Too often, students are exposed only to the final, finished products of thought – the finished novel or painting, the established scientific theory, the official historical account. They rarely see the patterns of thinking that lead to these finished products, yet it is precisely these habits of mind that students need to develop.
A key part of Artful Thinking involves making students’ thinking visible by documenting their unfolding thought processes as they use thinking routines.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
Teaching social studiessocial justice and service learningedublog11
The document discusses the importance of teaching social studies through the lens of social justice and citizenship. It advocates for using service learning projects to help students develop empathy, engage civically in their community, and make connections between course content and real-world issues. Examples are provided of how teachers can integrate social justice topics, citizenship, and service learning into their social studies curriculum.
evening session for K-12 teachers - quality teaching and AFL. Fine work by teachers using the people search to examine and share the strategies they have been trying.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
This document provides information for a World Regional Geography course including the class reference number, meeting time and location, instructor contact information, course objectives, assignments, grading scale, and additional resources. The course will introduce students to the major developed and developing regions of the world with a focus on culture, landforms, climate, agriculture, and economics. Assignments include exams, quizzes, worksheets, presentations, and online postings. The instructor outlines policies on late work, absences, and academic honesty.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
Teaching social studiessocial justice and service learningedublog11
The document discusses the importance of teaching social studies through the lens of social justice and citizenship. It advocates for using service learning projects to help students develop empathy, engage civically in their community, and make connections between course content and real-world issues. Examples are provided of how teachers can integrate social justice topics, citizenship, and service learning into their social studies curriculum.
evening session for K-12 teachers - quality teaching and AFL. Fine work by teachers using the people search to examine and share the strategies they have been trying.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
This document provides information for a World Regional Geography course including the class reference number, meeting time and location, instructor contact information, course objectives, assignments, grading scale, and additional resources. The course will introduce students to the major developed and developing regions of the world with a focus on culture, landforms, climate, agriculture, and economics. Assignments include exams, quizzes, worksheets, presentations, and online postings. The instructor outlines policies on late work, absences, and academic honesty.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
Matsqui/Swift - Differentiation and EngagementFaye Brownlie
This document summarizes an engagement and differentiation workshop for teachers. It discusses how to increase student engagement through giving students voice and choice, and how to differentiate instruction through varying the content, processes, products, and learning environments. Specific examples are provided of lessons that incorporate gallery walks, collaborative writing activities, and connecting reading to real-world experiences to engage students with varied abilities.
This article discusses the importance of integrating art education into K-12 schools. It notes that more states are now requiring certified art teachers and mandating art education standards. Research shows that art classes benefit students' learning and development. While expenses can be a challenge, art can be incorporated into core subjects through activities that don't require high costs. Maintaining art education prepares students with valuable visual communication skills and allows for self-expression.
April 25, 2019 the power of the adolescent brain - st. louis, mo [handouts]Thomas Armstrong Ph.D.
These are handouts for my breakout session entitled: The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students, delivered at the Adam Morgan Foundation National Conference on April 25, 2019 in St. Louis, MO.
This document provides information for a World Regional Geography course. It outlines key details about the class including the professor, meeting times and location, required materials, assignments and grading. Students will study major world regions, learning about their cultures, landforms, climates and economies. Assignments include exams, quizzes, worksheets, group presentations and weekly discussion posts about assigned regions. The course aims to enhance students' understanding of global geography and contemporary issues.
See examples of art educators in the Plano Independent School District using fibers in their art projects. This presentation gives not just examples, but advice and resources to support including fibers in the classroom. Resources include the website Explorefiber.com, the blog of Cassie Stephens, and the fiber course of The Art of Education.
The document summarizes information from three websites about essential questions. It restates the key points from each website, such as that essential questions develop foundational understandings, arise from people's attempts to learn about the world, and allow exploration of the connection between personal experience and objective dimensions of the world. The document also notes things learned, such as that essential questions are at the boundary of known and unknown. Overall, the summary emphasizes that essential questions motivate meaningful inquiry, provide motivation for research, and help make meaning of life events.
Make learning personal with content curationNancy White
The refreshed ISTE Standards for students call for students to be Knowledge Constructors, "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." What does this mean? How do you get them there? This presentation can help you develop a deeper understanding of what curating means, and how it can help students own their learning.
Understanding Autism: UT Arlington New Teacher Webinar
This slideshare gives key points about the crucial topic of “Understanding Autism.” and is geared for educators. Learn more about teaching and locating resources to better help students on the autism spectrum. Learn how to build on strengths of students!
The link to the recording is here: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=ac9763c6-c090-42a0-985d-fc26e5e231b3
The YouTube channel is here: YouTube [video]: http://www.youtube.com/utanewteachers
Like us on Facebook: Facebook Page [interaction/updates]:
https://www.facebook.com/UTANewTeacherProject
The document provides information and activities for visual, auditory, and kinesthetic learners to help with pre-writing tasks. It discusses learning styles and defines them. Example activities are presented that incorporate different learning styles, such as using a voice recorder for auditory learners or forming groups to move around for kinesthetic learners. The document aims to show the connection between pre-writing activities and accommodating different learning styles.
Project Zero is a research group at Harvard Graduate School of Education that has investigated learning and thinking since 1967. Their mission is to understand and enhance learning, thinking, and creativity at both individual and institutional levels. The document discusses why establishing a culture of thinking in classrooms is important for learning, retention, and understanding. It introduces thinking routines as strategies to direct student thinking and structure discussions. Examples of thinking routines are provided, like Think-Puzzle-Explore, to engage students and develop questions for inquiry on a topic. In summary, the document advocates for creating a thinking culture in classrooms to support challenging and successful student learning.
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
This slide explains about Creativity- Meaning, nature Methods to foster creativity among children.Check the slides to know more..
Credits:-
Smruti Smita Mohanty
Ashutosh Jena
Anjana Yadav
The document describes the School-wide Enrichment Model (SEM) developed by Joe Renzulli and Sally Reis at the University of Connecticut. The SEM is a research-based model for gifted and talented instruction that aims to nurture gifted behaviors in all students by providing enrichment opportunities. It includes components like the Triad Model, enrichment clusters, and three types of enrichment activities - Type I, II, and III. Type I activities expose students to new ideas, Type II teaches process and thinking skills, and Type III involves independent student projects. The librarian developed a talent development program called "The Spark" based on the SEM to provide enrichment for gifted and talented students at their school.
The document provides information and sample activities about perceptual learning styles and pre-writing tasks for visual, auditory, and kinesthetic learners. It defines key learning styles, references research findings on how styles influence teaching and learning, and gives examples of pre-writing activities tailored for different styles. The activities aim to generate ideas and organize information for writing through visual, auditory, and kinesthetic modalities.
The document provides information on differentiation, metacognition, and assessment for learning strategies. It discusses differentiation as a process to approach teaching students of differing abilities. It outlines differentiation practices like focusing on essential ideas, responding to individual differences, and continually assessing and adjusting instruction. It also discusses metacognition as thinking about thinking, and assessment for learning strategies like using learning intentions, criteria, descriptive feedback, questions, self and peer assessment, and developing student ownership. Sample lessons are provided that illustrate how to apply these concepts.
The document discusses effective teaching strategies and qualities of good teachers. It is divided into three "golden lessons":
1. The core qualities of exceptional teachers are great knowledge in their subject, excellent communication skills, the ability to gain and sustain student interest, and respect for students. Good teachers are experts in their field and continuously learn to improve.
2. Teachers should understand different learning styles and preferences to engage a variety of students. Visual, auditory, reading/writing, and hands-on learners all benefit from different teaching approaches.
3. Motivating students to learn is key to effective teaching. Teachers can inspire passion by giving positive and early feedback, ensuring tasks are appropriately challenging, helping students find personal
This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
UTA New Teacher Webinar “Brain-Based Learning: Focus on Exceptionalities”, September 20, 2014 w/ Dr. Denise Collins, Dr. Amber Brown, and Dr. Peggy Semingson
The University of Texas of Arlington presents the Fall, 2014 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=a773d149-8967-4d27-8a4a-f5c27513c011\
Link to YouTube recording (Mp4): http://youtu.be/85drmbm4IBs
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.edu Dr. Marc Schwartz
General Links Mentioned in the Webinar:
Books:
The Whole Brain Child by Daniel J. Siegel and parenting expert Tina Payne Bryson
The Autistic Brain by Temple Grandin
Link to video: •Mindfulness and Neural Integration: Daniel Siegel, MD
http://www.youtube.com/watch?v=LiyaSr5aeho
Other resources:
http://www.brainbasedlearning.net
http://www.brainbasedlearning.net
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
Matsqui/Swift - Differentiation and EngagementFaye Brownlie
This document summarizes an engagement and differentiation workshop for teachers. It discusses how to increase student engagement through giving students voice and choice, and how to differentiate instruction through varying the content, processes, products, and learning environments. Specific examples are provided of lessons that incorporate gallery walks, collaborative writing activities, and connecting reading to real-world experiences to engage students with varied abilities.
This article discusses the importance of integrating art education into K-12 schools. It notes that more states are now requiring certified art teachers and mandating art education standards. Research shows that art classes benefit students' learning and development. While expenses can be a challenge, art can be incorporated into core subjects through activities that don't require high costs. Maintaining art education prepares students with valuable visual communication skills and allows for self-expression.
April 25, 2019 the power of the adolescent brain - st. louis, mo [handouts]Thomas Armstrong Ph.D.
These are handouts for my breakout session entitled: The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students, delivered at the Adam Morgan Foundation National Conference on April 25, 2019 in St. Louis, MO.
This document provides information for a World Regional Geography course. It outlines key details about the class including the professor, meeting times and location, required materials, assignments and grading. Students will study major world regions, learning about their cultures, landforms, climates and economies. Assignments include exams, quizzes, worksheets, group presentations and weekly discussion posts about assigned regions. The course aims to enhance students' understanding of global geography and contemporary issues.
See examples of art educators in the Plano Independent School District using fibers in their art projects. This presentation gives not just examples, but advice and resources to support including fibers in the classroom. Resources include the website Explorefiber.com, the blog of Cassie Stephens, and the fiber course of The Art of Education.
The document summarizes information from three websites about essential questions. It restates the key points from each website, such as that essential questions develop foundational understandings, arise from people's attempts to learn about the world, and allow exploration of the connection between personal experience and objective dimensions of the world. The document also notes things learned, such as that essential questions are at the boundary of known and unknown. Overall, the summary emphasizes that essential questions motivate meaningful inquiry, provide motivation for research, and help make meaning of life events.
Make learning personal with content curationNancy White
The refreshed ISTE Standards for students call for students to be Knowledge Constructors, "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." What does this mean? How do you get them there? This presentation can help you develop a deeper understanding of what curating means, and how it can help students own their learning.
Understanding Autism: UT Arlington New Teacher Webinar
This slideshare gives key points about the crucial topic of “Understanding Autism.” and is geared for educators. Learn more about teaching and locating resources to better help students on the autism spectrum. Learn how to build on strengths of students!
The link to the recording is here: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=ac9763c6-c090-42a0-985d-fc26e5e231b3
The YouTube channel is here: YouTube [video]: http://www.youtube.com/utanewteachers
Like us on Facebook: Facebook Page [interaction/updates]:
https://www.facebook.com/UTANewTeacherProject
The document provides information and activities for visual, auditory, and kinesthetic learners to help with pre-writing tasks. It discusses learning styles and defines them. Example activities are presented that incorporate different learning styles, such as using a voice recorder for auditory learners or forming groups to move around for kinesthetic learners. The document aims to show the connection between pre-writing activities and accommodating different learning styles.
Project Zero is a research group at Harvard Graduate School of Education that has investigated learning and thinking since 1967. Their mission is to understand and enhance learning, thinking, and creativity at both individual and institutional levels. The document discusses why establishing a culture of thinking in classrooms is important for learning, retention, and understanding. It introduces thinking routines as strategies to direct student thinking and structure discussions. Examples of thinking routines are provided, like Think-Puzzle-Explore, to engage students and develop questions for inquiry on a topic. In summary, the document advocates for creating a thinking culture in classrooms to support challenging and successful student learning.
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
This slide explains about Creativity- Meaning, nature Methods to foster creativity among children.Check the slides to know more..
Credits:-
Smruti Smita Mohanty
Ashutosh Jena
Anjana Yadav
The document describes the School-wide Enrichment Model (SEM) developed by Joe Renzulli and Sally Reis at the University of Connecticut. The SEM is a research-based model for gifted and talented instruction that aims to nurture gifted behaviors in all students by providing enrichment opportunities. It includes components like the Triad Model, enrichment clusters, and three types of enrichment activities - Type I, II, and III. Type I activities expose students to new ideas, Type II teaches process and thinking skills, and Type III involves independent student projects. The librarian developed a talent development program called "The Spark" based on the SEM to provide enrichment for gifted and talented students at their school.
The document provides information and sample activities about perceptual learning styles and pre-writing tasks for visual, auditory, and kinesthetic learners. It defines key learning styles, references research findings on how styles influence teaching and learning, and gives examples of pre-writing activities tailored for different styles. The activities aim to generate ideas and organize information for writing through visual, auditory, and kinesthetic modalities.
The document provides information on differentiation, metacognition, and assessment for learning strategies. It discusses differentiation as a process to approach teaching students of differing abilities. It outlines differentiation practices like focusing on essential ideas, responding to individual differences, and continually assessing and adjusting instruction. It also discusses metacognition as thinking about thinking, and assessment for learning strategies like using learning intentions, criteria, descriptive feedback, questions, self and peer assessment, and developing student ownership. Sample lessons are provided that illustrate how to apply these concepts.
The document discusses effective teaching strategies and qualities of good teachers. It is divided into three "golden lessons":
1. The core qualities of exceptional teachers are great knowledge in their subject, excellent communication skills, the ability to gain and sustain student interest, and respect for students. Good teachers are experts in their field and continuously learn to improve.
2. Teachers should understand different learning styles and preferences to engage a variety of students. Visual, auditory, reading/writing, and hands-on learners all benefit from different teaching approaches.
3. Motivating students to learn is key to effective teaching. Teachers can inspire passion by giving positive and early feedback, ensuring tasks are appropriately challenging, helping students find personal
This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
UTA New Teacher Webinar “Brain-Based Learning: Focus on Exceptionalities”, September 20, 2014 w/ Dr. Denise Collins, Dr. Amber Brown, and Dr. Peggy Semingson
The University of Texas of Arlington presents the Fall, 2014 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=a773d149-8967-4d27-8a4a-f5c27513c011\
Link to YouTube recording (Mp4): http://youtu.be/85drmbm4IBs
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.edu Dr. Marc Schwartz
General Links Mentioned in the Webinar:
Books:
The Whole Brain Child by Daniel J. Siegel and parenting expert Tina Payne Bryson
The Autistic Brain by Temple Grandin
Link to video: •Mindfulness and Neural Integration: Daniel Siegel, MD
http://www.youtube.com/watch?v=LiyaSr5aeho
Other resources:
http://www.brainbasedlearning.net
http://www.brainbasedlearning.net
This document discusses inquiry-based learning, which is a student-centered approach where students develop questions to guide their research. The teacher acts as a facilitator. Inquiry-based learning utilizes higher-order thinking and problem solving. It is important because students learn better when they generate their own questions. Inquiry-based learning starts with student questioning and allows them to create new knowledge. Effective inquiry involves developing a research question, planning research, and using findings to answer the question.
Do you enter your middle school classroom with visions of interactive learning, only to be frustrated by ensuing chaos? Do you spend more time correcting behavior than correcting homework? Learn about the consortium’s activities for teaching procedures, building classroom relationships, and transforming your classroom into a self-managing, respectful environment where students not only enjoy learning, but where high performance is eminent.
Presenter(s): Christie Norris
This document provides an overview and agenda for an introductory cognitive psychology course. It includes sections on introductions, the syllabus, orientation materials, extra credit opportunities, and a checklist of tasks for the first week. Some key topics that will be covered in the course are the history of cognitive psychology, research methods, modern approaches to studying the mind like behaviorism and physiological studies, and challenges of understanding complex cognitive processes.
This document outlines Karen Cangialosi's experience as an advocate and activist for social justice causes. It lists her involvement with numerous non-profit organizations supporting LGBTQ+, women's, and civil rights over the past few decades in Ohio, Massachusetts, and New Hampshire. It also details her roles at Keene State College coordinating diversity initiatives and women's studies programs. The document establishes Karen's credentials and experience advocating for marginalized groups.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
This document provides guidance and materials for a lesson on understanding principles and values in health, social care, early years, and childcare. It includes objectives focused on respecting and valuing service users. Examples are given of ways to respect children, young people, and adults. Activities include discussing family structures, creating art representing values, and maintaining confidentiality. The lesson emphasizes treating all people as individuals and building trust through respect and confidentiality.
The document discusses incorporating "wicked problems" and complex real-world skills into library instruction. It defines wicked problems as big, messy real-world issues. The goal is for students to feel confident taking on wicked problems in their careers. Key concepts covered include creating wicked learning objectives, assignments, and assessment. Examples are provided of how to design activities for a single library instruction session that incorporate wicked problems, such as an activity for an art history course focusing on finding and interpreting expert commentary on works of art.
The document provides information and instructions for various classroom activities and techniques, including: conducting a learner needs analysis to identify student skills, goals, and needs; understanding different learning styles and matching teaching methods accordingly; a student biography exchange method where students interview each other; a micrologue technique where students write and present short stories summarizing events; and a macrologue technique for developing extended discussions.
Similar to Exploring People Through the Lens of Visible Thinking Routines NCSS2017 (20)
Releasing the Power of Picture Books in Middle School ClassroomsPaige Vitulli
This document provides an overview of a presentation about using picture books in middle school classrooms. It begins with introductions of the four presenters and their backgrounds in education. Next, it discusses why picture books are an effective tool for middle school students, noting their development of visual literacy and willingness to learn. Two picture books are highlighted - Fry Bread: A Native American Family Story and Freedom Soup - along with classroom activities for each. Additional resources for using these books in the classroom are also provided. Finally, Paige discusses the website Storyline Online as a resource for teachers to use picture books in their classrooms.
An Artist’s America & Alabama in CollagePaige Vitulli
This document provides information and resources for a lesson integrating visual arts, social studies, and language arts about New York Pop artist Michael Albert. The objectives are for students to analyze Albert's artwork representing American symbols through collage, as well as the works of Picasso, Warhol, and Jasper Johns. Students will then create their own collage in Albert's style depicting a patriotic symbol or historical document. Resources listed include Albert's website and interviews, literature about the other artists, and materials for the collage project.
This document provides instructions for an art assignment to create a color wheel eye drawing. Students are to use 12x18 white paper and paint the iris of an eye using tempera or watercolor paints in a color wheel pattern. The iris can be sectioned into 6 or 12 colors representing the primary, secondary, and tertiary colors. Examples are provided for reference. The completed drawings should be emailed to the instructor at pvitulli@southalabama.edu.
You may be using visual representation in your classroom, but are you having students create their own visuals to provide evidence of what they know and understand?
How can visual notetaking and interactive notebooks motivate student engagement and critical thinking in social studies classrooms?
More than twenty years ago, Robert Croshon, an elderly friend of Frye Gaillard's, told him the story of Croshon's ancestor, Gilbert Fields, an African-born slave in Georgia who led his family on a daring flight to freedom.
Fields and his family ran away intending to travel north, but clouds obscured the stars and when morning came Fields discovered they had been running south instead. They had no choice but to seek sanctuary with the Seminole Indians of Florida and later a community of free blacks in Mobile.
With Croshon's blessing, Gaillard has expanded this oral history into a novel for young readers, weaving the story of Gilbert Fields through the nearly forgotten history of the Seminoles and their alliance with runaway slaves. As Gaillard's narrative makes clear, the Seminole Wars of the 1830s, in which Indians fought side by side with former slaves, represents the largest slave uprising in American history.
Through My Lens: Education, Arts, and Culture in ChinaPaige Vitulli
Dr. Paige Vitulli traveled to China on multiple occasions through various programs to teach and learn about Chinese education, arts, and culture. The document details Dr. Vitulli's visits to schools and universities in Shaoxing, China where she taught art lessons, discussed education, and engaged with students, faculty, and visiting scholars. The purpose of these visits was to strengthen international collaboration between the University of South Alabama and Chinese institutions in line with the university's strategic plan of enhancing global engagement and diversity.
This document provides information from several museums and websites about identity and exploring one's identity through art. It discusses how identity can be expressed individually and portrayed to others, and how it is also perceived by others. Activities are presented for exploring identity, such as creating symbolic self-portraits incorporating visual symbols and a mask-making activity to represent aspects one wants to share or keep private. Biographical information on artist Ibiyinka Alao is also included.
The document profiles two faculty members at South Alabama, Paige Vitulli and Susan Santoli. Paige Vitulli is an associate professor and director of the Graduate P-12 Art Education Program, where she teaches arts education. Her research interests include arts education, creativity, and technology integration. Susan Santoli is a professor and Director of Graduate Studies for the College of Education. She teaches secondary social studies methods courses and her research interests involve the integration of visual arts and social studies. Both provide their email addresses.
This document provides information about Chinese art, culture, and symbolism. It includes links and descriptions of various artistic traditions in China like calligraphy, knot tying, lantern making, as well as explanations of cultural concepts like the use of color, symbolism, and traditions around holidays like Chinese New Year. The document was created by Paige Vitulli, PhD and Cui Jie, MA for an arts in education event focusing on introducing Chinese culture.
This document outlines a presentation by Vicky Cook, Ricky Trione, and Paige Vitulli on connecting learners through the arts. Vicky is a retired arts supervisor who has collaborated with Ricky, a blind artist, and Paige, a university art educator, for over 10 years. They will share experiences using elements of art and sensory activities to engage students of all abilities. Attendees will participate in hands-on demonstrations and leave with ideas for incorporating the arts into their teaching.
Cultural Exchanges through Arts and LanguagePaige Vitulli
Cross-cultural collaboration between University of South Alabama College of Education faculty in the United States and visiting faculty from Shaoxing University in Shaoxing, China has resulted in a collection of conversations about the connection between art and language. Among the topics discussed are how cultural artifacts, including both historical and contemporary art, literature, food, and customs may be used to advance both the understanding of culture and linguistic fluency. Further, exploration of cultural misunderstandings and overgeneralizations are explored, and potential uses of art and language to overcome such barriers are discussed, including extensions of art that have worked in actual cross-cultural classroom contexts. The conversations, which include demonstration and discussion of cultural artifacts and customs as they relate to language and learning, will be used in Art Education and ESOL Education courses.
Opening the Doors for Diverse Populations: Learning Through the SensesPaige Vitulli
A university art educator with a degree in instructional design, an art educator/inspirational speaker who is also a blind artist with a degree in rehabilitation counseling, and an art specialist for a school system with degrees in art education and special education share their experiences, "ah-ha" moments, collaborative efforts, and inspirational arts ideas for their mutual passion of opening doors for diverse populations (including autistic, ESL, and visually impaired students). Through the senses and elements of visual art, the diverse group of educators will demonstrate strategies, organizational methods and share lesson ideas. Elements of art and principles of design are used as a framework to share practical methods; finger-painting is icing on the cake.
Re-visioning Writing in Elementary Classrooms: Incorporating the ArtsPaige Vitulli
This document provides information about a training session that will teach K-5 teachers strategies for incorporating the arts into cross-curricular writing. The training will show teachers how to integrate subjects like science, social studies, art, music, and dance into writing lessons. Teachers will also learn how to facilitate student-led research projects. The goal is to get students to share stories and reflect on language and literacy learning through a whole language approach and critical literacy.
This document provides biographical information on two professors, Dr. Susan Santoli and Dr. Paige Vitulli, from the University of South Alabama. It notes that Dr. Santoli teaches social studies methods and foundations courses, and her research interests include teacher preparation and integrating technology into social studies education. Dr. Vitulli is the director of the art education graduate program and teaches art education courses, and she is the Visual Arts Coordinator for an arts education grant at the university. The document also includes an agenda for a conference on analyzing, synthesizing, observing, describing, making connections, creating/producing, questioning/investigating, and exploring perspectives/points of view through various activities involving images, articles, and discussions.
SPARK SMART ART: The Wonder of Interactive Whiteboards in the Elementary Clas...Paige Vitulli
The document discusses using interactive whiteboards in art education. It describes how teachers can use the SMART Board's magic pen and screen shade features to engage students in analyzing and discussing artworks without writing on the board. Teachers can have students use the magic pen to draw on digital images of artworks to point out details, or draw shapes to spotlight areas for closer observation. This allows students to interact with art in an active way without damaging the images.
Ireland's National Induction Programme for TeachersPaige Vitulli
This document summarizes a visit by two American teacher educators to St. Patrick's College Drumcondra in Dublin, Ireland to learn about Ireland's National Induction Programme for Teachers (NIPT). The NIPT requires all new teachers to complete 12 workshops on topics like classroom management, instruction, and working with parents over their first three years of teaching. Workshops are led by trained, practicing teachers and provide practical support. New teachers also receive school-based mentoring. The program aims to strengthen teacher quality and reduce attrition through highly structured, collaborative professional learning. The visit highlighted similarities to effective induction programs in other countries and gave the American educators new ideas to consider.
The document provides information about an arts in education grant at the University of South Alabama. It lists the grant directors and their contact information. It notes that the grant is funded in part by a federal grant under the No Child Left Behind Act, with 53% of funding coming from federal sources and 47% from non-federal sources. The opinions and findings expressed do not necessarily reflect the policies of the funding agencies. It then provides brief biographies of two of the grant directors, Paige Vitulli and Susan Santoli, including their roles and research interests.
The document discusses integrating arts into core academic subjects to create a dynamic classroom where connections are made. It suggests that separating these subjects in school goes against how people multi-task in real life. Benefits mentioned include improving test scores, developing critical thinking, and motivating students. The document then describes using a interactive whiteboard system combining a whiteboard, computer and projector for integrated lessons. It provides several online art resources and websites for visual arts. Finally, it discusses using social media like Facebook, Pinterest, blogs and wikis to share arts integration ideas and resources.
This document summarizes the trials and triumphs of three faculty members from the University of South Alabama who used blogging to reflect on and share their experiences from professional trips to China and Ireland. It describes how they overcame obstacles like internet access in China and large file sizes to share reflections, photos, and insights from their travels in near real-time with students and colleagues. The blogs allowed participants to engage learners internationally and foster cultural awareness through their interdisciplinary content.
This document summarizes Paige Vitulli's presentation at the 2013 National Art Education Association convention about celebrating Chinese culture through hands-on arts projects. [1] It provides statistics on her blog about her trip to China, which features posts on universities, gardens, food, and making art and teaching resources for Chinese culture. [2] The presentation outlined projects for teachers and students on calligraphy, Chinese lanterns, and terra cotta warriors. [3]
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2. Presenters
Dr. Susan Santoli Dr. Paige Vitulli
Professor and Director of Graduate Studies Associate Professor
University of South Alabama, Mobile, AL University of South Alabama, Mobile, AL
ssantoli@southalabama.edu pvitulli@southalabama.edu
Dr. Susan DuBose
Alabama Bicentennial Education Coordinator
Alabama Department of Archives and History
Montgomery AL
Susan.Dubose@archives.alabama.gov
3. PROJECT ZERO
“Project Zero was founded by the philosopher Nelson Goodman at the Harvard
Graduate School of Education in 1967 to study and improve education in the arts.”
“Goodman believed that arts learning should be studied as a serious cognitive activity,
but that “zero” had yet been firmly established about the field; hence the project was
given its name.”
http://www.pz.harvard.edu/who-we-are/about
4. One Aspect of Project Zero is the Visible
Thinking Routines
At the core of Visible Thinking are practices that help make thinking visible:
Thinking Routines loosely guide learners' thought processes and encourage
active processing.
5. Key Goals of Visible Thinking Routines
• Deeper understanding of content
• Greater motivation for learning
• Development of learners' thinking and learning abilities.
• Development of learners' attitudes toward thinking and learning and their alertness
to opportunities for thinking and learning (the "dispositional" side of thinking).
• A shift in classroom culture toward a community of enthusiastically engaged
thinkers and learners.
6. Categories of Routines
• Core Routines
• Understanding Routines
• Fairness Routines
• Truth Routines
• Creativity Routines
7. Artful Thinking
• The goal of the Artful Thinking program is to help students
develop thinking dispositions that support thoughtful learning –
in the arts, and across school subjects.
• The program is one of several programs at Project Zero linked by
the theme “Visible Thinking.”
• Artful Thinking has 6 interrelated components: The Artful
Thinking Palette (6 thinking dispositions at the heart of the
program); thinking routines, works of art, curricular connections,
visible thinking, and teacher study groups.
8.
9. Artful Thinking and Making Thinking Visible
Too often, students are exposed only to the final, finished
products of thought – the finished novel or painting, the
established scientific theory, the official historical account.
They rarely see the patterns of thinking that lead to these
finished products, yet it is precisely these habits of mind
that students need to develop.
A key part of Artful Thinking involves making students’
thinking visible by documenting their unfolding thought
processes as they use thinking routines.
.
11. I Used to Think, But Now I Think
Purpose: This routine helps students to reflect on their thinking
about a topic or issue and explore how and why that thinking has
changed.
• It can be useful in consolidating new learning as students identify
their new understandings, opinions, and beliefs.
• By examining and explaining how and why their thinking has
changed, students are developing their reasoning abilities and
recognizing cause and effect relationships.
12. First, observe
silently. What are
you seeing here?
Now, describe what
you see—don’t try
to tell what it means
or what you think it
is.
Now, complete this
sentence: I think
this information will
be about…
http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10032904))
13. • Have you revised or added
anything to your first
reaction?
• If so, why and what?
http://chnm.gmu.edu/cyh/primary-sources/290
14. "A great general has said that the only good Indian is a
dead one, and that high sanction of his destruction has
been an enormous factor in promoting Indian massacres.
In a sense, I agree with the sentiment, but only in this: that
all the Indian there is in the race should be dead. Kill the
Indian in him, and save the man.”
According to Col. Richard Pratt's speech in 1892:
http://www.npr.org/templates/story/story.php?storyId=16516865
15. • Have you revised
or added anything
to your first
reaction?
• If so, why?
http://chnm.gmu.edu/cyh/primary-sources/290
16. "Late in the morning, my friend Judewin gave me a terrible warning. Judewin
knew a few words of English; and she had overheard the paleface woman talk
about cutting our long, heavy hair. Our mothers had taught us that only
unskilled warriors who were captured had their hair shingled by the enemy.
Among our people, short hair was worn by mourners, and shingled hair by
cowards!"......
I cried aloud, shaking my head all the while until I felt the cold blades of the
scissors against my neck, and heard them gnaw off one of my thick braids.
Then I lost my spirit".
HAVE YOU REVISED OR ADDED ANYTHING TO YOUR
FIRST REACTION? WHY?
School Days of an Indian Girl. [Atlantic Monthly./Volume 85, Issue 508, February 1900]
Recollections of an Indian
girl, Zitkala Sa
17. Have you revised or
added anything to your
first reaction? What and
why?
http://chnm.gmu.edu/cyh/primary-sources/290
18. • How to treat the original American has been a problem…since the first
settlement of this country by Europeans. As the wave of settlement rolled
farther and farther westward from the seaboard, the red man either fled before
it or stubbornly resisted its advance until it caught and overwhelmed him. The
present condition of the Indian in the far West does not greatly differ from
that of his forefathers two hundred and fifty years ago…The establishment of
the Indian Industrial School at Carlisle marks an epoch in the history of our
treatment of the red man. To the superintendent of this school…”the most
effectual way of getting civilization into the Indian is to get the Indian into
civilization.”
H
The New England Magazine Volume 0018 Issue 2 (April 1895) [pp. 224-240]
Author: Super, O. B.
Collection: Journals: New England Magazine (1886 - 1900)
http://www.loc.gov/teachers/classroommaterials/lessons/indianschools/journal.html
Have you revised or added
anything to your first reaction?
What? Why?
19. Now, complete this sentence: I think this information was about…
Did you change your first idea?
Was there one thing you saw or read that caused you to change your
idea? Which one?
20. • This can also be used with sticky notes at the end of a
lesson as an “out the door” assessment to see what
students have learned and what misconceptions have
been changed.
• Students can attach sticky notes to a large sheet of paper
titled “I Used to Think, but Now I Think” and you can
use it over and over again or they can attach to the white
board.
21. Connect Extend Challenge
Purpose: What kind of thinking does this strategy encourage?
• The routine helps students make connections between new ideas and prior
knowledge.
• It also encourages them to take stock of ongoing questions, puzzles and
difficulties as they reflect on what they are learning.
22. • How are the ideas and information presented CONNECTED to
what you already knew?
• What new ideas did you get that EXTENDED or pushed your
thinking in new directions?
• What is still CHALLENGING or confusing for you to get your
mind around? What questions, wonderings or puzzles do you
now have?
23. Dallas County,
Alabama. Voter
Registration, 1964
● Whites Over 21:
14,400 (49%)
● Registered White
Voters: 9,195 (64%)
● Blacks Over 21:
15,115 (51%)
● Registered Black
Voters: 335 (2%)
http://digital.archives.alabama.gov/cdm/ref/collection/photo/id/5582
Connect, Extend, Challenge
24. See, Think, Wonder
Purpose: What kind of thinking does this routine encourage?
• This routine helps students make careful observations and develop their own
ideas and interpretations based on what they see.
• By separating the two questions, What do you see? and What do you think
about what you see?, the routine helps students distinguish between
observations and interpretations.
• By encouraging students to wonder and ask questions, the routine stimulates
curiosity and helps students reach for new connections.
25. See, Think, Wonder
• What do you see?
• What do you think about what you see?
• What do you wonder about?
26. • What do you see?
• What do you think about what you see?
• What do you wonder about?
28. If this is the end of the story, what might have happened
before?
http://uwsslec.libguides.com/c.php?g=416691&p=2859468
29. Some other questions to consider...
• What do you hear in this picture?
• What do you smell?
• What would it be like to be in this picture?
30. • What do you hear in this picture?
• What do you smell?
• What would it be like to be in
this picture?
http://digital.archives.alabama.gov/cdm/ref/collection/photo/id
/3635
31. Step Inside
Purpose: What kind of thinking does this routine encourage?
• This routine helps students to explore different perspectives and
viewpoints as they try to imagine things, events, problems, or issues
differently.
• In some cases this can lead to a more creative understanding of what is
being studied. For instance, imagining oneself as the numerator in a
fraction.
• In other settings, exploring different viewpoints can open up
possibilities for further creative exploration.
32. Step Inside
Three core questions guide students in this
routine:
• What can the person perceive?
• What might the person know about or
believe?
• What might the person care about?
OR
Take on the character of the person or
thing you’ve chosen and improvise a
monologue. Speaking in the first person,
talk about who/what you are and what you
are experiencing.
http://static4.businessinsider.com/image/5411d4efeab8eae72125dd35-1200-924/arsal-syrian-refugees-lebanon-4.jpg
33. Headline/Hashtag/Title Strategy
Purpose: What kind of thinking does this routine encourage?
• This routine helps students capture the core or heart of the matter being
studied or discussed. It also can involve them in summing things up and
coming to some tentative conclusions.
34. Headlines, Hashtags or Titles
Invent a headline/hashtag/title for this item that
captures an important aspect of it.
Could use text, a photograph, a work of art, an
object
38. Elaboration (Divide and Describe)
Purpose: This routine encourages students to look carefully at details.
• It challenges them to develop verbal descriptions that are elaborate, nuanced,
and imaginative.
• It also encourages them to distinguish between observations and
interpretations by asking them to withhold their ideas about the artwork –
their interpretations – until the end of the routine.
• This in turn strengthens students’ ability to reason carefully because it gives
them practice making sustained observations before jumping into judgment.
39. Divide and Describe Strategy-Two Methods
Method 1:
• One person identifies a specific
section of an image and describes
what he or she sees.
• Another person elaborates on the
first person’s observations by
adding more detail about the
section.
• A third person elaborates further
by adding yet more detail, and a
fourth person adds yet more.
Method 2
• As a group or class, ½ or ¼ of an
image is shown and students
describe what they see and
hypothesize what they are seeing.
• Gradually, each remaining ½ or ¼
of the image is revealed and
students continue to describe and
hypothesize.
40.
41.
42.
43.
44.
45. Other ideas
• You can give every student a sticky note and ask them to view the entire
picture and write a word which is descriptive, ask a question.
• You can ask students to view the entire picture, go from student to student
and have them make observations.
46. Tug of War
Purpose: What kind of thinking does this routine encourage?
• This is routine builds on children's familiarity with the game of tug of war to
help them understand the complex forces that "tug" at either side of a
fairness dilemma.
• It encourages students to reason carefully about the "pull" of various factors
that are relevant to a dilemma of fairness.
• It also helps them appreciate the deeper complexity of fairness situations that
can appear black and white on the surface.
47. Tug of War
• Present a fairness dilemma.
• Identify the factors that "pull" at each side of the dilemma. These
are the two sides of the tug of war.
• Ask students to think of "tugs", or reasons why they support a
certain side of the dilemma. Ask them to try to think of reasons
on the other side of the dilemma as well.
• Generate "what if?" questions to explore the topic further.
48. As a better off nation, the US has a moral
obligation to help the least well off nations.
Yes
• Many less fortunate nations are
unstable politically and US help could
help stabilize governments which
provide services for their people
• We live in an interconnected world
and should be concerned about what
happens to people in other nations
• Poverty is not a self made struggle
No
• People in the US pay taxes and that
money should stay in the US to
benefit them
• We have many poor people in the US
• US has a huge debt and should not
take on any more
• US citizens contribute more to charity
than any other people in the world
50. RESOURCES
• Alabama Department of Archives and History http://archives.alabama.gov/
• Children and Youth in History http://chnm.gmu.edu/cyh/
• Library of Congress http://www.loc.gov
• National Archives and Records Administration http://www.nara.gov
• Project Zero http://www.pz.harvard.edu/
51. See this presentation on SlideShare
•https://www.slideshare.net/s
ecret/N25Z0xbUhpOTTb