choices for middle school students cynthia gaub north middle school everett school district
TRANSCRIPT
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Choices for Middle School Students
Cynthia Gaub
North Middle School
Everett School District
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~How I found TAB and
Why it made sense for my classroom~
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Continuum of Choice-based Teaching and Learning Explicit
CurriculumTeacher-Directed
Emergent CurriculumStudent-Directed
No choice Modified Choice Full Choice
Teacher assigns content and
media
Teacher chooses content,student chooses media
OrStudent chooses content,
Teacher chooses media
Teacher is flexible with curriculum in response to
student interests and needs
Students are problems finders
and problem solvers
Students select content and media
all of the time
Students have full ownership of
process, direction and outcomes
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Other Modifications
CHOICE AS REWARD • Students have choices when required
assignments are completed • Students have choices at designated times • One day per week/month • At end of unit of study
NEAR-FULL CHOICE • Occasional teacher-directed assignments to
meet state and district requirements
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Teacher Role
Choice-based art education supports multiple modes of learning and
teaching.(Douglas et a., 2002)
Types of Teaching included in the Choice-based Classroom:
• Direct teaching and indirect (resources)• Whole-group demonstration and discussions• Small group teaching • One-on-one interactions
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Students take on the role of teacher.
Student Roles:
• Problem solvers• Artists• Peer coaches • Self initiated
groups • Sharing work
with the group or class
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Classroom Set-up• FULL-Choice
– Media related centers – Variety of reference materials– Students choose media for experimentation
and for finished work – Students move freely from center to center– Environment attractive, inspiring – Environment organized for group and
individual work
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Classroom Set-up• MODIFIED-Choice
– The same but with occasional restrictions on media
– Once student has selected media for project, they are expected to stick with that media.
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Structuring time• FULL-Choice
–Brief, whole group demonstrations
–Small group instruction–Students plan outside of class –Students work at personal pace
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Structuring time• MODIFIED-Choice
–The same but with more attention to deadlines
–Alternating Lesson days with Studio Days
–Providing Short “idea” or “technique” demos
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DEMONSTRATIONS
• Short and Sweet (less than 5 minutes Full-TAB)• Present some information in visual form that
can become part of your centers for later reference. Show them NEW Menus.
• Early demonstrations can be how to use NEW materials/techniques that students can use independently right away.
• Share complex materials/techniques after some have mastered easy ones
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Content Selection• FULL-Choice
–Students decide on the subject of their work based on interests, may be inspired by teacher demos
–Students decide when to work in groups or solo
–Students decide when to experiment with materials and when to focus on long term finished projects
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Content Selection• MODIFIED-Choice
–Teacher assigns the subject using “Themes”
–Group work is permitted on some projects
–Experimentation is encouraged as it relates to the current project if it moves the student towards a final project
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Managing Materials, Tools and Resources• Highly organized for ease of use
• Students take responsibility for care of room/materials
• Students help to collect materials, beginning art process
• Choosing materials important part of the process
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Center Managers
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Special Supplies
• Clear Shoe door hanger bags
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Centers: “Menus”
• Menus give visual instructions or inspiration related to that center.
• If it is a question you have to answer repeatedly you probably need a menu.
• Large, laminated and with images in your age level KID Speak
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Ben Talks about Choice…
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Genesis Talks about Choice…
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Kodi Talks about Choice…
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AssessmentChoice-based art education utilizes multiple forms of
assessment to support student and teacher growth.
• Artistic behaviors are honored and noted in the ongoing assessment process
• Teacher-created documentation captures observations of students’ artistic behaviors, needs and accomplishments
• Rubrics are negotiated between students and teachers and are broad enough to affirm student differences
• Self-assessment occurs on a regular basis, both informally and with self-reflection writing
• Collaborative assessment includes peer coaching, group sharing, curating exhibitions and conferencing with the teacher
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Resources
• Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom by Katherine M. Douglas and Diane B. Jaquith
• http://teachingforartisticbehavior.org/index.html• http://groups.yahoo.com/group/TAB-ChoiceArtEd/• http://knowledgeloom.org/tab/index.jsp• http://thevirtualclassroom.org