MoStep Five Presentation, By Sarah Cress

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  • When you get to a point within your teaching career when you can confidently repeat this particular quote in relation to your own practice, you know you have successfully found the balance within true Differentiated Instruction. Until then, you must practice the balance of teaching content with teaching to the needs of your children.
  • Within pairs, make a listing of each diverse need expressed in the following synopsis.
  • MoStep Five Presentation, By Sarah Cress

    1. 1. Engaging Critical Thinking, Problem Solving and Performance Skills Graduate Teaching Assistant, Sarah Cress Art Ed 4273
    2. 2. MoStep Madness Agenda…• Xtranormal Videos• Sketchbook Prompt• Sketchbook Discussion• Critique Share• MoStep Five, Can I Have a Volunteer?!• Differentiated Instruction Class Recap• Critical Thinking, Problem Solving and Performance Skills• Assessment• Break• Critique Activity• Steps for Success!• Artifact Brainstorm
    3. 3. Sketchbook Prompt… 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.
    4. 4. 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.
    5. 5. MoStep Five…• 1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.• Performance Indicators: The preservice teacher • 1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs; • 1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    6. 6. MoStep Five Rubric… The preservice teacher exemplifies uses and subsequent evaluations of the impact of a variety of instructional strategies, materials and technologies to meet individual student needs and to encourage students’ development of critical thinking, problem solving, and performance skills. Artifacts reveal the use of a variety of strategies, reflections and clearly establish the candidates’ ability to match specific strategies with the content and/or skills to be taught. The candidate uses student work in the evaluation of a strategy’s impact on student learning.
    7. 7. Differentiation is KEY!In order to best serve our students, we MUST present materials in a variety of ways, constantly engage them through motivation and regularly assess their understanding.These practices will ensure all students feel:• Accepted• Understood• Respected• Part of an art community• They are contributing• They are being challenged in a meaningful way• Supported
    8. 8. How Have You Been Differentiating? Thinking back to your internship experience during the previous weeks, how have you and your instructional teammate been utilizing differentiated instruction within your own practice? Right down several specific examples that you can share with the class.
    9. 9. 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 will demonstrate critical thinking skills through…List several ideas for each of the three terms.• Critical Thinking• Problem Solving• Performance Skills
    10. 10. Assessment…YIKES! Assessing the acquisition of such skills can be tricky business. What are some initial thoughts and ideas of how YOU will assess student understanding in your own classroom.
    11. 11. The Art Critique…The MostImportant Element of Teaching!?The process of critiquing artwork is critical within anyclassroom setting. Critique:• 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, problem solving and discussion of performance skills.
    12. 12. Let’s Practice Some DifferentiatedCritique!Within groups of two to threeyou will be provided a workof portraiture. Your task is todecide on a song that reflectsthe auro of the inspirationimage. After you choose yoursong, devise a rationale foryour selection.
    13. 13. Getting Down to the Nitty Gritty…After taking a moment to view the image up close,prepare a piece of paper and writing utensil. As thegroup plays their chosen song, respond to the followingtopics regarding the piece.• Meaning – What story is the image communicating to you?• Connotation –What associations do you make when looking at the piece to infer meaning and content?• Significance – What significance does this work maintain in the broader art world?
    14. 14. Tips for Success! • YOU as motivator! • Switch it up! • Formal and informal assessment • Reflection, reflection, reflection…do it!
    15. 15. Artifact Brainstorm… Now, let’s brainstorm some ways we can demonstrate our newfound knowledge.

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