Four… Standard #4: The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including instructional resources. Quality Indicator 1: Instructional strategies leading to student engagement in problem solving and critical thinking Quality Indicator 2: Appropriate use of instructional resources to enhance student learning Quality Indicator 3: Cooperative, small group and independent learning
  • 7. Standard Four… Standard #4: The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including instructional resources. Quality Indicator 1: Instructional strategies leading to student engagement in problem solving and critical thinking Quality Indicator 2: Appropriate use of instructional resources to enhance student learning Quality Indicator 3: Cooperative, small group and independent learning
  • 8. Big Terms: Let’s Contextualize… With a partner, define each key term below within the context of the art classroom. For example, students in the art classroom demonstrate critical thinking skills through… (4.1) List several ideas for each term: • Critical Thinking • Problem Solving
  • 9. Assessment…YIKES! Assessing such skills can be tricky business. What are some initial thoughts and ideas of how YOU will assess student understanding in your own classroom.
  • 10. Critique: Engagement in Critical Thinking and Problem Solving… • Gives classroom assignments relevance and purpose • Encourages students to take their work and the work of their peers seriously • Provides students with a language for proper “art speak” • Can set the tone of you classroom environment • Engages students in critical thinking and problem solving
  • 11. Writing Prompt… Prompt (4.1) In what ways does critique engage students in critical thinking? In problem solving?
  • 12. Let’s Brainstorm Together… With the person next to you, brainstorm some ways you can change UP the “traditional” critique style to further engage students.
  • 13. Standard Four… Standard #4: The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including instructional resources. Quality Indicator 1: Instructional strategies leading to student engagement in problem solving and critical thinking Quality Indicator 2: Appropriate use of instructional resources to enhance student learning Quality Indicator 3: Cooperative, small group and independent learning
  • 14. Let’s Brainstorm Together… (4.1) What other ways do the arts encourage critical thinking and problem solving? Brainstorm with the peer sitting across from you.
  • 15. Standard Four… Standard #4: The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including instructional resources. Quality Indicator 1: Instructional strategies leading to student engagement in problem solving and critical thinking Quality Indicator 2: Appropriate use of instructional resources to enhance student learning Quality Indicator 3: Cooperative, small group and independent learning
  • 16. Writing Prompt… Prompt (3.3) Describe the independent learning that takes place in the art classroom. Describe some of the ways you independently learn in this class.
  • 17. Let’s Brainstorm Together… (4.3) With your teaching partner describe the cooperative learning that takes place in the art classroom. Describe some of the ways you cooperatively learn in this class.
  • 18. Let’s Brainstorm Together… (4.3) In groups of four to five describe the small group learning that takes place in the art classroom. Describe some of the ways you learn while in small groups during this class.
  • 19. Standard Four… Standard #4: The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including instructional resources. Quality Indicator 1: Instructional strategies leading to student engagement in problem solving and critical thinking Quality Indicator 2: Appropriate use of instructional resources to enhance student learning Quality Indicator 3: Cooperative, small group and independent learning
  • 20. Let’s Brainstorm Together… Create a list of the instructional resources you have been exposed to within this class. Which ones would be appropriate for the k-12 setting? (4.2) What are some of the instructional resources you have used during internship?
  • 21. Artifact Brainstorm… Now, let’s brainstorm some ways we can demonstrate our newfound knowledge.

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