Week 11 Responses

Week 11: Burnt Toast
Isn't it a great feeling to have students surprise you in such a positive way? You said you weren't sure your students would be able to develop narratives, but you were amazed by how in depth their perceptions were. You've obviously been doing something right! Do you plan to have your students create a project based off this image and discussion?

Week 11: Erika
I like your students' collages! Were there certain messages they were all trying to convey with their creations? You said you discussed moral vs. legal issues and that your students were vocal about religious beliefs. What exactly did your students say? Did you use any images to provoke thought during this lesson? Did your students' reactions surprise you?

Week 11

How did it go?

This lesson was great! I used a Prezi I had made:

http://prezi.com/qgzb5mftaca7/?utm_campaign=share&utm_medium=copy

After the Starry Night slide, I showed the students this image:

They were delighted and wanted to do it again and again. When we got to the part about his death, I told them that Van Gogh did not become famous until after his death. The positives they discussed were:
+ After he died, people probably feel bad that they missed out on talking to him.

+ Maybe it was because people were jealous of him.

+ Since he was mentally ill, it may have been good that he was not famous, because then no one would bug him and make him feel more uncomfortable or scared.

+ He could imagine what it was like to be famous and he could imagine it being better than it really is.

+ He could look down from heaven and see how he really impacted people.

+ His art might have looked different and like everyone else's if he was famous before he died.

+ He didn't act better than other people.

+ If he was famous, he might not have created so many paintings, because he would have spent more time with other people.

The negatives they discussed were:

- Since no one realized how good he was, they missed out more than he did.

- He missed out on the feeling artists get when people enjoy their work.

- It probably made people feel guilty after he died.

- He didn't get the fame or the money he deserved.

- He didn't have the money he needed to get the medical help he needed.

- He was probably lonely.

Interesting:

· He might have created more paintings if he had gotten the help he needed and lived longer.

· We would probably know about his thoughts if he were famous, because people would have interviewed him.

· He might not have created Starry Night if he were famous, because he may have gone to a different hospital than St. Remy's.

· If he had sold more paintings, he would have had more money for art supplies. They wondered how this could have changed his work.

· Since his life would have been less lonely, he would probably have fewer paintings and he would most likely have created very different works. There may have been more paintings about other people and less about his own life.

After our lesson, the kids played a review game on the Smart Board. They threw a koosh ball at a bubble and a review question popped up. If they answered correctly, they had a chance to try and "pin the ear" on Van Gogh. I was very pleased by how much they remembered!

What did you learn?

During the class before our Van Gogh lesson, I had told my 3rd graders that we would be playing "Pin the ear on Van Gogh" next time. When they came in, they were all excited and asking, "are we still pinning the ear on Van Gogh?" I told them that we would play that at the end as a review, after we learned about Van Gogh. I explained, that in the presentation certain words were bolded or had different colors. I told them these were important things they needed to try and remember in order to answer the questions correctly and have a chance to pin the ear. The fact that I told my students what was important to remember, really helped my lesson and helped the students remember these facts. I should have been doing this all year! It is important to verbally communicate with students what you are intending them to take away from your lessons.

What would you do differently?

Since they were all looking forward to the review, I rushed through the lesson. I found myself getting irritated when students were talking about what they saw. In the past, we have always taken time to talk about the artists work: What do you see? How do you feel? What do you think this means? etc. My students are now programmed to answer these questions, but this time I was not encouraging them to share their insights for time's sake. Even with my inconsideration and swift introduction, we still did not have enough time to finish the game and will be completing our review next class. Next time, I will allow the lesson to be interrupted by my students insights and wants.

Why did it work or not work?

Like I said in what I learned, it worked that I frontloaded the students with what they should focus on. This worked very well! What did not work? During the presentation, it was the same group of students answering the questions. During review these students excelled, but the quiet ones needed some help. In the future, I will work harder on making sure all of my students understand the material. I would like to write names on popsicle sticks and pull out random students to answer.

Feel free to "steal" my Prezi, image, and Smart Board review! I couldn't figure out how to add my review, but I can e-mail the Smart Notebook to you if you give me your e-mail. I think it's important we work together to help each other out and save time. :)

Week 10 Responses

Week 9: Response to Adair's comment
He is in 5th grade. He came in one time to show me a tool they can use in chrome books and he did seem to be a little less troublesome the next class. I don't think he'd want to give up lunch with his peers. It wouldn't be "cool", but I think you're right. I need to try to relate to him more outside of school. Thank you.

As for your student, I have a kid with autism with similar problems. He has trouble thinking about new projects. I talked to our councilor about it, and she now "front loads" him. When we start a new lesson, she talks to him that morning and explains the lesson and works with him through his thought process. This has shown improvement. Does he work with any special teachers that would be willing to do this for you? Also, I've noticed that he dislikes getting his hands messy. When we use glue, I give him a paintbrush. Talk to specialized teachers about how you should differentiate for this student to help him become more comfortable. I think their anger is their defense.

Week 10: Ginia
I actually felt like the text provided many strategies for change. I understand that it can be difficult to take the time to incorporate questioning when there are so many other areas we are required to teach. I know you don't teach art, and my good friend who teaches 3rd grade is very frustrated with the amount they have to fit in and the lack of "catch up" time now provided. I'm an amazed by how well she does incorporate questioning. She always finds ways to build community and take time for outside lessons. She realizes that it is important to follow the curriculum, but she also feels strongly about preparing her students for life in general. Many times her lessons relate back to the content. Think about the rock situation for a minute, how could you use this rock to question & tech students about a particular standard they have? I completely understand that it's not always easy to give up instructional time, but think about how you can use these strategies to encourage questioning in ways that contribute to your curriculum. Are there any other language arts teachers you could bounce ideas off of? I feel that talking about issues with other teachers is always more helpful than attempting to work alone.  

Your lesson is great! It will most definitely engage these twenty-first century learners. Do you have the means to incorporate technology use into the lesson as well? It'd be fun to use technology while exploring it! Just a thought. 

Outside question: I recently had an interview with a middle school, but I did not get the job. I have no experience in middle school. I feel like my inexperience hurt me. I want to be more prepared if I get another middle school interview. Do you have any advice for me? How can I be honest about my experience but ensure them that I CAN do it? What do they usually look for in middle school teachers? Any other thoughts? I'd REALLY appreciate any insight you have. :) 

Week 10: SpaceTime Cat

" Do standardized tests gauge critical thinking?" Like all educators, I question SO many things about standardized test myself! Do they really show accurate representations of the students? How much hindrance does the stress cause them? What can we do to change the norm and advocate for a more beneficial evaluation process?!?! What would work better? It makes me want to round up teachers, make signs, and go protest. lol. 

" How many parents can entertain their children's questioning by validating instead of going bonkers?" And how can we encourage parents to care more? It saddens me how "lazy" many of today's parents are. I've joked that people should have to take a standardized child psychology test before they are allowed to reproduce.  

Great overview of the chapter! I'm curious to know what strategies do you think you would use in your own classroom and why?

Week 10

Teaching as if Life Matters: Chapter 3

1. Read & Reflect:

            This chapter encourages and provides strategies for teachers to steer away from "the status quo pedagogy employed in schools to foster intellectual development" (pg 48), and to instead create a climate that forces students to question. This begins with fostering an appetite for questions. Students typically link questioning to unenthusiastic feelings and even fear. This is a result of their past experiences with questioning. We need to advance more positive experiences with questioning by nurturing curiosity and creating an appetite for inquiry. Children need to see that  we sincerely considering their questions. Teachers should not mechanically answer questions right away. Instead they need to validate the question and give it some wait time, investigation, and encourage more student response and further questioning into the matter. In order for teachers to adopt these view in their work, they must: "trust that to be human is to have natural curiosity, trust that student curiosity is a much better foundation for a curriculum, and trust that by slowly giving up control we can create conditions for genuine learning in our classrooms" (pg 53-54).

             On page 52, the text tells a story about a boy finding a rock and bringing it to school. In the first scenario, the teacher dismisses the rock and make the boy feel, "I have done something wrong; cool stuff (like a rock) doesn't belong in school; it is best for me to lie low and avoid any more scolding." The second teacher, used the rock as a tool for a learning moment with the whole class. This made me think about "toys" and how children aren't allowed to bring them to school. I realize that they can be a distraction, but they could also be great tools. What would happen if toys were encouraged instead of prohibited? A few short discussions in the classroom about toys could encourage children to think more deeply at home.

            Pages 35-36, discuss Schultz's approach to question-centered learning. In the end, his class "created a curriculum based on their needs and desires" I think this approach is very do-able in the art classroom, but I wonder how achievable it would be in a regular classroom. Most administrators don't give too much consideration to art. Yes, it's sad; but it's also to our benefit. We aren't required to meet as many stipulations and we are able to incorporate more of our own ideas into our teaching. This means we should all strive to incorporate the question-centered learning into our art rooms, because it is less likely the students will obtain similar teachings in their regular classrooms.

            "Everything we know today arose because people in the past were curious" (pg 56). The power of question (exploration 3) discusses types of questions and their influence. Less powerful to most powerful are which, when, who, where, what, how, and why. "Why" is the most powerful question, because it makes us reflect and it creates actual conversation. The text explores a teaching approach called, the power of why and Jensen's practice the "annoying child". Instead of fighting out own case when someone expresses an opinion, teachers should just continue to ask why. Why do you think that? Why is that? Why? Why? Why? This will help the individual "begin to uncover some of the underlying beliefs and hidden assumptions that frame his or her definition of progress" (pg 66). I am curious to try this out on a 5th grader I have (I've talked about him before). This student wants to argue with me on everything. I don't think it's because he disagrees, but he just wants to test me. I wonder if this approach will quiet him or encourage him further.

            The textbook gives a few other explorations to use in cultivating a love for questioning. Exploration 1: questions to create community is an exercise to use in the first day of class. It encourages student engagement, because it gives students an opportunity to discuss their own questions. This approach is geared toward an older group. Does anyone have any ideas how to alter this for an elementary classroom? Exploration 2: observation as the foundation for questions helps students become conscious of their own ability to formulate many questions. They not only generate questions, but they also, examine their questions, and share what they think is their best question. Exploration 4: using questioning to promote critical thinking is useful in helping students think through something. First, they focus on the plus and minus. Then, they discuss interesting points. This would be a great group approach. Exploration 5: using questions in the context of contemplation helps students define the meaning of a text. It helps them re-state what they are supposed to learn. Exploration 6: going public with questions/strategic questioning helps to deepen listening and self-understanding.

            "Questions aren't just things to be explored within the confines of the classroom" (pg70). Here are a few things to remember when questioning.  Keep queries simple, don't add two or more parts to questions. Keep questions general, open-ended, avoid yes-no questions. Remember to listen! Give the person your full attention and try not to have your own agenda. Try to keep themes general.

2. Pre thinking on lesson with “why questioning”:

This week, my 3rd graders are going to begin a unit on Van Gogh. We are going to view images of Van Gogh's work and discuss the history and some fun facts. I will add my PMI to this discussion. We will review by playing "pin the ear on Van Gogh". Then, they are going to create their own version of a Van Gogh painting (I'm going to let them all pick their own painting to re create). 
PMI: Van Gogh did not become famous until after his death.
What are some possible positives about this fact?
What are the negatives about this fact?
Interesting.

My answers for the Van Gogh PMI:
P's: he painted simply for his own satisfaction, his beautiful style was not changed because of other's opinions, he is a good example to use when teaching children about leaving a legacy
M's: his depression caused him to end his life very early, he did not experience the personal happiness felt when others admire your work, he lived modestly and only sold 1 painting

I's: If he had lived longer what else would he have created? If he had more funds from selling more work, what other supplies would he have utilized? If he were famous, we would have more insight into his thoughts, because it is more likely they would have been documented.
Why will this benefit my students? It will help them to relate to the artist and explore how this would personally effect them. It will assist them in thinking about their own legacy and help them understand that it is important to never give up, even when you feel like no one cares. Also, it may encourage them to provide their peers more frequent praise.
Why do I think this will work? They are intrigued by Van Gogh. We are studying him, because he was the table artist the majority of them voted for learning about next. Also, they've had a few outside lessons about legacy and this will help them make connections.
  

3. Questions for the teacher:

· Why the Saturday deadline? During my undergrad courses, I took a lot of online classes. All of the deadlines were always Sunday at midnight. If we had to respond to others, it was usually due the following week. Since I teach during the week and have my other classes every Thursday evening, the extra day and response time would have been very helpful.

· Why did you decide to use LORE and blogs to post our assignments? I understand that they are more visually appealing, but they seem to provide the same attributes as Blackboard and the discussion board. BB would also have saved us from having to repost our responses.

· You said to add/alter our lineage tree. What exactly does that entail? I feel like I included everything the first time, but I don't want to just not do it.

- Note: These questions are NOT at all intended to come across as rude or argumentative. These are just some things I have been curious about for awhile. Thank you for providing us an opportunity to ask you about them.

Other: Revisiting my Post Modern Portrait:
Updates have been made to Week 8! :)