Project-Based Learning

Project-Based Learning                                                                                  Sylvia Beauchain

Project Theme and goals

This project is called “Charity Fashion Week” and the goal is for junior high students to design their own publicity, create fashion, and raise money for boys and girls school scholarships in Uganda, Africa. (I run a charity so students can smoothly connect globally through local partners in Africa and help guide students research. (website chiki.life  youtube: chi-ki children’s charity)

chiki.life

Task Goals for Project delivery

Students will draw designs, choose fabrics, create patterns and make clothes. The goal is to hold a charity fashion show and raise money for our charitable cause. The subjects this PBL will cover include art, home economics, English and math.

The 21^st century skills used are creativity, collaboration, problem solving, communication and critical thinking. This is a student-centered activity which involves students in mind-mapping and backwards planning so that they see the goal and work backwards to achieve it by identifying steps and methods.

Specific Project Work Description

Students will learn fashion design by first drawing designs on paper, then choosing fabrics to match the clothing they draw.

Students will design a poster promoting the fashion show using pages or other programs on their computers. They will make a poster that includes, the title, date, place, time, purpose and charity.

Students will create a Press Release as local publicity and learn on the internet how to make one by researching and communicating together. Problem solving together as to responsibilities of each group member. ( poster, design, PR, fashion design, cutter, creator, sewer…)

Description of Evaluation Process and Criteria for Evaluation

Students will design their own rubric and chose what will be good evaluation criteria. We will make a list together and create a rubric that everyone agrees on from start of project to the final show. The criteria would include each group having a PR poster, several fashion design drawings with a swatch of fabric, accessories, and final clothing piece for the show.

References

The Building Blocks of Project-Based Learning. Grades 9-12. Teachingchannel.org/videos/pbl-building-blocks-ntn

Framework for 21^st Century Learning. Retrieved June 29^th 2018, from http://www.p21.org/about-us/p21-framework

Case Study- Middle School- 'Joe'

Middle School Case Study – ‘Joe’                                                                                                    Sylvia Beauchain

The student ‘Joe’ is in Grade 7 and having trouble making the transition between elementary and Junior High school. Just to illustrate Joe’s learning needs and problems, below is a short list of issues that have been plaguing him since elementary and are since magnified in junior high:

-          Interrupting teachers

-          Being a danger to himself and others

-          Physically harming

-          Disrespecting school property

-          Disrespecting others work

-          Lack of effort, homework and projects

-          Carelessly hands in homework

-          Physical encounters with teachers

-          Insubordinate behavior/threats

Intervention:

We as school teachers and staff have tried talking to his parents, calling and also during PTC conferences. His mother choses to ignore his behavior and brushes it off as “he’s just being a boy”. His father does not attend because he works in mainland Japan.

The school counselor has had meetings with him and she has reported that there is no desire from him to change. He states, “Ya, I will try..” when he is pushed to apologize to a victim (student, teacher, staff).

We do not expel or suspend students, but perhaps that is the next step in this case.

Student-centered addition:

I have added activities, tools, materials, study time and other original adaptations to my lesson for him to thrive. He makes very little effort, or actually very much effort to try and rush through the work to show how well he botched and sabotaged it. I have praised his projects and found good points to cheer on about, but it is not the missing piece for him.

                              Setting the Tone of Teacher-Student Interactions (Lorain, 2017)

o    Communicate clearly with the student, using understandable vocabulary.

o    Be firm and direct.

o    Use your tone and voice carefully. Don't get angry or emotional.

o    Be rational and objective.

o    Always provide a time to listen to the student.

o    Ignore trivial denial. 

Results

As many teachers have noticed, recorded and reported, the missing key for this child is his mother. She is so kind and sweet, and never raises her voice at him. She never gives him any boundaries. Perhaps his lack of attention in class and sheer defile is due to the feeling that his mother does not love him enough to put perimeters up for him. Many parents care through discipline, boundaries and consequences. If this is what he needs and is lacking in his life, then he is right to rebel the way he is.

In class is where I try to make changes and transform his behavior. I have boundaries and rewards, with strict expectations yet interactive fun activities. I try to make learning fun and animated, using all the senses with technology, movement and games.

References:

Lorain, P. (2017) Handling Disruptive Students. A Delicate Dance for any Teacher. Retrieved on June 19^th 2018. http://www.nea.org/tools/handling-disruptive-students.html

Current Teacher Evaluation Analysis

 Teacher Evaluation Analysis & Assessments of Performance in Teaching

The impact teachers have on student achievement must be noted and prioritized. Teachers help students learn, but they have a much larger scope of responsibility. Parents and school boards trust them to help students develop good study habits, think and reason, collaborate and do teamwork, as well as grow mentally and emotionally in safe environments. These contribute to the outcomes we see in test scores.

Therefore, it is important that a teacher takes seriously their own personal and professional growth by getting regular feedback in order to self-regulate their own learning and teaching practice.

“ We are entering a new era of teacher evaluations. The expectation is that all teachers can increase their expertise from year to year and thereby produce gains in student achievement, with a powerful cumulative effect.” (Marzano, 2011)

The Marzano Causal Teacher Evaluation Model is founded on three distinct premises:
1. The purpose of a teacher evaluation model is to measure teacher effectiveness and to advance teacher performance over time.
2. Effective teaching is the leading indicator for improving student performance.
3. The most effective evaluation model will show measurable correlations between the model’s individual strategies and teacher development.

New approaches to teacher evaluation in schools include various federally funded systems and even  The Bill & Melinda Gates Foundation, which Measures of Effective Teaching (MET) project has provided an additional $45 million to strengthen approaches to teacher evaluation in several pilot districts (NEA, 2010). The truth is that teacher evaluations are a living breathing evaluation system that lacks a shared vision of teacher effectiveness (NEA, 2010). The fact remains that teacher evaluations have been poorly designed, sporadic, and unable to provide much useful information on teaching effectiveness (NEA et. al 2010).

At AMICUS International School, teacher evaluations happen twice a year. A teacher gets observed by the principal and vice-principal who have a check list and side notes for the teacher. The ranking at the bottom of the page states, distinguished, proficient, basic, and unsatisfactory. The comments on the right explain the assessment of the teachers work on the left. The following examples show my assessments when I taught grades 2 and 4 at the school in 2016 and 2017.

        

One can see clearly that a teacher evaluation explains the objectives the observer or person evaluating is looking for in the lesson. I did not have a pre-observation meeting, but I had an observation and a post-observation meeting. The pre-observation meeting is optional and helps teachers write their lesson plans for the observation. It is a good chance to ask what the observer is looking for in the criteria. I think we should be judged on how we handle the students and classroom environment. Second, the overall tone of the lesson and comfort level of students should be evaluated. It is crucial for a teacher to show their humanness in the classroom so as to promote learning. Showing that you are vulnerable teaches students to drop their guards and become motivated to learn.

The teacher evaluation video (https://www.teachingchannel.org/videos/preparing-for-formal-observations) taught me about being even more self-reflective and open to constructive criticism. I like what the evaluating person had to say, " I have never observed a perfect lesson and I have never taught a perfect lesson". The GOAL should ALWAYS be to teach better the next time!

Resources

NEA 2010. National Education Association. Teacher Evaluation. retrieved March 6th 2018 from: https://drive.google.com/file/d/0BzYfzjQoASL_eGdtNFdsbXRIRDQ/view

Teaching Channel Video, retrieved March 6th from: (https://www.teachingchannel.org/videos/preparing-for-formal-observations)

Rand. 2017. Tests and the Teacher. retrieved March 7th 2018 from: www.rand.org

High stakes Assessment

Analytical Assessment of High Stakes Examination on Students and Teachers in Japanese Schools

     Japan praises itself as one of the top academic countries in the world. Across the entire country standardized testing is a norm and a must in order to assure placement in the desired academic institution or workplace. A 'no fail' policy in primary school exists that ensures students go up to the next grade as a group. Nonetheless, Japan's educational policies have changed since the Edo period or Tokugawa era which was from 1603-1868 with Japan reinventing it after every political crisis.

     The onset of WWII and the Manchurian incident of 1931 brought about the war time education act, which was meant to train small citizens loyalty to a country. After being defeated in 1945, the Governing Policy on Education System in Japan was issued in October of that year, prohibiting the dissemination of militarism and radical nationalism. (http://www.nier.go.jp/English/educationjapan/pdf/201109BE.pdf) The fundamental principles of education and the school system structure was reformed seven times in order to reflect the trends of the times. Today, the Japanese government has the Article 1 education act stating:
Education must be provided with the aim of fully developing the individual character, as we endeavor to cultivate a people that is sound in mind and body and imbued with the qualities that are necessary in the people who make up a peaceful and democratic nation and society. (http://www.nier.go.jp/English/educationjapan/pdf/201109BE.pdf)

     The recent Article 1 Act aims to open the way to Japan's future and cultivate creativity and foster academic freedoms. AMICUS, my school, has implemented this Article 1 code, with the MEXT curriculum (Ministry of Education, Culture, Sports, Science and Technology). For one, we get funding from the Prefectural government if we adhere to the MEXT system, and second, it makes our school competitive and recognized across the country. Japanese schools in general are focused on creative development. For everything other than English development, Japanese schools are doing a great job. That is, until the age of 12, when students start standardized-testing, wiping out all signs of critical thinking, individuality and creativity. 

     When it comes to High Stakes Testing, the middle of January in Japan is known as 'examination hell'. Mothers go to Shinto Shrines to pray for their children's scores. Youth carry sacred dolls to give them luck on the exam. The National Center Test for University Admission is a culmination of all the intense years of study as early as kindergarten. (Timsit, 2018). There is only a handful of coveted universities in Japan. Many of the students who do not pass the High Stakes test would rather take a year off to study at a cram school and try again next year, than go to a lower tiered university. University status is so important in Japan because of the companies that hire only from these elite schools.

     The impact of high stakes testing results in students developing depression, stress and feeling marginalized due to a competitive and punitive educational environment. Teachers as well suffer due to pressure and stress:

It is not only the students who are having a difficult time; the teachers are too. Many have to take time off work due to stress, while others create a life of drudgery for their pupils. Many Japanese seem to have lost their love for education and learning once they enroll in junior high school. Indeed, too much test-taking may result in shallow learning and a negative feeling toward school. (Burns, 2010)

     At our school, Amicus International, we evaluate the students based on internal testing such as Eiken(English test written specifically for Japanese kids), Kanken(Japanese Kanji test) and LAS Links (American English test). Although our school is classified as an Article 1 school and gets funding from the prefectural government, we also teach half our day in English, which is unique in Japan, hence the high tuition.

     Eiken is the Japanese-style English proficiency test catering to Japanese children. Kanken is the Japanese proficiency test, and LAS is simply an English test written by English speakers in America. American kids do poorly on the Eiken because it is written FOR Japanese kids who are learning English, so the questions do not make sense to them, but they do very well on the LAS. This showing the relativity, limitations and blind-sidedness of testing in general.

The LAS Links test is used at our school so that we can level the students into three groups per grade. Grade 3, for example, will have 3A, 3B and 3C, with C being the international class, A being the lowest level and B being the middle level. The teachers do not teach to the test and do not reward students, the class, nor themselves in any way. We use it as a gauge only for knowing student needs, abilities and level. This helps us prepare activities and projects accordingly.

We have to remember that as the times change so do the tests and the testing culture. There are some signs that things are changing in our new global village today. Although the course of study in classrooms over time has seen reforms for the better; testing is still an area in Japan that students find super stressful and even costly. 

By the time the Olympic games hit Tokyo in 2020, the MEXT curriculum will have a NEW Center Test called 'Daigaku Nyugaku Kyotsu'. This test will be designed to assess critical thinking, judgment, and expression, so as to not only foster "the acquisition of knowledge and skills, but also the ability to adapt to different professional environments and market needs"(Timsit, 2018).  Japan aims to maintain its competitive edge in the global economy by adapting its educational goals with the times and the job market of the 21st century and the unknown future.

References:

Burns, K. June 16th, 2010. Japan and its standardized test-based education system. Retrieved February 19th 2018 from: https://japantoday.com/category/features/opinions/japan-and-its-standardized-test-based-education-system

Timsit, A. January 13th, 2018. Overhauling Japan's High-stakes University Admission System. Retrieved February 19th 2018. From: https://www.theatlantic.com/education/archive/2018/01/overhauling-japans-high-stakes-university-admission-system/550409/

Pre-Assessment and Innovative Differentiation Strategies

A Comprehensive Report Considering Differentiation Strategies for Pre-Assessment Activities

In the beginning of a lesson that is based on an objective underpinned by a standard a teacher needs to prepare, monitor, and assess the breadth of understanding by the students. Each student has a different academic readiness, depth of understanding and aptitude for knowledge. The job of the teacher is to closely monitor each students progress slowly so as to catch misconceptions quickly and be prepared to allocate activities accordingly.

As the classroom innovator, the teacher must constantly think and create strategies to help students with limited knowledge develop understanding of the topic. They also must think of innovative ways to capture and maintain the attention of the highest achievers so as not to loose them in the process of raising the lower students to their level.

Below is a mind-map of innovative differentiated strategies for three groups of students in an art class for grade 5. The objective is to learn how to use all art materials and tools pertaining to charcoal drawing with technical skill and precision. The lesson is based on flashcards for a pre-assessment. The flashcards help students work together to build-up vocabulary and enrich their understanding of charcoal drawing elements.

Below is the link to the QUIZLET created for the flashcards. These can be used in partners, groups or teams as gaming strategies, pictionary game on board activity, and other meaningful thinking activities that help prepare students for formative and summative assessments, as well as help the teacher identify students who are struggling from the beginning.

https://classroom.google.com/u/1/c/MTE1NDM1MDkxNTRa

https://quizlet.com/_4g5w2m

Resources:

Donges, Catherine. 2018. Retrieved from: http://education.seattlepi.com/advantages-authentic-assessment-over-standardized-testing-2893.html

Pendergrass, Emily. Getting Students to Mastery. December 2013/January 2014 | Volume 71 | Number 4 
Retrieved from: http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx

peer observations-feedback for m5u5a1

Developing Cultural Competence Through Art (M5U5A2)

Multiculturalism and Diversity in a Classroom

The international framework of education is shifting and global standards are unfolding inside classrooms in order to foster inclusion, development of cultural competence, and strengthen communities and countries. It is important to bring multi-cultural content into each subject based on that subject in order to deepen student’s ability to relate and include multi-perspectives into their blossoming human repertoire as adults of the future.

The platform of teaching can help elevate student’s awareness of the diverse community and world they live in so they can have a wide spectrum of perspectives and tolerance. A teacher can incorporate multicultural content and foster multiple perspectives in all lessons.

Lessons in the art field and subject can reflect not just the diversity of the community and country, but local influences on the global art world. Japanese art as a whole has influenced specific famous artists such as Gustav Klimt and Vincent Van Gogh.  These European painters were pioneers and influenced our appreciation of art and culture today.
EXAMPLE:

   Flowering Plum Blossom by Hiroshige 1797, Japan      Vincent Van Gogh Flowering Plum Blossom 1887, France

Art unites people and places. For example, many of Vincent Van Gogh’s paintings have traditional ‘Ukiyo-e’ woodblock images from Japanese artists such as Hiroshige and Hokusai. These Japanese artists showed life in rural Japan, their communities and regional activities. The woodblock prints were cheaper then, and simply captured daily rituals and traditional habits, clothing and duties. When European artists saw these images, they found them inspiring and interesting. With the advent of WWI, art became more valuable; holding images of this era in a time-bound continuum.

In the Honolulu Museum, there are over 10,000 woodblock prints from Japanese masters like Utamaro and Hokusai. After WW1 and then Hiroshima, the art ended up in America. The point is that Art is part of our cross-cultural heritage as a human race, and as events around the globe happen, art is steered by those events and becomes a symbol uniting us through difficult times by a golden thread called art nostalgia.

Students’ cultural competence will be developed through activities that include research, presentations, and debate. Students will investigate and report on any of the following topics related to art and multicultural perspectives and influences, even fusion of art movements from different chronological timelines.

Choice of study research projects:

1. Identify and construct a plan of artistic chronology where different countries artists influenced another countries artists. Show evidence as to why and how that happened.

2. Build a timeline showing the trajectory of Chinese art influence over Japan, starting with Okinawa. Debate the differences and express some positive results of these influences.

3. How does art influence culture and society. How is art reflected in society?

4. How does art influence the architecture of a country? Show examples over the ages starting with the Romans. How did they influence other parts of the world.

5. Choose your own topic ( must be approved by the teacher)

Assessments will be done formatively as the students research their topic and take notes in their notebook. Comprising data in the WH5 (who, what, where, when, why, how). Also, cross-examining each other’s work with rotational 5 – 10 minute walk-arounds, changing partners. (student-centered activity) Teacher observes the students interacting, presenting to each other, and asking questions to show listening skills and understanding. A written essay and a project-board will be given for the purpose of visual presentation final report.

References

Encyclopedia of Art History. What is Japonism? Retrieved February 3rd 2018 from: http://www.visual-arts-cork.com/history-of-art/japonism.htm