Understanding and Applying Standards

Understanding and Applying Standards

Unpacking a standard and practicing backwards mapping related to the subject of Art in Junior High has helped me plan units better for my content area and grade level. Being able to understand standards helps me identify student proficiencies and develop instructional strategies to engage learners. Student’s meta-cognition is linked to performance outcomes and the ability of the teacher to reach learning objectives. By understanding the specifics of key elements desired from a standard, I can create goals and activities for students more clearly.

One of the keys to understand backwards mapping is seeing the entire learning process unfold. Once the learning activities are given, the students can learn as the teacher incrementally unpacks the standard. We as teachers, develop understanding by “extending and challenging understanding” (Wiggins, 2010). That means make students think independently and make room for errors.

The process of backwards mapping is a smart way of getting to see where the teacher can get the most and the best out of the students and where the students can get the most out of the lesson. The highest learning potential, utilizing comprehension, understanding and creativity, can be followed up by assessment activities such as tests and quizzes.

Project-based activities are good for assessing what the student has accumulated from the various teaching strategies that I implemented and activities from backwards planning. The point is to help students reach a higher level of thinking by evaluating, identifying and understanding concepts related to the standard. Wiggins says there are three different educational goals always at play: acquisition, meaning-making and transfer or prior learning (2010).

In my art class, I would have the big idea be “Art is life and life is art”. Then students would be faced with the question, “What does it mean to be human and what kind of humans would we be if art did not exist?”. I actually have had my students do a group activity and find at least three definitions and descriptions to what is art. I introduced them to theories by Lacan and other important historical figures who have tried to define art.

Teaching our students to remain opened and have an inquisitive mind is important. Giving them the chance to come up with big ideas, rather than learn definitions of things because of time restrain. Great teaching brings content to life. There is always room for new ideas because what we might take as fact today may be fallible tomorrow.

For example:

 “In evolution: keep remembering that the idea that mutations are random and that selection is “natural” means that there is no guiding purpose to life-form change. This is the part of the theory of evolution that is most controversial, not the idea of evolution per se” (Wiggins, 2010).

Learners have to be helped to construct understanding rather than be told what to think all the time for the purpose of efficiency.

References

Wiggins G. 2010. What is the Big Idea? Retrieved December 20 from: http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99

Standards and Backwards Mapping Based on the curriculum framework of the Japanese Art Education materials for junior high grade 7-9

Module 5-activity 2 Standards and Backwards Mapping

Based on the curriculum framework of the Japanese Art Education materials for junior high grade 7-9

Standard 1: Write an art critique identifying and explaining the use of the elements and principles of art in the Sunflower painting by Vincent Van Gogh.

What are the big ideas? (desired understandings and predictable misunderstandings)

Desired understanding: That students learn the elements and principles of art as they relate to a piece of art by Vincent Van Gogh.

Predictable misunderstanding: Students might had difficulty combining elements with principles of art to write a critique about art.
Proficiencies: the skill or expertise that the student has developed in understanding the elements and principles of art include :
1. application of elements and principles of art to Van Gogh's work of art 
2. application of elements and principles of art to their own and peer works of art
3. skill to describe, critique and discuss in this particular area of study— Art.

Backwards planning/ mapping:

1.     Students will watch a video on How to paint Van Gogh’s Sunflowers and Vincent Van Gogh. Then discuss in groups the points they thought were important to highlight from each video.

2.     An 'artist study' worksheet is given to write about the painter and his work of art.

3.     Students will present to their partners their artist study and read their opinions about the painting.

4.     In pairs, now students will identify and list the elements and the principles of art in the painting.
The pair will present how the painting works and/or does not work; what they like and dislike about the painting, and why.

5.     A mark will be given for presentations, based on English grammar, pronunciation and use of terms, eye contact and voice projection.

6.     A test on Van Gogh and his painting will be given to assess the proficiency of the students in the areas of; comprehension of the elements: line, form, space, shape, texture, value, and colour.  Also, the principles of art: balance, contrast, unity, movement, pattern, rhythm, and emphasis. Lastly, students will be expected to write and essay discussing how these play out in the Sunflower painting.

7.     Each student must reproduce the Sunflowers piece using a grid and their own sketchbooks. Assessments are based on whether they bring their materials to class, how well they use the grid system to make an accurate reproduction, and whether they adhere to the deadline of the assignment.

Finally, students will prepare individual power point presentations or loilonote presentations that they will share in class about what they understood from the assignments and activities so as to complete the standard.

Applying Classroom Rules and Procedures (module 4, activity 3)

 Applying Classroom Rules and Procedures

It is easy to categorize, compartmentalize and judge; but do we as educators listen too?

There is a multiplex of real-life problems and issues students face as humans, people and members of a family. They have lives outside of school and face adversity in a world bombarded with news, tabloids and war images. When these people step inside an institution such as a school in this case, they become students. They get attributed as a label: student, learner, peer. 

Within the classroom, a teacher also has a label as educator, facilitator of knowledge and upholder of regulations, behaviors and laws. Upholding rules and procedures within a classroom can be daunting on a daily basis throughout an entire day with a multitude of students who vary in their personal capacities. Students first must understand consequences and rewards before applying the rules and procedures laid out before them.

For example, a rule would be "no whistling in the classroom" or "hang your library bag on the right side of your desk". In these scenarios, a teacher can look around the class and see which students are not listening to rules. Some teachers might use a digital tool to keep track of students ability to listen, such as Class Dojo. Other methods that work include magnets with names organized into two columns. One column for good listening, the other for 'listen again for instruction'.

If the teacher writes "bad listening" it may contribute to a student feeling bad about themselves or ostracized from the group. This might tempt other students to taunt them or single them out as bad. Some students try to gain points with the teacher by pointing out the faults of the student that the teacher singled out. This is low, but it happens often. I have personally experienced this in our school as an observer, and do not subscribe to singling out children among peers. 

A rewards chart on the wall that students contribute to is powerful. They give input to how to follow rules and procedures such as lining up correctly or walking down the hall politely and quietly is a good motivator. They can choose from the list at the end of the day. I make sure that by the end of the month, every student has gotten a chance to be rewarded, so they all can feel included. Consequences also happen but I start with noninvasive interventions such as the one on page 132 of The Art and Science of Teaching.

A positive reinforcement strategy as seen on page 132 of The Art and Science of Teaching says to "never let positive behavior go unnoticed. A teacher who thanks students for their cooperation in making the classroom a positive learning environment gets immediate respect. Not only that, positive behavior is contagious as is negative behavior.

A teacher should first optimize their own learning capacity about positive and negative consequences that are established. A failure to do this can be detrimental to learning (Marzano, p.134). If used correctly, consequences enhance student learning potential.

Teachers wear many hats and have many jobs. The ones mentioned above are important: to recognize and acknowledge, to note and establish, to understand, intervene and punish, but most importantly and finally, to listen.

Creating a High Performance Learning Environment

In this blog post, I will analyse teaching-learning situations in three videos for academic expectations, behavior expectations and norms and procedures.

Video 1, Roller Coaster Physics: STEM in Action, sets academic expectations high with 
a formative assessment tool, autonomous learning and communication strategies that 
teach students to value each other's opinions. True problem solvers are created through 
real life troubleshooting which shows communication, collaboration and good behavior 
through teamwork. The norms and procedures include, each student having a particular role 
like accountant, or monitor. Each communicates their idea on paper, and hands it into the 
group. The group then finds one solution and troubleshoots to see if their idea works.
A norm is the teacher checking in on the groups regularly with the students showing 
normal systems thinking strategies to the teacher. Student to student problem solving, 
is done through 'chiming in' and discussing possible solutions among students. They then 
test their ideas and engineering skills through building, simulating on the computer and 
calculating error and successful results.

Video 2, "Third grade-Chinese math class". Article: What makes Chinese maths lesson so good?
This video tries to show that 2,200 year old Chinese scholars invention of rhyme in maths was 
a brilliant idea. Due to this tradition, few materials are used. In fact, Chinese believe 
that routine is the most efficient way to learn (Wei, 2014).  "A new compulsory mathematics curriculum was introduced in 2001 and revised in 2011, setting out standards for “number and algebra”, “space and graph”, “statistics and probability” and “practice and applications”(Wei, 2014). This repetitive style does not always mean success however, because we now know multiple intelligences learn differently and one way is not always the only way to learn. Differentiated instruction can be beneficial to children who learn differently than just rhyming. Even though the article states that the UK hired 60 math teachers from Shanghai, it is not a certitude that children in the UK will learn the same as children in China. Perhaps the behavioral norms in China vary from the the UK and other countries, causing varied results for the same rhyming technique.

Video 3, "Whole brain Teaching Richwood high- The Basics" video demonstrates the academic expectations of using the entire body to learn. Students are listening to the teacher, using arms and hands to gesture ideas and concepts, and finally, they are repeating for understanding. The behavior of the students is engaged and reinforced by the teacher through kindness and respect. Students repeat and know that the rule of the classroom is to respect each other. In partner work they have a procedure to mimic each other and play off each other so that they can understand the content. I think this is a useful way of learning. Students who are fully engaged learn better than students who are withdrawn while the teacher is talking. The basic point of Whole Brain teaching is to engage the whole student. The point is for the students to win against the teacher as they follow the rules.

• Rule 1 – Follow directions quickly (move your hand or finger in a swimming motion forward).
• Rule 2 – Raise your hand for permission to speak (raise your hand then make a talking motion with your mouth).
• Rule 3 - Raise your hand for permission to leave your chair (raise your hand and make a waving motion with your fingers).
• Rule 4 – Make smart choices (tap your temple on your head).
• Rule 5 – Keep your dear teacher happy (Make the letter “L” with each hand and place it by the corners of your mouth to motion a smile).
  (Cox, 2010.http://www.teachhub.com/whole-brain-teaching-strategies)

Setting High Performance Expectations Among My Students

In Summary, all three videos showed examples of teaching-learning situations that gave insight into academic expectations, behavioral expectations and finally, norms and procedures. The difficult task of a teacher is to decide what is right for the students. I have used the whole-brain teaching approach with much success, and still use it today. However, it is not the only technique I use in teaching, as in Japan we do use singing rhyme for multiplication that is fun and catchy. Each student learns it easily. Teachers need to keep reinventing their teaching practice in order to bring quality back into a packed lesson of knowledge and facts. It is a living, breathing blueprint. Past practices can be integrated with new ones in a cohesive manner tailored by a creative teacher. Adapting to students level, need and expectations can make a teacher great. Most importantly, a great teacher always remembers that they are also a student.

Wei.(2014). Retrieved Nov. 27th 2017,from: http://theconversation.com/explainer-what-makes-chinese-maths-lessons-so-good-24380
Cox. J. (2010). Whole Brain Teaching Strategies. Retrieved Nov.27th 2017 from : http://www.teachhub.com/whole-brain-teaching-strategies