A case of study of how accommodations to art education can teach personal strategies, and promote academic advancement in a student with Attention Deficit Hyperactivity Disorder
Using the Reflective Assessment (c) Model in the Visual Arts Classroom.
This formative assessment canon guides students through the art-making process in a reflective, purposeful and practical way while helping teachers assess their understanding and development through the creation of an artwork.
Copyright (c) 2013 Raven Bishop and Erika Oldershaw. All Rights Reserved.
www.ravendbishop.com
Scaffolding "Studio Thinking" Strategies in the Urban High School Art Programilaeadigital
This presentation describes how two high school art teachers, Elizabeth Drake and DiDi Grimm, implemented the Studio Habits of Mind framework in their urban art program. The framework identifies eight cognitive habits commonly used by artists: develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, and understand the art world. The teachers introduced these habits to students and aligned art projects, guidelines, and rubrics to the habits. Students reflected on the habits during and after projects. The overall goal was to scaffold students' development of critical thinking and problem-solving skills through an emphasis on the cognitive strategies and dispositions used in artistic practice.
This document discusses an art teacher's experience using a blog for her classroom. It outlines the benefits of a classroom blog for both students and teachers, including using it as a showcase for student work, a forum for class discussion, and a way to connect learning to real-world applications of art and technology. The teacher discusses how her blog has grown over 3.5 years and how she chooses artworks to feature from both well-known and lesser-known artists. She also provides examples of blog tools and cautions teachers to follow copyright rules and district policies when publishing student work online.
The document discusses different types of inquiry-based learning approaches for students. It describes guided inquiry, where the teacher leads the process by providing questions and facilitating discussions, and open inquiry, where students formulate their own questions and design procedures to answer them. Younger students or those new to inquiry tend to benefit more from guided inquiry, but open inquiry can work for primary grades if students have a strong foundation. The document also provides examples of strategies like knowledge boxes, differentiation centers, and inquiry centers that teachers can use to differentiate instruction and make inquiry accessible for all students based on their skills and abilities.
The document discusses different approaches to teaching art, including discipline-based art education which focuses on teaching artistic techniques and styles, and choice-based art education which allows students more freedom and choice in their creative process. It advocates for a personalized approach to art education that considers students' varying abilities, interests, and needs. Personalizing instruction in art involves offering students choices in projects that challenge them at an appropriate level, structuring lessons to support independent work, and using formative and summative assessments like portfolio reviews to provide meaningful feedback.
The document discusses different approaches to teaching art, including discipline-based art education focusing on specific skills and artists, and choice-based art education prioritizing student creativity and choice. It advocates for personalized learning in art by offering students choices in projects that match their interests and abilities. The document also discusses using student portfolios and group critiques for assessment, and transitioning students from structured to independent projects over time.
This document outlines a 4th grade art lesson plan taught over two class periods focused on family rituals. In the first class, students explore different cultural examples of family rituals through a presentation. They then brainstorm and sketch ideas for paintings of objects representing their own family rituals. The second class has students transfer their sketches to canvas boards and begin painting them, with guidance on principles of design like establishing a focal point. The goal is for students to incorporate art elements and design principles to create paintings expressing meaningful family rituals through symbolic objects.
Implementing Student-Led Conferences in schools. Matt Zagami leads CTLE - approved professional development in NYC schools. This presentation helps teachers get more meaningful interaction out of student/ parent/ teacher conferences by investigating the purpose and methods used.
Using the Reflective Assessment (c) Model in the Visual Arts Classroom.
This formative assessment canon guides students through the art-making process in a reflective, purposeful and practical way while helping teachers assess their understanding and development through the creation of an artwork.
Copyright (c) 2013 Raven Bishop and Erika Oldershaw. All Rights Reserved.
www.ravendbishop.com
Scaffolding "Studio Thinking" Strategies in the Urban High School Art Programilaeadigital
This presentation describes how two high school art teachers, Elizabeth Drake and DiDi Grimm, implemented the Studio Habits of Mind framework in their urban art program. The framework identifies eight cognitive habits commonly used by artists: develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, and understand the art world. The teachers introduced these habits to students and aligned art projects, guidelines, and rubrics to the habits. Students reflected on the habits during and after projects. The overall goal was to scaffold students' development of critical thinking and problem-solving skills through an emphasis on the cognitive strategies and dispositions used in artistic practice.
This document discusses an art teacher's experience using a blog for her classroom. It outlines the benefits of a classroom blog for both students and teachers, including using it as a showcase for student work, a forum for class discussion, and a way to connect learning to real-world applications of art and technology. The teacher discusses how her blog has grown over 3.5 years and how she chooses artworks to feature from both well-known and lesser-known artists. She also provides examples of blog tools and cautions teachers to follow copyright rules and district policies when publishing student work online.
The document discusses different types of inquiry-based learning approaches for students. It describes guided inquiry, where the teacher leads the process by providing questions and facilitating discussions, and open inquiry, where students formulate their own questions and design procedures to answer them. Younger students or those new to inquiry tend to benefit more from guided inquiry, but open inquiry can work for primary grades if students have a strong foundation. The document also provides examples of strategies like knowledge boxes, differentiation centers, and inquiry centers that teachers can use to differentiate instruction and make inquiry accessible for all students based on their skills and abilities.
The document discusses different approaches to teaching art, including discipline-based art education which focuses on teaching artistic techniques and styles, and choice-based art education which allows students more freedom and choice in their creative process. It advocates for a personalized approach to art education that considers students' varying abilities, interests, and needs. Personalizing instruction in art involves offering students choices in projects that challenge them at an appropriate level, structuring lessons to support independent work, and using formative and summative assessments like portfolio reviews to provide meaningful feedback.
The document discusses different approaches to teaching art, including discipline-based art education focusing on specific skills and artists, and choice-based art education prioritizing student creativity and choice. It advocates for personalized learning in art by offering students choices in projects that match their interests and abilities. The document also discusses using student portfolios and group critiques for assessment, and transitioning students from structured to independent projects over time.
This document outlines a 4th grade art lesson plan taught over two class periods focused on family rituals. In the first class, students explore different cultural examples of family rituals through a presentation. They then brainstorm and sketch ideas for paintings of objects representing their own family rituals. The second class has students transfer their sketches to canvas boards and begin painting them, with guidance on principles of design like establishing a focal point. The goal is for students to incorporate art elements and design principles to create paintings expressing meaningful family rituals through symbolic objects.
Implementing Student-Led Conferences in schools. Matt Zagami leads CTLE - approved professional development in NYC schools. This presentation helps teachers get more meaningful interaction out of student/ parent/ teacher conferences by investigating the purpose and methods used.
The document discusses strategies for supporting students with autism spectrum disorders in the classroom. It describes characteristics of autism that impact classroom performance such as difficulties with social skills, communication, sensory processing, and behavior. It provides tips for teachers such as creating a structured and organized classroom environment, using visual supports, modifying assignments, addressing different learning styles, and allowing choices to increase student engagement and success. The overall goal is to recognize individual needs and promote inclusive education.
This document discusses ways that teachers can support different types of thinking in the classroom. It provides examples of classroom activities and strategies to promote critical thinking, creative thinking, practical thinking, and impulsive control. Some key strategies mentioned include debate, creating classroom procedures, giving students incentives to complete difficult problems, allowing creative freedom and constructive criticism, using team-based learning activities, applying knowledge to real-life situations, and incorporating humor. The overall goal is to educate students and provide an environment where they feel safe to engage in higher-order thinking.
This document discusses challenges in teaching adult learners and strategies to address disruptive classroom behaviors. It outlines the characteristics of adult learners and principles of teaching adults, such as ensuring learners understand the relevance and purpose of learning. Common disruptive behaviors are identified, such as disengagement and dependence. The functions and categories of disruptive behaviors are explored to help teachers address the underlying issues. Effective teaching techniques are proposed to engage different types of learners. The document also provides guidance on structuring the physical classroom environment and implementing behavioral interventions to minimize disruptions.
This document summarizes key facts about Harry K. Wong and Rosemary T. Wong, who are authors that have written about effective teaching. It provides an overview of their educational backgrounds and achievements. It also outlines some of their main principles for establishing a successful classroom in the first days of school, including the importance of having positive expectations for students, effective classroom management, well-designed lessons, and being a professional teacher.
This document provides 101 tips, truths, and random musings for teachers. Some key points include focusing on student thinking habits over standards, making students feel valued, differentiating instruction to meet different student needs, modeling life-long learning by continuing to develop teaching skills, and focusing on student learning and actions over teacher actions. The tips encourage teachers to know their students as individuals, use a variety of teaching strategies and technologies, and strive to help students reach their full potential.
This document describes four different learning styles: Sensing-Thinking (ST), Sensing-Feeling (SF), Intuitive-Thinking (NT), and Intuitive-Feeling (NF). For each style, it outlines how students with that style prefer to learn, what they learn best from, what they like, and what they dislike. ST learners prefer hands-on learning, practice, and tangible results. SF learners prefer group work and personal attention. NT learners prefer independent work with ideas and problem solving. NF learners prefer creative, imaginative work and open-ended discussions.
Here are the steps to calculate the effect size:
1) Subtract the average of the pretest from the average of the posttest: 34.2 - 26.8 = 7.4
2) Divide the result by the standard deviation of the pretest: 7.4 / 2.65 = 2.79
The effect size is 2.79. Since this is well above 0.3, it indicates a significant positive effect of the treatment.
This document summarizes survey results about students' favorite learning experiences and effective teaching strategies. The survey found that students most enjoyed learning experiences that were relevant to real life, involved active participation, and used a variety of multimedia. Students felt most powerful, excited, and important when teachers used groups, experiments, field trips, and were enthusiastic, challenging, fun, and available. Effective teaching involves planning lessons flexibly based on student needs, with clear objectives and activities targeting different learning styles. Planning should link instruction to real-life and systematically develop higher-order thinking skills.
Strategies for devloping creativity and critical thinkingchristinabailey07
This document provides strategies for teachers to develop creativity and critical thinking in their students. It recommends incorporating individual, small group, and whole group work into lessons to engage students. It also suggests changing up lessons by adding games, posters, reports and discussions to keep students interested. The document advises starting with low-level questions to build confidence before moving to more complex, open-ended questions requiring evidence-based justification. Small group work and presentations can help students collaborate to find answers and defend their reasoning.
The document discusses the importance of the first days of school in setting expectations and managing a classroom. It emphasizes that teachers must have their room prepared, greet students at the door, assign seats, and provide the first assignment. Teachers should introduce themselves to students and parents before school starts. An effective way to start is by having students go to their assigned seat to find and begin working on a short, easy first assignment while the teacher welcomes each student. Well-managed classrooms have routines and procedures in place to minimize wasted time and keep students focused and working.
The document provides guidance on effective lesson planning. It discusses that effective lesson plans focus on what students accomplish rather than just what the teacher covers. While there is no single accepted planning model, effective plans clearly outline objectives using active verbs, consider student learning styles and attention spans, and systematically develop questions and activities. Teacher planning is often a mental process that must be flexible, focused on student needs, and constantly revised based on changing circumstances. Lesson plans should incorporate a variety of activities targeting different learning styles.
• Description of the performance or events or activities going on in the school hour or may be starts from bus stop, in the assembly, classroom, playground, pair/group activity, laboratory, dining hall or performance that a learner has completed ---- anything, any time , anywhere
• We need keen eyes to observe our students, a lot of practices to write the “ observational learning and attitudinal, behavioral, traits, characteristic fact” of students…………….we need continuous and comprehensive observation, evaluation & assessment of a student for the welfare of student--------------any time -------------anywhere,----------------------anything
This document provides an overview of 21st century learning approaches including differentiated instruction and changing assessment practices. It discusses differentiated instruction in terms of content, process, product, and learning environment. Assessment for learning and increasing student choice and ownership are emphasized. Specific strategies are proposed like universal design for learning, backwards design, open-ended teaching, workshop models, inquiry learning, and using feedback to build agency. The importance of individualized feedback and designing lesson sequences with formative assessments is highlighted. Examples are given of strategies like hot seating, critical literacy analysis, and setting learning goals and intentions.
This document provides details on a learning plan for a biology class on classifying living things. It outlines the objectives, which are for students to observe, analyze, write, and present on the topic of classifying living things. It describes discovery learning, questioning, interviewing, and discussion as the teaching methods. The learning activities include introducing the topic, students observing and asking questions, forming groups to discuss and complete worksheets, and group presentations. Assessment includes attitude observation, self-assessment, peer assessment, written tests, performance, and portfolios.
Strategies for devloping creativity and critical thinkingchristinabailey07
This document provides strategies for teachers to develop creativity and critical thinking in their students. It recommends incorporating a variety of activities like individual, small group, and whole class work. Specific suggestions include games, posters, reports and moving from low-level questions to open-ended questions requiring evidence. Teachers should start with building confidence before challenging students with higher-order thinking.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes the key points from a presentation on TESTA (Transforming the Experience of Students Through Assessment), a project that aims to address three major problems with assessment and feedback in higher education: 1) variations in assessment patterns leading to uncertainty about why some things are going well and others not, 2) an over-reliance on high-stakes summative assessment over formative assessment, and 3) disconnected feedback that does not engage students in a dialogue. The presentation provides evidence from various studies on these problems and strategies that institutions and educators can adopt based on TESTA's work, such as reducing summative assessment, increasing meaningful formative tasks, improving feedback cycles, and involving students in co-creating assessment
The document discusses characteristics of intelligent behavior including creating, imagining and innovating; listening with understanding and empathy; managing impulsivity; persistence; taking responsible risks; thinking and communicating with clarity and precision; and being open to continuous learning. Examples and support are provided for how teachers can foster each characteristic in students through activities, assignments, and encouragement. The document aims to help teachers develop intelligent behaviors in secondary school students.
The discussion focused on classroom environment and climate. Key factors that influence classroom climate were identified as ecology, milieu, social system, and culture. Additionally, 8 aspects that influence how learners feel in class were outlined: clarity of outcomes, order, standards of behavior, fairness, participation, support, safety, and an interesting/comfortable environment. Three stages of building a positive classroom climate were also discussed: establishment, consolidation, and cohesion. When managing the physical environment, educators should consider visibility, accessibility, flexibility, comfort, and aesthetics ("VAFCA"). Large class sizes present challenges that can be addressed through appropriate resources and motivating learner
The document is a research paper about why people don't listen to each other. It discusses how people focus more on talking than listening even though listening is equally important. The author conducted a survey that found most people claim they don't have a problem listening, but their actions suggest otherwise. The paper concludes with tips on how to be a better listener such as focusing, avoiding distractions, and showing interest in the speaker.
A network topology describes how devices are arranged and connected in a network. Common topologies include star, ring, line, bus and tree configurations. A star topology connects all devices to a central hub/switch, while a tree topology combines star and linear bus topologies by connecting star configurations to a backbone cable. Factors to consider when choosing a topology include cost, cable length needs, ability to expand the network, and cable type used.
The document discusses strategies for supporting students with autism spectrum disorders in the classroom. It describes characteristics of autism that impact classroom performance such as difficulties with social skills, communication, sensory processing, and behavior. It provides tips for teachers such as creating a structured and organized classroom environment, using visual supports, modifying assignments, addressing different learning styles, and allowing choices to increase student engagement and success. The overall goal is to recognize individual needs and promote inclusive education.
This document discusses ways that teachers can support different types of thinking in the classroom. It provides examples of classroom activities and strategies to promote critical thinking, creative thinking, practical thinking, and impulsive control. Some key strategies mentioned include debate, creating classroom procedures, giving students incentives to complete difficult problems, allowing creative freedom and constructive criticism, using team-based learning activities, applying knowledge to real-life situations, and incorporating humor. The overall goal is to educate students and provide an environment where they feel safe to engage in higher-order thinking.
This document discusses challenges in teaching adult learners and strategies to address disruptive classroom behaviors. It outlines the characteristics of adult learners and principles of teaching adults, such as ensuring learners understand the relevance and purpose of learning. Common disruptive behaviors are identified, such as disengagement and dependence. The functions and categories of disruptive behaviors are explored to help teachers address the underlying issues. Effective teaching techniques are proposed to engage different types of learners. The document also provides guidance on structuring the physical classroom environment and implementing behavioral interventions to minimize disruptions.
This document summarizes key facts about Harry K. Wong and Rosemary T. Wong, who are authors that have written about effective teaching. It provides an overview of their educational backgrounds and achievements. It also outlines some of their main principles for establishing a successful classroom in the first days of school, including the importance of having positive expectations for students, effective classroom management, well-designed lessons, and being a professional teacher.
This document provides 101 tips, truths, and random musings for teachers. Some key points include focusing on student thinking habits over standards, making students feel valued, differentiating instruction to meet different student needs, modeling life-long learning by continuing to develop teaching skills, and focusing on student learning and actions over teacher actions. The tips encourage teachers to know their students as individuals, use a variety of teaching strategies and technologies, and strive to help students reach their full potential.
This document describes four different learning styles: Sensing-Thinking (ST), Sensing-Feeling (SF), Intuitive-Thinking (NT), and Intuitive-Feeling (NF). For each style, it outlines how students with that style prefer to learn, what they learn best from, what they like, and what they dislike. ST learners prefer hands-on learning, practice, and tangible results. SF learners prefer group work and personal attention. NT learners prefer independent work with ideas and problem solving. NF learners prefer creative, imaginative work and open-ended discussions.
Here are the steps to calculate the effect size:
1) Subtract the average of the pretest from the average of the posttest: 34.2 - 26.8 = 7.4
2) Divide the result by the standard deviation of the pretest: 7.4 / 2.65 = 2.79
The effect size is 2.79. Since this is well above 0.3, it indicates a significant positive effect of the treatment.
This document summarizes survey results about students' favorite learning experiences and effective teaching strategies. The survey found that students most enjoyed learning experiences that were relevant to real life, involved active participation, and used a variety of multimedia. Students felt most powerful, excited, and important when teachers used groups, experiments, field trips, and were enthusiastic, challenging, fun, and available. Effective teaching involves planning lessons flexibly based on student needs, with clear objectives and activities targeting different learning styles. Planning should link instruction to real-life and systematically develop higher-order thinking skills.
Strategies for devloping creativity and critical thinkingchristinabailey07
This document provides strategies for teachers to develop creativity and critical thinking in their students. It recommends incorporating individual, small group, and whole group work into lessons to engage students. It also suggests changing up lessons by adding games, posters, reports and discussions to keep students interested. The document advises starting with low-level questions to build confidence before moving to more complex, open-ended questions requiring evidence-based justification. Small group work and presentations can help students collaborate to find answers and defend their reasoning.
The document discusses the importance of the first days of school in setting expectations and managing a classroom. It emphasizes that teachers must have their room prepared, greet students at the door, assign seats, and provide the first assignment. Teachers should introduce themselves to students and parents before school starts. An effective way to start is by having students go to their assigned seat to find and begin working on a short, easy first assignment while the teacher welcomes each student. Well-managed classrooms have routines and procedures in place to minimize wasted time and keep students focused and working.
The document provides guidance on effective lesson planning. It discusses that effective lesson plans focus on what students accomplish rather than just what the teacher covers. While there is no single accepted planning model, effective plans clearly outline objectives using active verbs, consider student learning styles and attention spans, and systematically develop questions and activities. Teacher planning is often a mental process that must be flexible, focused on student needs, and constantly revised based on changing circumstances. Lesson plans should incorporate a variety of activities targeting different learning styles.
• Description of the performance or events or activities going on in the school hour or may be starts from bus stop, in the assembly, classroom, playground, pair/group activity, laboratory, dining hall or performance that a learner has completed ---- anything, any time , anywhere
• We need keen eyes to observe our students, a lot of practices to write the “ observational learning and attitudinal, behavioral, traits, characteristic fact” of students…………….we need continuous and comprehensive observation, evaluation & assessment of a student for the welfare of student--------------any time -------------anywhere,----------------------anything
This document provides an overview of 21st century learning approaches including differentiated instruction and changing assessment practices. It discusses differentiated instruction in terms of content, process, product, and learning environment. Assessment for learning and increasing student choice and ownership are emphasized. Specific strategies are proposed like universal design for learning, backwards design, open-ended teaching, workshop models, inquiry learning, and using feedback to build agency. The importance of individualized feedback and designing lesson sequences with formative assessments is highlighted. Examples are given of strategies like hot seating, critical literacy analysis, and setting learning goals and intentions.
This document provides details on a learning plan for a biology class on classifying living things. It outlines the objectives, which are for students to observe, analyze, write, and present on the topic of classifying living things. It describes discovery learning, questioning, interviewing, and discussion as the teaching methods. The learning activities include introducing the topic, students observing and asking questions, forming groups to discuss and complete worksheets, and group presentations. Assessment includes attitude observation, self-assessment, peer assessment, written tests, performance, and portfolios.
Strategies for devloping creativity and critical thinkingchristinabailey07
This document provides strategies for teachers to develop creativity and critical thinking in their students. It recommends incorporating a variety of activities like individual, small group, and whole class work. Specific suggestions include games, posters, reports and moving from low-level questions to open-ended questions requiring evidence. Teachers should start with building confidence before challenging students with higher-order thinking.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes the key points from a presentation on TESTA (Transforming the Experience of Students Through Assessment), a project that aims to address three major problems with assessment and feedback in higher education: 1) variations in assessment patterns leading to uncertainty about why some things are going well and others not, 2) an over-reliance on high-stakes summative assessment over formative assessment, and 3) disconnected feedback that does not engage students in a dialogue. The presentation provides evidence from various studies on these problems and strategies that institutions and educators can adopt based on TESTA's work, such as reducing summative assessment, increasing meaningful formative tasks, improving feedback cycles, and involving students in co-creating assessment
The document discusses characteristics of intelligent behavior including creating, imagining and innovating; listening with understanding and empathy; managing impulsivity; persistence; taking responsible risks; thinking and communicating with clarity and precision; and being open to continuous learning. Examples and support are provided for how teachers can foster each characteristic in students through activities, assignments, and encouragement. The document aims to help teachers develop intelligent behaviors in secondary school students.
The discussion focused on classroom environment and climate. Key factors that influence classroom climate were identified as ecology, milieu, social system, and culture. Additionally, 8 aspects that influence how learners feel in class were outlined: clarity of outcomes, order, standards of behavior, fairness, participation, support, safety, and an interesting/comfortable environment. Three stages of building a positive classroom climate were also discussed: establishment, consolidation, and cohesion. When managing the physical environment, educators should consider visibility, accessibility, flexibility, comfort, and aesthetics ("VAFCA"). Large class sizes present challenges that can be addressed through appropriate resources and motivating learner
The document is a research paper about why people don't listen to each other. It discusses how people focus more on talking than listening even though listening is equally important. The author conducted a survey that found most people claim they don't have a problem listening, but their actions suggest otherwise. The paper concludes with tips on how to be a better listener such as focusing, avoiding distractions, and showing interest in the speaker.
A network topology describes how devices are arranged and connected in a network. Common topologies include star, ring, line, bus and tree configurations. A star topology connects all devices to a central hub/switch, while a tree topology combines star and linear bus topologies by connecting star configurations to a backbone cable. Factors to consider when choosing a topology include cost, cable length needs, ability to expand the network, and cable type used.
La biotecnología es la aplicación de organismos vivos o sus componentes para la producción o modificación de productos, especialmente en la agricultura, la farmacia, la ciencia de los alimentos, el medio ambiente y la medicina. Durante una carrera en biotecnología se aprende sobre el comportamiento, metabolismo y usos de los microorganismos. Algunas ramas importantes son la ingeniería química, bioquímica, biología celular, microbiología y genética.
Dokumen tersebut membahas tentang persentase dalam bidang farmasi, termasuk definisi persentase, jenis-jenis hitungan persentase berdasarkan berat/berat, berat/volume, dan volume/volume, serta contoh soal perhitungan persentase.
Kinship and family structures have changed in Mongolia over time. Traditionally, Mongolians traced their ancestry patrilineally through male lineages. By the 19th century, these lineages no longer played a political or social role for most Mongolians. Families were typically nuclear, though larger extended families were also common. Upon marriage, sons would receive a portion of the family herd and establish their own households. Modernization brought education reforms that separated children from their families for parts of the year. While arranged marriages were once common, today most marriages are initiated by the couples themselves. Divorce remains relatively uncommon in Mongolia.
London is home to many famous attractions including Big Ben, Buckingham Palace, Tower Bridge, London Eye, Emirates Stadium, Houses of Parliament, Piccadilly Circus, Hyde Park, a wax museum, Harrods, Stanford Bridge, and White Hart Lane. The document lists several of the most popular landmarks and sites to see in London.
Dokumen tersebut memberikan informasi tentang beberapa unsur kimia dasar beserta sifat-sifatnya. Terdapat daftar nama unsur dalam bahasa Indonesia dan Latin beserta lambangnya dan bentuk fisik masing-masing. Juga dijelaskan beberapa unsur nonlogam dan metaloid beserta contohnya seperti sifat semikonduktor.
Global project management: Communication, collaboration and management across borders
Drawing inspiration from the 17th-century samurai Miyamoto Musashi who developed the Nitoryu style of handling two swords at the same time, this workshop will address the challenge of being assertive, quick, and to the point in one culture, while succeeding in being unassertive, patient, and somewhat indirect in another.
Learning outcomes
• Understand the framework for effective cross-cultural project management
• Discover tools and techniques in
Trust building, conflict resolution, influencing, negotiating
Communication channels management
Project meetings organization
Use of the English language
Selection of Human Resources
Knowledge sharing
for a project team that spans different locations, time zones, cultures and languages.
Topics
• Cultural dimensions analysis
• Global project leadership
• Communication
• Project structure
• Collaborative tools
The document discusses game-based learning and proposes using a combination of games to keep students engaged. It suggests using a large multiplayer game like Minecraft as the main classroom game, with smaller mobile games used periodically throughout the year. This would maintain student interest by introducing new hype with each new game. The document provides examples of how Minecraft and geocaching could be modified to incorporate educational objectives and assignments to reinforce classroom learning.
The writing process has 5 steps: 1) Prewriting where the writer chooses a subject and gathers details, 2) writing a first draft where ideas are written down without editing, 3) revising where the draft is reviewed and improved based on feedback, 4) editing and proofreading where spelling and grammar are checked, and 5) publishing the final work by illustrating and sharing it.
The document discusses Freescale's Dataflow Programming Toolkit (DPTF), a framework used to create dataflow programming tools. DPTF is implemented as an Eclipse plug-in using the SWT toolkit. It provides modularity, reusability, usability, flexibility and other characteristics. Tools created with DPTF feature an internal state machine, analytic geometry usage, and an internal expressions model to represent operations visually.
Manchester United is one of the most popular and richest football clubs in the world, valued at $269 million with over 330 million followers globally. With a history dating back to Manchester, England, Manchester United has achieved great success, winning numerous domestic and European trophies under the leadership of legendary manager Sir Alex Ferguson from the 1990s onwards. They play their home games at the 75,765 seater Old Trafford stadium located in Greater Manchester.
The document discusses penalties and prosecutions under India's tax laws. It outlines various defaults that can invite penalties such as failure to pay taxes on time or provide required records. Penalties range from interest charges to prosecution and imprisonment for serious offenses. While penalties are meant to deter non-compliance, some leniency exists such as reducing penalties for voluntary disclosures. Prosecution is necessary for tax evasion since monetary penalties alone are not a strong enough deterrent for willful defaulters.
Reflective Writing In The Art Room - Kari LomaxKari Lomax
The document summarizes research conducted on incorporating reflective writing into an 8th grade art class. The teacher implemented art journals where students wrote goals, reflections, and thoughts about their creative process. Throughout the semester, the teacher collected data on students' mindsets, writing abilities, and growth. Initial findings showed students struggled with writing goals related to artistic choices and saw reflection as looking back rather than improving. The teacher adapted strategies like interviewing students and revisiting goal setting. Later results indicated students developed a growth mindset and were proud of their work. The teacher concluded reflective writing can foster creativity and metacognition if implemented consistently from the start.
The document describes Teaching for Artistic Behavior (TAB), also known as Choice Based Art Education, which is a nationally recognized, research-backed method for teaching art. TAB enables students to experience artmaking through authentic learning opportunities and responsive teaching. In a TAB classroom, students are treated as artists where they control subject matter, materials, and approaches based on their own ideas and interests. Teachers support student beliefs and experimentation rather than dictate outcomes. TAB aims to develop 21st century skills like creativity, problem-solving, and collaboration.
Process over product in Art Education: A Student Centered Approach to Making ArtChristine Miller
This presentation highlights how to create more flow in a students' art making process. Emphasizing process over product in art education creates a student centered approach. Different strategies and techniques are incorporated into the author's lesson plan format: Question Formulation Technique, Artful Thinking, Studio Thinking, Big Ideas, and the Spiral Workshop featuring ideas by Olivia Gude and others.
This document discusses different instructional methods and techniques for teaching, including centers, community circles, debates, and dramatic activities. It emphasizes that students learn differently and teachers should use various methods beyond textbooks and worksheets. Specifically, it provides details on using centers and learning stations, community circles to build classroom community, debates to improve critical thinking, and dramatic activities to help students learn by taking on roles. The document stresses giving students opportunities to learn in different ways.
1. In a choice-based art classroom, students work at their own pace, follow their interests, and learn from their peers and teacher as they work independently in centers with different art materials and projects.
2. Teachers can observe students working independently to understand their strengths and needs, work with small groups, and expect students to be highly motivated to work on projects of their choosing.
3. The classroom is arranged as studios with organized centers for art materials. Students learn from demonstrations, center directions, each other, and resources as they work independently or in groups.
This document provides guidance for teaching elementary students how to appreciate art. It discusses the importance of developing appreciation, respect and love for their own artwork as this will influence how they analyze and judge other works. It outlines several methods teachers can use to facilitate art appreciation, including descriptive observation, aesthetic scanning, analysis, visual literacy exercises, interpretation and reflection. The document stresses creating a supportive environment where students feel comfortable sharing their work and giving/receiving respectful feedback.
1. The document outlines principles and components for planning art and elementary classroom lessons that integrate art with other subjects like reading, science, and social studies.
2. It discusses identifying a "big idea", researching artworks and literature to inspire lesson ideas, and planning learning experiences where teachers and students work together on community-focused projects.
3. The sample lesson plan template includes sections for objectives, resources, vocabulary, instructional strategies with motivation, instruction, practice, and assessment.
1. The document outlines principles and components for planning art and elementary classroom lessons that integrate art with other subjects like reading, science, and social studies.
2. It discusses identifying a "big idea", researching artworks and literature to inspire lesson ideas, and planning learning experiences where teachers and students work together on community-focused projects.
3. The sample lesson plan template includes sections for objectives, resources, vocabulary, instructional strategies with motivation, instruction, practice, and assessment.
This document discusses strategies for promoting creativity in the classroom. It begins by quoting Jean Piaget, who said the goal of education is to create inventive thinkers who can discover new things. Research shows that creative teaching strategies help increase student achievement and engagement. When students are creative in class, they are curious, question rules, make connections, envision possibilities, explore ideas, and critically reflect. The document provides examples of creative activities and techniques teachers can use, such as giving students time to work freely and providing an engaging classroom environment. It emphasizes that developing creativity in students requires teachers to also be role models of creative thinking.
The document discusses various ways that the arts can be used as a lens to explore the world. It describes exploring artworks historically, critically, and aesthetically. It also discusses making art and moving from just being exposed to art to becoming engaged with it. Several teaching methods are outlined, including Visual Thinking Strategies (VTS), which uses open-ended questions to facilitate discussions about art. Token Response is presented as an interactive game to discuss art. Project-based learning using "big ideas" and driving questions is also mentioned. Finally, some benefits of visual arts education are discussed.
This document provides information about using a project-based learning approach to teach students about graffiti art. It outlines a lesson where students can choose from three project options to study graffiti: creating their own graffiti work, observing and collecting images of street art from different places, or researching and analyzing whether graffiti is considered art or a crime. The goal is for students to learn about street artists and their work, develop preferences in art, apply artistic skills and critique works. Students will present their projects and provide feedback using a rubric to assess their learning. References for additional resources on street art and project-based learning are also included.
The document discusses revolutionary leadership through an art classroom for grades 6-12. It outlines establishing a student-centered environment through modifying the teacher's role to one of mutual learning between teacher and students. Over several weeks, students' independent thought and leadership in their creative processes emerges. The goal is for students to produce artworks through this mutual learning approach, applying multidisciplinary ideas. Materials are introduced related to student-led discussion topics. Assessment focuses on students' individualized creative processes and participation in discussions.
The document discusses several articles on fostering creativity in the classroom. It provides tips for teachers such as emphasizing process over product, accepting unusual ideas from students, and using art to allow students to explore creativity. The document also discusses how to incorporate art into the classroom through hands-on projects and field trips. Additionally, it outlines creative ways to teach math, such as using dramatization and storytelling.
This document discusses pedagogy, creativity, and critical thinking in teaching. It defines pedagogy as the science and art of education, focusing on instructional theory. It emphasizes that students learn through social interaction and experience. The document also discusses how to create a creative classroom environment that allows students to take risks, be engaged in their learning, and feel ownership over their ideas. It provides eight steps for teachers to become more creative in their teaching, such as connecting with other teachers and practicing creativity. Overall, the document promotes integrating creativity and critical thinking into instructional design and teaching strategies.
Spotlight on learning styles modovia webinar 2015Irina K
The document discusses learning styles and different models for conceptualizing them. It describes the VAK (visual, auditory, kinesthetic) model, as well as models based on cognitive processing styles and behavioral organization. Examples are given of different learning style types, along with implications for teachers. The second half of the document outlines specific classroom activities aimed at engaging different learning styles, and encourages teachers to use variety in their teaching to reach all students. It emphasizes that understanding learning styles can help both students and teachers develop successful learning strategies.
The document summarizes chapters 1-3 of a thesis on transitioning from a discipline-based art education approach to a choice-based art education approach in a 4th grade classroom. It describes some issues with the discipline-based model, such as students lacking enjoyment, confidence, and engagement. It discusses how choice-based art education allows students more freedom and ownership over their creative process. The researcher aims to see how choice-based art education can better support students' intrinsic motivations and sense of autonomy through their action research in their own 4th grade classroom.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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1. A case of study of how accommodations to art
education can teach personal strategies, and promote
academic advancement in a student with Attention
Deficit Hyperactivity Disorder
Thesis Presentation
Moore College of Art & Design
Allison M. Schellenger
August 9, 2014
2.
Personal Experience
My goal is to develop, define, and utilize teaching strategies
to improve behavior and attention in students displaying
symptoms of ADHD.
Inspiration & Intent
3.
Scott: The Participant
First grader
High energy, loves to
make his classmates
laugh
Throughout the
semester he began
missing more class time
and not completing
assignments.
How could I help?
4.
How can we, as art educators, help students to
overcome negative feelings and behaviors that are
outcomes from their struggle with ADHD?
How can art teachers motivate and build a student’s
confidence through projects in the art room?
Research Questions
5.
Through art, how can art educators develop skills
that translate beyond the art room and improve the
well-being of students with ADHD?
How can we improve a student’s self-concept and
self-esteem through art?
How can we improve a student’s social skills and
behavior? How can we reinforce these skills through
projects utilizing adaptations?
How can educators ensure the emotional well-being
of a student and create a safe space within the art
room to inspire students?
Research Sub-questions
6.
“The mind of individuals
with ADHD as a
symphony where the
complexity of the brain’s
processes and functions
prevents the symphony
from playing as a whole.
In other words, the
conductor is not properly
communicating with the
band” (Brown, 2008).
What is Attention
Deficit Hyperactivity
Disorder?
7.
Students with ADHD often have “the incapacity to accurately
interpret, and then follow established rules required in social
or school situations often results in interpersonal conflicts with
authority figures or peers“(Henley, 1998).
8. “The art classroom can be a place for developing critical
thinking. The difference is in careful consideration of goals
and techniques by applying insights and skills that teachers
develop over the course of their professional lives” (Henley,
2011).
Creating a safe space in the art room.
The art room presents new opportunities to open new forms
of communication and allows students to gain awareness
and ownership of their actions.
Benefits of Art for
Students with ADHD
9.
Greenberg (1999) claims, “Children as well as adults
with ADHD, particularly if undiagnosed and
untreated, develop a number of coping strategies.”
Early intervention to prevent future struggles.
Equip him with his own set of tools to find success in
the classroom.
I believed that he would best benefit from one-on-
one instruction.
Why Choose Scott?
10.
The approach to this case study concentrated on gathering data
on one particular student, the first grader Scott.
My role will be that of an action researcher in the classroom
with a primary art teacher, following their curriculum. I will
work with the student individually. This is to identify
strategies and materials that could possibly keep the student
actively engaged or distracted.
Research Methodology
11. Scott and I met two to three times a week, in class, one-on-
one sessions during school hours, and during his after
school program for 45 minutes.
Interviews
Observations
Artifacts
Photographs
Audio Recordings
Research Methodology
13.
Observing the participant in various classroom settings and on
one-on-one situations allowed me to understand how the
participant behaves and reacts to different teaching styles,
learning environments, and with his peers.
Observations
14.
Data will be collected through artifacts
Student artwork
Photographs of interactions in the classroom and other
work
Artifacts
17.
Utilizing the special supplies made the experience for Scott
unique. Despite the fact his friends were playing at
aftercare, he was able to focus and enjoy the art project due
to the presentation of special tools I gathered just for him to
use.
Special Supplies
19.
First lesson utilizing the “special supplies.”
One-on-one setting
Scott was surprised to have his very own
sketchbook.
Scott’s favorite drawing tools are Sharpies.
“What am I supposed to draw?”
Findings
21.
Findings
Scott displayed an
increased focus, visible
confidence, and a
distinct empowerment
during this lesson.
Unlike prior lessons,
where he was one of
the last students to
begin working, he was
the first to finish the
assignment.
23.
Steps Importance Notes
Discussion/Step given
by teacher: Setup our
table
Choosing our table and
seats helped Scott
control his
environment.
Choose a different table
than the last time, made
sure I had a seat that
the sun was not in our
eyes.
Step #1: Write our
name and classroom
number.
Make the paper his,
help him stay
organized.
Begin to take
ownership of his work.
In-between
discussion/teacher step:
“Can you write the
date?”
To create importance in
each work of art he
creates, and help
associate his work with
other artists.
“When an artist draws
really cool things they
like to remember when
they drew it.”
Step #2: Pick one leaf to
draw.
Another choice allows
him to actively
participate in each step
of the creation process.
Had to go back to study
each lesson to pick
which one was right for
him.
Findings
24.
Question Prompt/Response Purpose
“What do I do?”
“Can I do…?”
“You are the artist, you
decide.”
Help Scott to understand as
long as he is following the
directions and/or checklist,
he can create whatever he
wants.
He has the power to decide
the direction of his art.
Help him take ownership of
his artwork.
“What should… look like?” “Use your imagination.” Usually, Scott would close
his eyes and visualize what
he was supposed to draw.
Allow him to either make-
up or recall what something
looks like.
“What should I do next?” “What do you think you
should do next?”
“What is next on the
checklist?”
Scott was forced to think
critically, and decide what is
next without my help.
Foster independent
thinking.
Findings: Prompts
26.
Findings
Utilized our “special
supplies”
Mixed paints
Recalled information
This lesson shows
growth in Scott’s ability
to work independently.
Shows his creativity
and focus
28.
Pre-Behavior Post-Behavior
Distracts classmates
Pulls classmates away from work
Works with classmates
Positive conversations during lessons
Sent out of the classroom frequently
Misses class and directions
Leads the class
Helps classmates
Used as a positive example by teacher
Trouble remembering or following directions
Needed prompting
Independently works on assignments
Helps classmates remember assignments
steps
Prompts classmates
Rarely finished projects Finished all projects
Assignments completed with greater detail
and thought
Less enthusiastic about work
Unmotivated to begin assignments
Wanted to take work home
Immediately wanted to share work with the
art teacher
Eager to begin work
Does not follow direction
Works through cleanup
Helps others to follow directions and stay
on task
Motivates other students to cleanup
Does extra cleanup
Teacher special helper for handing out
materials or collecting materials
29.
Modification/Strategy Why
Checklist Helped Scott to stay on task
The directions were always visible
Broke down the project step-by-step
Choices Increased Scott’s Involvement in creating art
Gave him ownership on assignments
Discussion of Assignments Made subjects relatable
Broke down creation process
One-On-One Sessions Individualized instruction
Address areas where Scott struggled
Personal Artwork Critique Learn how to feel pride in his artwork
Gain appreciation of creation process
Remember how hard he worked
Use of Empowering Vocabulary Highlight importance of creating artwork
Build confidence
Empower the student
Motivate
Increase productivity
Create positive connections
30.
Overall Findings
Improved Peer Interactions
Increased Classroom Participation
Increased Involvement in the art
process
Active Leader in the Classroom
Positive View of Self
Increased Focus
More Independent
Completion of Projects
31. Utilizing one-on-one sessions, students can learn about
themselves as a student and as an artist.
I have learned that as an educator, for my future
classes, that there is not just a single tool, adaptation,
modification, or strategy we can utilize as educators to
ensure the success of our students, but the
incorporation of these together.
Creating a meaningful and special experience for each
lesson allows students to view assignments as fun,
rather then another assignment.
Plan of Action
32. A big thank you to Scott
for all of his hard work,
dedication, and effort
during this entire process.
Thank you
Editor's Notes
The purpose of this study was to find strategies to help aid students struggling with attention and behavioral problems associated with ADHD. To discover the best practices for art educators to utilize within the classroom to make learning easier and more enjoyable for students who face these challenges. While using these strategies the student was able to become empowered and motivated to create art and enjoy the process.
The inspiration for this research originates from my own experiences as an individual with Attention Deficit Hyperactivity Disorder (ADHD), and as a tutor to younger family members and other children with the same diagnosis.
A student with ADHD will display inabilities to pay attention or follow directions, forgetfulness, impulsivity, difficulty with organization, will become frustrated easily, and tend to have mood swings. They appear to struggle with the ability to “self-regulate”.
Behaviors in the classroom can affect:
Classroom participation
Peer interactions
Fidgeting in Seat
Distracts easily and can disengage
Interviews were taken from Scott, his art teacher, his learning specialist and his mother. The purpose behind the interviews were to identify tools and strategies that are successful or unsuccessful for the student.
Simplified, easy to refer to,
Peer Relationships, Leadership Skills & /// several lessons stood out during our time together
Scott was one of the best sewers in the class, and quickly finished his sewing. Rather than playing around like in the past months, he took initiative, and went around the classroom helping his classmates who were struggling. Instead of distracting them from the lesson, Scott was preventing his classmates from falling behind, much like he had in the past. At one point, there was a line of students waiting for his help. This also displayed a large increase in positive peer interactions that was not present before.
Increased focus
The Leaf Study: Discussion of the anatomy of a leaf helped Scott understand what he was drawing and as a result was able to focus and draw a very detailed leaf.
Why? Inspired? What happened Scott’s final project shows his ability to stay on task, despite some distractions. He appeared to be extremely invested in each layer of his collage. He finished the entire project, and was able to recall the specific mixtures to make the missing colored paints. He was confident and directed his own project while not being afraid to take risks with color. He was also brave enough to create his own star shaped flowers. This lesson shows growth in Scott’s ability to work independently. He remembered the directions and was able to experiment with different techniques.