Documenting Evidence: for full VIT registration Leah Cardenas
Waverley Christian College
TABLE OF CONTENTS
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contents
1. Context and content for student learning
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1a: The Student Student Student
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students & 1b: The context of your students learning A: B: C:
2. The inquiry question
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2a: Identify your question of inquiry How do I use a range of resources and strategies to engage students?
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2b: Professional Learning Professional observation of college Discussion following observation of college
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3. The action plan
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1c: Content for the program of learning & 3a: Components of the action plan
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1d: What students already know
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contents
1e: Learning outcomes What teaching and learning activities will enable the students to engage with and achieve the learning aims? Identify students who need to be extended or given particular support. Explain what you did for them.
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4. Implementing your action plan
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4a: Providing feedback on the action plan Professional observation of provisional teacher
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5. Evaluating your practice
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5a: Assessing the learning of your students & 5b Evaluating the effectiveness of your practice What changes will you make to your teaching as a result of this analysis? How will you continue to develop your knowledge and practice?
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6. References
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CONTEXT AND CONTENT FOR STUDENT LEARNING
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context and content for student learning
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CONTEXT AND CONTENT FOR STUDENT LEARNING
1a The students & 1b The context for your students learning The students I have selected to further develop their learning: Year: 8
Student A:
I have selected three students to focus on from my Visual Communication and Design class at Waverley Christian College, to gain my full registration as a practicing teacher. With diversity of students comes diversity of student ability and individual learning needs.
Student A is registered with the Learning Enrichment and Program Support (LEAPS) program at Waverley Christian College. He struggles with auditory processing and memory. He has been diagnosed with Severe Pragmatic Language Disorder Autism Spectrum (see Appendix A)
Within my Visual Communication Design class the students have varying ability from High to Low. The chosen students of my focus differ in abilities and learning styles (High, Medium and Low achieving). It is important that I not only know these students and how they learn but ensure that students are engaged and responsible for their own learning.
Pragmatic Language Disorder can result in the individual facing issues in the following areas: -
Subject: Visual Communication and Design Number of Students: 23
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difficulty understanding questions stuttering or cluttering speech difficulty following conversations difficulty making decisions difficulty with organization
Student A requires Literacy, Numeracy and Social support. To assist him in comprehending tasks he requires instructions to be broken down in order to understand what is required for the task. Student A struggles with sketching and verbalising ideas quickly during initial stages of the design process. I often find he is not attentive and needs his attention directed and focused constantly. His learning style survey (Appendix B) shows he is a very strong visual learner. Tactile and auditory learning is significantly lower in comparison. Having an AID in class is not always helpful, as student A gets flustered when he is constantly being pushed. Having some breathing space to think and draw helps him to not fall behind from the rest of the class. Regular discussions with parents assisted in Student A not falling too far behind in the assignment.
context and content for student learning
Student B:
segmented and responds well to being seating towards the front of the room. Student B is also registered with the Learning Student B’s learning style, according to Enrichment and Program Support program the survey (Appendix B) shows that she is at Waverley Christian College. She has been predominately a visual learner. However, diagnosed with Turner’s Syndrome which kinaesthetic and auditory are quite close has resulted in having difficulty with auditory in comparison. For student B to have instructions. Turner’s syndrome can result in confidence in the new knowledge she the individual facing issues in the following responds well to having all three types of areas: learning in a project. -
spatial visualisation vision problems hearing problems attention spatial awareness
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Student C: Student C is a confident and high achieving student who shows a willingness to apply herself diligently. She shows a high level of visual learning (See Appendix B) and scored extremely low on auditory learning. Student C is not afraid to ask questions when needed. She is a very applied student who pushes herself. She requires little motivation to stay on task. The student centered classroom allowed her to flourish and pursue her own interests.
Student B is a capable student whose results so far have been on average. The student often struggles with larger tasks and can be easily distracted by her surroundings. She requires tasks to be 2
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THE INQUIRY QUESTION
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the inquiry question
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Student centered learning is an approach to education focusing on the interests of students rather than that of the teacher and those involved in the educational process. Student centered learning is focused on each individual students interests, abilities and learning styles. The teacher becomes the facilitator of the learning. Student voice THE INQUIRY QUESTION becomes central in the classroom; students 2a Identify your question of inquiry choose what they learn, how they will learn and how they will assess their own learning. How do I use a range of resources and By placing students in charge of their strategies to engage students? own learning, pursuing their own interests and investigations they become active participants becoming more engaged in the Student engagement has become a highly learning process. studied topic because engagement is Prominent theorists in this teaching highly correlated with learning and personal development (Austin, 1993). This documenting approach are Vygotsky, Dewey and Piaget. The key element to their theories is for evidence report is focused on using a range students to construct their own learning. of resources and student centered learning Constructivist teaching is based on the strategies to engage students. premise that learning occurs as learners are 3
dynamically involved in a process of learning and knowledge construction. This theory underpins student centered and inquiry based learning. It is my responsibility as a teacher to enable students to learn, be challenged and build upon skills previously attained. I will discuss and explore how a student centered learning strategy alongside a range of resources can be implemented in the visual art classroom. Ultimately, the findings from this research report will begin to shape and mold my own individual teaching methodologies and student engagement strategies.
the inquiry question
Reflection and notes
THE INQUIRY QUESTION
2b Professional learning
• Ben used both verbal instruction and notes on the board to ensure all learners knew what was expected of them. • Interactive physical examples of orthogonal drawing allowed students to visualize the different sides of an orthogonal drawing. Students were able to pass around the orthogonal physical example. This helped them to engage with a very technical aspect of visual arts. • The use of the document camera was very beneficial in teaching orthogonal drawing to the class. The teacher was not facing the board while going through each of the steps. He was able to face the students and they were very clearly able to see each of the steps. • He stopped after each step and allowed the students ample time to complete each stage.
Professional observation of college Teacher: Ben Martinez Class: Year 11 Visual Communication and Design Date: 18th September 2015
Professional learning focus for practice • Learn a variety of ways to engage students in meaningful learning. • Behavioural management - providing a safe and supportive environment to ensure students are engaged and focused on task.
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• Asked probing question to see if they understood the reasons for the steps and why they were doing. • Used real life examples.
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THE INQUIRY QUESTION
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the inquiry question
Discussion following observation of college Teacher: Ben Martinez Date: 17th and 18th September 2015
What was discussed? • How to plan for a lesson that will require interactive tasks. • How to keep students engaged when there is a lot of content to go through. • How to ensure students are focused on the task.
What did you learn? • It takes trial and error to find out your best way to teach particular areas. It can depend on your learning style. • It is very important that your instructions are clear and visible. • Having physical examples always helps. 5
• Make sure that the technology has been tested, set up and prepared before hand to avoid issues.
How does this help your inquiry question? Both the discussion and observation assisted me in thinking about ways in which technology can be used to engage learners even in a very instructional lesson. Up until this stage I had generally seen technology in the visual arts curriculum as something that was used in research or as an interactive component to an activity. The use of the document camera made teaching the content more engaging for all those involved.
the inquiry question
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THE ACTION PLAN
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the action plan
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Iearning choices. In order to successfully implement student-centered learning in all its forms, extra support is key for the inclusion of special needs students. It has been argued that student-centered learning is more appropriate for gifted students. According to Rogers (2002) the gifted students are those who have above average ability, a THE ACTION PLAN 1c Content for the program of learning high need for achievement, are focused and independent in thought and action and & 3a Components of the action plan display a strong interest in academia. These attributes create the perfect environment for A hybrid of the student-centered, student the student-centered teaching philosophy led, differentiated teaching is the democratic (student c). Pedersen et al (2003) discovered differentiated classroom (Waterman, that special needs students were more 2007). Instead of the teacher always being motivated in student-centered classes responsible for tailoring their instruction to (student a). He found that teachers offered address every learning style, interest, or more in classroom support, such as greater ability level, they share that responsibility with direction from the teacher, one on one the students. The teacher helps the students or small group and pairing special needs to discover their learning styles, interests, students with regular education or gifted and ability levels so that they may make peers. good 7
the action plan
Differentiated instruction in a Visual Arts classroom has the opportunity to engage all learners no matter what level they are at or what needs they may have. In art and design education, content can be varied using demonstration and step-by-step instructions, supplementary texts, student choice, technology, and Internet resources. The visual arts teacher can differentiate processes and activities to engage each student and make the learning relevant. This means involving the learner by providing choices of art media and processes, creating tasks that encourage exploration. Visual arts educators can vary products, projects, and lessons to give students the chance to demonstrate, apply, or extend their learning. Students may be given options of how to communicate ideas and express knowledge. The key to achieving differentiation of instruction and engagement in the classroom is to develop a curriculum that considers the diversity, needs,
and preferences of all students; allowing for self-guided learning experiences; and providing options for content, process, or products (Heise, 2007). According to AusVELS (VCAA, 2000) students in Year 8 visual arts should be able to display the following: • Independently and collaborating, plan, design, improvise, interpret, evaluate, refine, make and present arts works that represent and communicate ideas and purpose. • They experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies across a range of arts forms and styles. • They generate and develop ideas that explore particular concepts, techniques and issues when making arts works. 8
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• They combine and manipulate arts elements, principles and/or conventions to represent and communicate ideas and develop imaginative solutions to set tasks. • They maintain a record of the creating and making of their arts works and explain their decisions about how they present arts works for specific purposes and audiences.
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THE ACTION PLAN
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the action plan
Below is an outline of the activities planned and completed for the unit, ‘Monogram’ with a Year 8 Visual Communication and Design Class. Based upon evaluation of students’ first assessment tasks, data collected from previous reports and in conjunction with AusVELS, I have developed the learning outcomes for this unit of work. The second and third column provides detail in regards to the lesson outline and lesson plan. The fourth column outlines the activities the students will undertake and the various learning styles catered for throughout the lesson.
Lesson
Lesson Outline
Lesson Plan
Wednesday What is a Discuss what is a 19th Monogram? Monogram through the August powerpoint (Appendix 5a). Period 5 How can we create and 6
a Monogram?
Discuss and illustrate the different ways letters can be joined (VCAA, 2000). Analyse the different methods.
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Go through the different letter joining handout (Appendix 5a).
On the board get students to take it in turns to give the different letter joining techniques - class will discuss what ideas were effective and why. Explain the overall project with the students and go through project brief.
Activities/ Learning Styles
Letter joining activity and assessment. Visual – Powerpoint, worksheet and visual examples. Kinesthetic – Fill out handout, notes and on the board activity. Auditory – Listening to teacher and class discussion.
the action plan
Lesson
Lesson Outline
Lesson Plan
Thursday 27th August Period 3
What is Typography?
Recap points from previous Typography activity (Appendix 5a). lesson. Write them on the board. Research and Inspiration task. Link Monogram to todays topic of Typography. Visual – Powerpoint and Recap of what is research Typography examples. and inspiration for design. Kinesthetic – Note taking, computer research and Students must write down inspiration. and identify the type of typography that they wish Auditory – Listening to design. They must also indicate the theme of their to teacher and class discussion. design.
The steps to creating your own font. Research for Design. Inspiration for Design.
Go through Typography steps power point (Appendix 5a).
Activities/ Learning Styles
Lesson
Lesson Outline
Lesson Plan
Wednesday Steps of sketching Generation for design. 2nd Typography ideas. September Recap of thumbnail Period 5 sketching. and 6
Demonstration on board how to use research and inspiration to begin sketching ideas. All generation sketches must be annotated with notes about the design elements, principles and typography vocabulary. Focus on one on one discussions with students. 10
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Activities/ Learning Styles
Generation for design task (Appendix 5a). Visual – Powerpoint, demonstration on board. Kinesthetic – Note taking and hands on activity. Auditory – Listening to teacher. One on one discussion with students to provide immediate feedback on progress.
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THE ACTION PLAN
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the action plan
Lesson
Lesson Outline
Tuesday What is design 8th Development? September Period 3 (VCAA, 2000) and 4
Lesson Plan
Activities/ Learning Styles
Lesson
Design Development.
Development for design task.
Wednesday What is Gouache? 16th September How can we use Period 5 Gouache? and 6
Class discussion about how the design elements and principles (previous topic) can be used to further develop their Monogram designs. On board demonstration and powerpoint about the design elements and principles in typography. Students work in groups to analyse and improve their design ideas. Task shortened for student a as falling behind.
Visual – Powerpoint, demonstration on board. Kinesthetic – Note taking and hands on activity. Auditory – Listening to teacher. One on one discussion with students to provide immediate feedback on progress.
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Lesson Outline
Lesson Plan
Activities/ Learning Styles
Discussion about Gouache. Testing and experimenting with gouache activity (Appendix 5a). Demonstration on how to use Gouache using the Visual – Gouache document camera. demonstration. Walk around and assist Kinesthetic – student students with their painting techniques. Begin activity. conversations about final Auditory – Listening to pieces. teacher.
the action plan
Lesson
Lesson Outline
Lesson Plan
Activities/ Learning Styles
Lesson
Lesson Outline
Lesson Plan
Activities/ Learning Styles
Tuesday 6th October Period 3 and 4
How can colour change a design?
Powerpoint on colour theory.
Experimenting with colour activity.
Thursday 8th October Period 3
Finalizing your design.
Discussion on finalizing your design.
Mock up activity.
The importance of Class discussion about colour selection. the moods of colours and which colours work well together.
Using colour to enhance ideas activity. Visual – Powerpoint.
Kinesthetic – student Students who are ahead may begin their final pieces. activity.
Discussions about student choice of final paper and mixed media.
What is a mock up. Discussion on using mock ups to see if there are any Working on final. changes needed before completing a final design.
Visual – Examples of mock ups and finals. Kinesthetic – student activity. Auditory – Listening to teacher.
Auditory – Listening to teacher.
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the action plan
THE ACTION PLAN
THE ACTION PLAN
1d What students already know Students had very limited knowledge of Typography, Monograms and using Gauache. (This was discovered through class discussion during the first lesson - questioning). However, they were all competent with the Design Process and Design Elements and Principles and how to use them to complete the task. The Design Process was a major part of the previous project that explored the Design Elements and Principles (using data from previous assessment). The new Monogram unit allowed students to not only learn the new key knowledge, but also to consolidate their knowledge from the previous project.
and small knowledge testing activities to gauge where each students knowledge was at during particular times, and whether I needed to spend more time on a specific topic (Appendix 7a). Similarly, engaging in regular one on one discussions with the students allowed me to keep notes about each of the students and where they were at during the unit. Having a student-centred focus in the classroom can be difficult to keep track of each of the students individual ideas, paths and interests. Keeping this ongoing record allows organisation of this (Appendix 7a).
THE ACTION PLAN
1e Learning outcomes I established the below outcomes for this unit of work:
Throughout the Monogram unit I would engage the students in class discussions 13
• Understand the concept of a ‘Design Process’ (building on prior learning). • Apply knowledge of the design process by completing the Monogram Assignment. • Understand and identify the typography vocabulary. • Research various forms of typography styles. • Analyse their design decisions through annotations using new vocabulary. • Understand the effect of colour. • Apply the knowledge of colour theory to create their Monogram designs. • Apply the previous knowledge of the design elements and principles to further develop their designs.
the action plan
• Demonstrate an understanding of how all the concepts taught (design process, typography, monogram theory, colour theory) can be used to produce an end design through their individual folio documentation.
most direct instruction and attempts to lead the student through questions and activities to discover, discuss, realize, and articulate the new knowledge.
learning process. Similarly, McMahon (1997) views learning as a social process. It does not take place solely within an individual context, nor is it a passive development of behaviours that are shaped by external • Classroom discussion following on from forces. Significant learning occurs when What teaching and learning activities will the introduction of a new concept. learners are engaged in social activities. enable the students to engage with and • More of a focus on get up and “do” Huba and Freed (2000) propose that achieve the learning aims? tasks and use visual cues as much as students should construct their knowledge possible when explaining different ideas and through inquiry, communication, critical Brown (2008) describes constructivism as concepts. thinking and problem solving. Through an educational philosophy that proposes • Brainstorming and generating ideas. searching for knowledge themselves students learn more by doing and • Working through worksheets that provide it becomes more meaningful, relevant experiencing rather than passively observing. a scaffolded learning experience. and engaging for the individual learner. Dewey (1996) is a great advocate of this • Interactive demonstrations on new Additionally, students are to use social learning theory and claims that doing is much skills and concepts that are followed up with and collaborative activities to enhance more effective than absorbing knowledge activities to explore and experiment the key their learning and benefit from different directly. Constructivism is underpinned by the knowledge and skills. perspectives. need for learners to be able to do and learn for themselves in order to be more engaged Vygotsky (1978) believed that all human • Completing a series of notes and in learning. These methods all rely on some learning is formed within a social context. His class discussions ensures that all topics form of guided discovery. The teacher avoids research considers the role of others in the are recorded and elaborated. Having these 14
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both in their folios and on Seqta provides students with the information they need whilst moving through the unit so that they can be referred to again. • Throughout the entire process students are all pursuing their own individual ideas and themes. Whether that be through researching, sketching or experimenting. • Discussions about their own work with peers.
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the action plan
THE ACTION PLAN
Constructivism focuses on the understanding that each individual learner brings his or her own knowledge to the classroom. Students learn in an interactive social relationship and then internalize what they learn from that interaction. The benefits of learner-centered education include increased motivation for learning and greater satisfaction with school; both of these outcomes lead to greater achievement (Maxwell, 1998). Research shows that personal involvement, intrinsic motivation, personal commitment, confidence in one’s abilities to succeed, and a perception of control over learning lead to more learning and higher achievement in school (Alexander & Murphy, 2000). • Students will be grouped through a scaffolding approach to engage in group discussions about their design ideas.
• Pairing students with similar themes when researching and finding inspiration. This allows a greater pool of ideas. • Student-student discussions and feedback through open book viewing scenarios. Students are given the opportunity walk around the room and look at what their peers are doing and provide feedback to one another. Following this a class discussion unpacks successful approaches. Learners benefit from effective instruction no matter how diverse their learning needs (Stuart, 1997). Student motivation and authentic learning increase when learners have an investment in their own learning and are treated as co-creators in the learning process (McCombs & Whistler, 1997).
• Checking progress and discussing different outcomes and how these outcomes suggest a correct or incorrect approach to the design. Annotations from the teacher and student throughout their design folio. This self-correction helps students to put into words their thought and ideas throughout the process. • Evaluate student learning through the completion of the Monogram final and design folio. This is a general overall feedback for me, the students and their parents.
• Allocating some class time for students to start their assignment, allowing the aide and myself to monitor their progress. 15
the action plan
Identify students who need to be extended or given particular support. Explain what you did for them. Student C was excelling in each stage of the Monogram assignment. I could see that she was passionate about her own individual theme and was spending extra time out of class experimenting and exploring her ideas. During our regular one on one discussions in class (Appendix 7a) we would chat about more mature approaches to the design task. We also negotiated differentiated paths that she could take with her design that was not apart of the project. Allowing Student C to take control over her own learning and use different mediums and materials created an engaging environment from which she flourished.
Student A struggled greatly with classroom time management. He was a student who had a great talent in the subject and enjoyed it but was challenged to complete work in a timely manner. Actions that were taken to support him were, regular one on one discussions, check lists of what needs to be done, regular emails with parents (who wanted to be kept in the loop with his progress) and tailor the assignment to the students individual interests. I also shortened certain stages of the design process to assist him in not becoming overwhelmed with the amount of work that needed to be completed.
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The workload and the comprehension of the assignment was a manageable amount for Student B. She found the each stage of the design process for the monogram challenging but manageable. At first she struggled to find inspiration for the project, however after individual discussions and affirmation in her abilities she excelled. I have found that quite often students who sit within the middle of the class, in terms of achievement, get discouraged by the higher achieving students. In order to combat this I try to inspire and encourage their own individual success within the project.
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IMPLEMENTING YOUR ACTION PLAN
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implementing your action plan
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Summary of discussion
• Breaking down of each step on how to design a type face was presented very well. The powerpoint was full of visual cues which greatly aided in discussion and keeping students engaged. • Getting the students to write notes IMPLEMENTING YOUR ACTION PLAN about each stage was beneficial in engaging 4a Providing feedback on the action kinaesthetic learners. plan • A hands on small activity to consolidate their learning could have been implemented here Professional observation of provisional • Using the questionnaire to assess teacher yourself was greatly beneficial in finding areas in your own practice that you Teacher: Benjamin Martinez Dates: Thursday 27th August, Wednesday 2nd may need to improve from the students perspective. September, Wednesday 16th September • Try not to allow the students who want to answer all the questions to answer them all the time. Make sure that students are not just yelling out the answers. 17
implementing your action plan
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EVALUATING YOUR PRACTICE
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evaluating your practice
05 EVALUATING YOUR PRACTICE
5a Assessing the learning of your students & 5b Evaluating the effectiveness of your practice
adapted to different learner types.
What changes will you make to your teaching as a result of this analysis?
The powerpoints throughout the unit worked very well. All students including students A, B and C were able to use the notes and diagrams written from the powerpoints to refer back to throughout the design process. The powerpoints also provided visual aids from which definitions and concepts could be consolidated. The powerpoints also assisted in providing a sequence for class discussions. (Appendix 5a).
It is my belief that in the visual arts classroom there needs to be both studentcentered and teacher-centered learning. A teacher-centered approach plays an important role in building an understanding of the unit of work. This may be in the form of presentation style theory lesson. After this foundation has been set future lessons may move to student-centered learning. I find this approach in my classroom most beneficial to my students as it provides a basis to build upon and move towards student directed learning (Barraket, 2005). It is important to note that whatever type of pedagogy or teaching method we decide to use as teachers the learner is the most important aspect. As long as we make the learning about them we will be heading in the right direction.
The benefit of a student-centered approach is that it gives students the opportunity to take Refer to appendix 4a for student examples control of their own learning making it more with annotations. relevant to their lives. Through utilizing student interaction and hands on learning students engage in a social learning experience and begin to understand and engage in learning together. It has been shown that if the teacher utilizes student-centered learning it may be 19
evaluating your practice
Some changes that I will apply from what I have learned:
How will you continue to develop your knowledge and practice?
• Always give verbal and written instructions. • Use visual data to illustrate concepts as much as possible. • Increase the amount of practical demonstrations to ensure student engagement. • Regularly spend time reinforcing concepts. • Encourage group work especially through partnering students according to ability.
The student-centered approach is a teaching approach that I try to utilise in my classroom. From the research it is clear that there is no one best approach to student-centered teaching. However, the review of literature and professional observations conducted shows that studentcentered learning is more advantageous in student engagement. It is my aspiration that a continued inquiry and development of my own teaching methodologies will provide a positive educational environment for my students and my own learning dispositions. I will continue to observe my colleagues in a classroom environment to learn new strategies that could be implemented in my own classes. I am currently a member of Visual Communication Victoria and will 20
continue to use this resource in my learning. I have attended numerous Professional Development (Appendix 8a) sessions and have gained insight into new ways of using ICT in the classroom. I will also ensure that I am always working with the Aids and LEAPS team to better understand each students individual learning needs. I also believe that team collaboration is an important part of engage the students. Having regular team meetings and discussions allows teachers to discuss their individual strategies and ideas for particular learners and topics. These ideas and strategies can then be adopted and further developed by others.
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REFERENCES
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references
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6a Reference list
Austin, A. W. (1993). What Matters in College? Four Critical Years Revisited, Jossey-Bass, San Francisco, CA. Barraket, J. (2005). ‘Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice’. J journal of University Teaching & Learning Practice. 2(2): 64 – 74.
Aaronsohn, E. (1996). Going against the grain: Supporting the student-centred teacher. Brown, J.K. (2008). Student-centred instruction: involving students in their Thousand Oaks, CA: Corwin Press. own education. Music Educators Journal. 94 (5). Alexander, P., & Murphy, P. (2000). The
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research base for APA’s leaner-centred psychological principles. In N. Lambert, & B. McCombs (Eds.), How students learn (pp. 25-60). Washington, D.D.: American Psychological Association.
Dewey, J. (1966). Democracy and education: an introduction to the philosophy of education. New York: The Free Press.
references
Heise, D. (2007). Differentiation In The Artroom. NAEA Advisory, 2. Huba, M., & Freed, J. (2000). ‘Teacher-centred vs. learner- centred paradimes. Retrieved from http://www.assessment.uconn.edu/docs/ Maxwell, W. E. (1998). Supplemental instruction, learning communities and students studying together. Community College Review (Fall).
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McMahon, M. (1997, December). Social Victorian Curriculum Assessment Authority. Constructivism and the World Wide Web (2012).The arts. Retrieved from - A Paradigm for Learning. Paper presented at the ASCILITE conference. http://ausvels.vcaa.vic.edu.au/The-Arts/ Perth, Australia. Curriculum#level=9&search=3a73e 4c1-4881-46d9-8529-9f8200bbf768 Pedersen, S. & Liu, M. (2003). ‘Teachers’ Beliefs about Issues in the Vygotsky, L. S. (1978). Mind in society: The Implementation of a Student development of higher Centred Learning Environment’. psychological processes. Cambridge, ETR & D. 51(2): 57 – 76. MA: Harvard University Press.
Rogers, K. B. (2002). Re-forming gifted Waterman, S, N. (2007). The democratic McCombs, B., & Whistler, J. (1997). The education: How parents and teachers differentiated classroom. Larchmont, learner-centered classroom and can match the program to the child. NY: Eye on Education. school: Strategies for increasing Scottsdale, AZ: Great Potential Press. student motivation and achievement. San Francisco: Jossey-Bass. Stuart, A. (1997, September/October). Student-centred learning. Learning, 26, 53–56.
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