How arts integration lives in your classroom = CCSS
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Presentation by Lisa Edsall Giglio EdD about using arts integration to meet Common Core State Standards as presented at "Common Core and the Arts," a professional development workshop held by the Arts Education Alliance of the Bay Area (AEABA) on Feb. 18, 2016.
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Here is a possible arts integrated lesson plan design:
Title: Portraits of the Gold Rush
Standards:
- VAPA: 1.4, 2.2, 2.5
- Writing: 1.A, 1.B, 1.C, 1.D
- History: 4.3.3
Lesson Overview: Students will create self-portraits depicting themselves as a settler during the California Gold Rush era. They will learn about facial proportions and use accurate proportions to draw their portraits. Students will also write an opinion piece about how the Gold Rush affected their daily life from their character's perspective, supporting their opinion with facts about the effects of the Gold Rush.
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Title: Portraits of the Gold Rush
Standards:
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- History: 4.3.3
Lesson Overview: Students will create self-portraits depicting themselves as a settler during the California Gold Rush era. They will learn about facial proportions and use accurate proportions to draw their portraits. Students will also write an opinion piece about how the Gold Rush affected their daily life from their character's perspective, supporting their opinion with facts about the effects of the Gold Rush.
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This document summarizes discussions from several conferences focused on integrating arts and sciences in education (STEM to STEAM). Key topics included defining STEAM and determining best practices for implementation. Examples were provided of projects integrating subjects like dance cognition, medical drawing to build empathy, and using artistic projects to teach math and science concepts. Barriers to integration like teacher training and resources were discussed. Attendees emphasized the importance of collaboration between educators and finding ways to apply integrated learning both in and out of traditional classrooms.
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Topic 4A: The Constructivist Classroom
This document discusses constructivist approaches to learning and integrated curriculum. It begins by defining key concepts like constructivism, active learning, and integrated curriculum. It explains that constructivists believe knowledge is socially constructed and people learn in multiple ways. Active learning involves hands-on strategies like projects, debates, field trips and technology. Integrated curriculum combines subjects around themes and connects to real-world topics. The document provides examples of integration models and discusses benefits and challenges of integration. It emphasizes teaching academic vocabulary and having students direct their own learning through strategies like problem-based learning and inquiry.
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This document summarizes Dr. Janice K. Jones' experience creating an open textbook project at the University of Southern Queensland. It describes how the initial plan was to create an open WordPress site with open educational resources for teaching the arts. However, the site was hacked, forcing Dr. Jones to rethink the project. She transformed it into a blog site called ArtsSpace that shares artistic works and stories beyond traditional textbooks. The project aims to disrupt boundaries and start conversations around arts education. Overall, the document outlines the challenges and transformations in Dr. Jones' process of developing this open educational resource.
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The document discusses the International Baccalaureate Primary Years Program (IB-PYP) that Chandler Oaks Elementary School is pursuing. The IB-PYP focuses on international-mindedness, inquiry-based learning, and developing transdisciplinary skills in students from ages 3-12. It involves teacher training, applying for candidacy and authorization, and periodic evaluation. The core components include units of inquiry organized around six transdisciplinary themes and focusing on concepts, knowledge, skills, attitudes and action. Assessment includes formative, summative and self/peer evaluation to track student progress. The goal is to develop lifelong learners who are aware of global issues and empowered to help address them.
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This document provides guidance for developing an action research project to improve literacy at a school. It discusses developing a global view of school improvement by considering literacy, pedagogy, and leadership. It also discusses developing a research problem, understanding multiliteracies, defining texts and text practices, and connecting the research to pedagogy and leadership. Next steps outlined include using school data, sharing draft research designs, and evaluating another school's design.
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This document discusses utilizing the Universal Design for Learning (UDL) framework to impact student learning and expression. It provides an overview of the goals and agenda for a session on UDL, which includes understanding the three UDL principles, analyzing how UDL supports meeting standards, and identifying UDL-aligned resources. The overall goal is to build awareness of UDL strategies to create flexible learning environments that address learner variability and reduce barriers to access the curriculum.
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The document summarizes a social studies workshop for teachers. The workshop aims to help teachers overcome challenges in teaching social studies, develop students' love of learning the subject, and prepare them for high-stakes assessments through collaborative sharing of effective strategies. Teachers discuss their motivations for teaching social studies and challenges that prevent fostering student interest. The workshop also outlines the graduation performance system used in International Studies Schools Network schools to assess student proficiency in college readiness and global competence through portfolio reviews.
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Interactive student notebooks are used to increase student engagement in mathematics. They allow students to record their thinking, work through problems in their own way, and provide opportunities for productive struggle. Productive struggle is important because it allows students to work through problems in their own way, ask questions, get feedback, and revise their thinking. Teachers can use interactive notebooks during instruction, independent work, group work, and assessments to engage students and link mathematical thinking to problem solving.
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The document discusses a school's journey towards 21st century learning. It began by establishing professional learning communities and a think tank to rethink the curriculum using project based learning. This led to setting the stage by aligning curriculum to the Common Core, implementing modules with essential questions, and developing initial problem based learning projects. Finally, the school shifted its model to include multiage classrooms, teacher specialization, adjusted time, technology integration, and STEAM labs while continuing to develop Common Core aligned, problem based curriculum. Next steps include continuing this work through the innovation team to refine practices like conferences and professional learning communities.
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The document discusses several teaching strategies that can be used in an instruction session, including:
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How arts integration lives in your classroom = CCSS
- 1. How Arts Integration Lives in Your Classroom = CCSS Lisa Edsall Giglio, EdD education consultant, arts integration specialist, teaching artist professor and food & wine enthusiast
- 2. Focusing Your Work with the CCSS CCSS requires we write about all subject matter = ELA is addressed across all content Initial points of connection between ELA and CCSS include Anchor Standards = Career & College readiness… = 5 C’s 5 C’s = communication, collaboration, creativity, critical thinking and cultural inclusion. This happens in the VAPA Standards and with the AEMP Reading, Writing, Speaking & Listening and Language are named topics for ELA…. This can all happen implementing VAPA Standards. Integrating Arts Learning with Common Core Standards (28pgs) The Arts and the Common Core Curriculum Mapping Project (55pgs) 3rd Year project Update: Integrating Informal STEM and Arts – Based Learning to Foster Innovation (3pgs ish)
- 3. Agreeing to Terms… What is Arts Integration ~ Kennedy Center
- 4. What is Required of Us? Explicit Components of Teaching – You will make your list Teaching & Learning - give and gain Networking – in school and with parents and community for a purpose Advocacy – standing up for yourself and others Leader – guiding rather than directing ~ TEC 602 (1) USF spring 2016
- 5. What Do You Need From Others?..and Who Are Others?... Students – District - Principal – School Site – Teachers – Parents – Community –
- 6. An Option for Creating Connections with Your Class Creating curriculum around big ideas, aka The Generative Topic Visit - Ron Ritchhart (Project Zero, Harvard SOE), Julia Marshall (ACOE, SFSU) Build the questions with your students (where possible) Visit – Thinking Routine See, Think, Wonder to begin, Edutopia, AEP http://www.aep-arts.org/resources-2/common-core-and-the-arts/ Connect more than one art form to your exploration and demonstrations of student understanding using a range of assessment activities and tools. Visit – MLV, TfU, VTS, SHOM
- 7. You Can Do This… You Probably Already Do… the Shift is Planning Time Sequence and scaffolding requires a new way Flexibility requires being prepared in a new way Facilitating requires both We are facilitators
- 8. You Are Not Alone, the Whole State is with You….. Think about your list that defines a teacher/teaching artist/ administrator Think about how your actions fit into those categories Think big, start small Track your efforts (journal, draw, audio record your thoughts, meet on a regular basis with your peeps…) My list is …… Teaching & Learning Networking Advocacy Leader Thank you!