2. MoStep Madness Agenda…
• MoStep One Video Unveiling!
– GO Katharine!!
• Sketchbook Prompt
• Sketchbook Discussion
• Student Artwork Investigation
• Class Discussion
• MoStep Two, Can I Have a
Volunteer?
• Review of Artistic
Development
• Break
• The Art of Scaffolding
• Scaffolding Exercise
• Student Motivation 101
• Artifact Brainstorm Session
3. Sketchbook Prompt…
Consider your intellectual, social and
personal self. How do you learn? How do
you socialize? What are your personal
hopes and dreams? How do all of these
elements that make up YOU influence
and intertwine with one another? How do
all of these elements influence how you
learn?
4. Getting Down to the Nitty Gritty…
Choose an image in front of you that you find
particularly striking. After reviewing it for some
time, consider the following:
• Who is that student intellectually?
• Who is that student socially?
• Who is that student personally?
• What art instruction preceded this creation?
• What art lessons should follow in order to
strengthen the observed learning?
5. MoStep Two…
1.2.2 The preservice teacher understands how
students learn and develop, and provides learning
opportunities that support the intellectual, social,
and personal development of all students.
• Performance Indicators: The preservice teacher
– 1.2.2.1 knows and identifies child/adolescent
development;
– 1.2.2.2 strengthens prior knowledge with new ideas;
– 1.2.2.3 encourages student responsibility;
– 1.2.2.4 knows theories of learning.
6. MoStep Two Rubric…
The pre-service teacher strongly applies
knowledge of how students learn and develop
to create developmentally appropriate learning
opportunities that not only strengthen prior
knowledge and encourage student
responsibility, but also support the intellectual,
social, and personal development of all
students.
7. Artistic Development…
Viktor Lowenfeld’s Creative
and Mental Growth
• Scribbling Stage
• The Preschematic Stage
• The Schematic Stage
• The Gang Stage: The
Dawning Realism
• The Pseudo-Naturalistic Stage
• The Period of Decision
8. The Art of Scaffolding Learning…
• Building upon prior
knowledge
• Long-term goals
• Short-term goals
• Regular assessment
• Regular reflection
9. The Art of Scaffolding Learning…
• Motivate the child’s interest
• Simplify the task to make it manageable and achievable
• Provide some direction in order to help the child focus
• Clearly indicate differences between the child’s work and
the standard or desired solution
• Reduce frustration and risk
• Model and define the expectations of the activity to be
performed
10. The Benefits of Scaffolding Learning…
• Educators anticipate
problems that students
might encounter and then
develop step by step
instructions.
• Helps students
understand why they are
doing the work and why
it is important.
11. The Benefits of Scaffolding Learning…
• Students make decisions about
which path to choose or what things
to explore along the path.
• Expectations are clear from the
beginning of the activity since
examples of exemplary work,
rubrics, and standards of excellence
are shown.
12. Ways to Ensure a Scaffolded Experience…
• Know your child psychology
• Reference state and national
standards
• Reference district and school
standards
• Reference what has been done
in the past
• Assess and evaluate the skills
inherent in your students
• Reference other experts
within the field
13. A Scaffolding Challenge…
As a class you will be split up into pairs. Each pair
will be provided a specific subject area. One of you
will be in charge of the beginning content area class
and the other will be in charge of the advanced.
Together, you must devise a sequenced and
scaffolded curriculum that demonstrates your
understanding of adolescent development.
What you will present: (1) A list of lesson ideas for
each of your two courses that demonstrate a
continuous sophistication of knowledge and skills. (2)
Details regarding how YOU will scaffold the
experience.
14. Student Motivation…
• Make it real
– Create learning activities
that are based on topics
that are relevant to your
students' lives.
• Provide choices
– Students have increased
motivation when they feel
some sense of autonomy in
the learning process.
15. Student Motivation…
• Balance the challenge
– Students perform best when
the level of difficulty is
slightly above their current
ability level. If the task is
too easy, it promotes
boredom. A task that is too
difficult may be seen as
unattainable, may
undermine self-efficacy,
and may create anxiety.
16. Student Motivation…
• Seek role models
– If students can
identify with role
models they may
be more likely to
see the relevance
in the subject
matter.
17. Student Motivation…
• Use peer models
– Students can learn by watching a peer succeed at a task. In
this context, a peer means someone who the student
identities with, not necessarily any other student.
18. Student Motivation…
• Establish a sense of
belonging
– Research shows that
students who feel they
'belong' have a higher
degree of intrinsic
motivation and academic
confidence.
19. Student Motivation…
• Adopt a supportive style
– A supportive teaching
style that allows for
student autonomy can
foster increased student
interest, enjoyment,
engagement and
performance.
