BEST Cluster Project:
Principles of Learning
and Teaching in Action
Jan Joyce
PoLT 4.6 2008 Endeavour Hills Campus
[email protected]
1. What was the teaching and learning challenge to which you
responded? Which PoLT did you address?
• PoLT No 4.
• Students are challenged and supported to develop
deep levels of thinking and learning
• 4.6 uses strategies to foster imagination and
creativity
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The decision to undertake scrap-booking as an elective was a response
to the lack of engagement of many students, particularly those of low
ability. The art of scrap-booking combines many elements which lend
themselves to these students:
It would involve hands-on activities
There would be no need for extensive text and strong literacy skills
It would satisfy their creative and independant thought
It could possibly improve their self-esteem by high-lighting positive
aspects of their live and showing them off
2. What was the focus of the unit of work? i.e. Key Concepts;
Understandings; Essential Questions?
The aim to include all design elements which are included in art
work forms:
•
research
•
selection
•
application
•
evaluation
Within these guidelines, the content was organised into the general
categories of:
line
shape
pattern
colour texture 3D effect
•The lesson format was to be based on content:
LAYOUT
BORDERS
HEADING
JOURNALING
PHOTOS
EMBELLISHMENTS
3. What could the students already do alone? What did the
students already know?
• Very few students had heard of it, particularly the boys. Some
of the girls had a scant knowledge, mainly through female
relatives or acquaintances who enjoy it as a hobby.
• From the KWL chart, I was able to determine that although they
knew that it vaguely involved photos, themes and colours, the
other essential elements and terminology were lacking in their
knowledge
4. How were the students assisted? eg. scaffolding, modelling,
questioning, mind maps etc. Show or list resources used and
length of learning sequence.
•
Students were assisted in several ways via modelling and
scaffolding
•
I removed and laminated over 30 examples of scrap-book
entries
•
I invited Karenne Clausen (teacher aide) to bring along her
scrap-book and show examples of different techniques
•
I allowed the students to flick through the scrap-booking
magazines that I’d bought and encouraged them to pick a
style or layout that they liked the most. By finding a good
example they could legitimately copy the style or theme of the
lay-out.
Other assistance:
Students were provided with a Rubric and worksheets for each
content area, each giving detailed notes regarding the six main
steps, room for self-evaluation and enough sketching room for
several design drafts
Watch this space for worksheets to be scanned
Other assistance (cont)
•
Students were given assistance
to improve their organisation via
means of a checklist. This
would enable them to keep
track of their progress by
marking the shapes in order.
SCRAPBOOKING
name:…………………………..
PROGRESS CHART
Please collect signature of teacher or aide, then colour in shape:
START
1. I have completed the Kchart
1
2
3
2. I have brought some photos
3. I have chosen colours and paper
5. I have completed lay-out notes
4
5
4. I have completed 6 sample lay-outs
6
6. I have completed lay-out
8
7
7. I have completed 6 sample headings
9
10
8. I have completed heading notes
11
9. I have completed headings
10. I have completed six different headings
11. I have completed heading notes
12
13
12. I have completed and attached heading
14
13. I have shown 6 examples of photo borders
14. I have completed notes on photo borders
15
15. I have completed and attached photo borders
16
16. I have written and edited two journal entries.
17
17. I have completed notes on journaling
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18. I have completed journal entries and transferred to page.
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19. I have completed 7 different examples of embellishment.
20. I have completed notes on embellishments used
20
21. I have completed and attached embellishmenrs
FINIISH
21
5. Review. How successful was the learning sequence? What
will the students do next?
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I had originally planned this activity with 8A, as a low-level literacy class. I felt
that they would benefit from the creative aspect as well as the fact that it was
hands-on and involved only a limited amount of writing.
•
After a few lessons, it became evident that the class, with limited time, space
and staff, found it difficult to keep on task and engaged. Many of them needed
strict supervision with the use of glue, scissors, stamps etc.
•
Therefore I abandoned this for year 8 and offered it to 9A which has students of
varied ability. For many of the students it was a welcome relief to their normal
class-work and a chance to highlight the more positive aspects of their lives.
•
Many other students from years 9 or 10, showed interest when they discovered
what 9A were doing, hence several requests for it to be available as an elective
in year 9/10, or even as another dimension to the photography elective
6. Evidence: Attach relevant classroom materials, worksheets,
rubrics, surveys, photographs and student work.
Bloom’s Taxonomy: Six Thinking Levels
Knowing
Understanding
Applying
Analysing
Creating
Evaluating
Verbal
I enjoy reading,
writing & speaking
Look at examples
making lists of
techniques and
vocabulary
Outline individual
themes chosen
Choose a theme
from a list developed
from magazines and
pictures
Separate each
technique into step
form
Apply techniques
taught via DVD,
teacher or guest
speaker
Judge other’s work
determining preferred
style
Mathematical
I enjoy working with
numbers & science
Know costs of paper,
embellishments,
time limits
Describe and list
equipment and
materials needed
Explain this
information in point
form for each task
Organise the lay-out
and collection of
materials
Design lay-out to fit
dimensions and
placing within given
dimensions
Decide which of the
layouts is best and
discuss why
Visual/Spatial
I enjoy painting,
drawing & visualising
Finding examples of
preferred style
Understand the
difficulty and feasibility
of various techniques
Gather information
as to how to
complete the steps
for each technique
Select materials,
tools and colours
necessary for
applying technique
Complete each
technique according
to design, following
the steps learnt
Evaluate the finished
product, suggesting
future improvements
Kinaesthetic
I enjoy doing handson activities, sports &
dance
Locate chosen
techniques to be
used from observing
a range of material.
Outline the type and
method of each
selected technique.
Show technique in
class following the
steps learnt in draft
form.
Arrange technique
on paper according
to design.
Complete each
technique according
to design, following
the steps learnt
Review each
technique separately,
suggesting future
improvements
Musical
I enjoy making &
listening to music
Find examples using
musical themes.
Interpret artist or
words by selecting
photograph or wording
Choosing personal
theme based on
musical theme
Identify the link
between the music
and the students,
via lay-out
Compose musical
insert
Recommend any
further music
Interpersonal
I enjoy working with
others
Tell the teacher,
aides or class what
you plans are.
Restate the techniques
to teacher, guest
speaker, aides
Use assistance of
other students, aides
to help complete task
Show how the
technique is to be
applied
Perform the task
according to written
step forms
Argue reasons for
evaluation choices
- for own work and
that of others
Intrapersonal
I enjoy working by
myself
Write down possible
themes, from
observing range of
material
Describe proposed
outline, explaining
theme and techniques
Show several plans,
outlines, and
methods of intended
technique
Identify which
method is to be
selected from the
draft forms
Create the chosen
task and complete as
per instructions
Discuss why this
model is chose from
the others
FOLIO
YEAR 9
FANTASTIC!
PREPARATION
Fully detailed notes,
thoroughly prepared,
grammatical and legible
Includes all elements of
design in detail including:
Research, selection,
application and evaluation
Notes are detailed and
neatly prepared. They are
mostly grammatical and
legible
Includes most elements of
design in detail including:
Research, selection,
application and evaluation
OVERALL
APPEARANCE
Outstanding layout
Excellent use design
elements;
-line
-shape
-pattern
-colour
-texture
-3D effect
TECHNICAL
SKILL
COULD IMPROVE
PATHETIC!
Notes contain some detail
and prepared. They are
mostly grammatical and
legible
Includes some elements of
design in detail including:
Research, selection,
application and evaluation
Notes contain limited detail
and prepared. They are
grammatical and legible
Includes few elements of
design in detail including:
Research, selection,
application and evaluation
No notes or detail shown.
No elements of design
demonstrated.
Very good layout
Very good use design
elements
-line
-shape
-pattern
-colour
-texture
-3D effect
Good layout
Good use design elements;
-line
-shape
-pattern
-colour
-texture
-3D effect
Fair layout
Fair use design elements;
-line
-shape
-pattern
-colour
-texture
3D effect
Poor lay-out
Limited design elements
Uses a wide variety of
different techniques which
are:
-Very detailed
-perfectly executed
-transferred faultlessly to
page
Uses a variety of different
techniques which are:
-detailed
-carefully executed
-transferred neatly to page
Uses a small different
techniques which show:
some detail
-reasonable execution
-transferred to page
Uses a limited range of
different techniques which
show:
insufficient detail
-poor execution
poorly transferred
to page
No rang of techniques
shown
Incorrectly executed
CREATIVITY
Highly relevant, personal
and connected theme
Demonstrates extremely
creative ideas, in terms of
both theme and application
Theme is well connected and
relevant to their lives at
home or at school
Demonstrates strong
creative ideas, in terms of
both theme and application
Theme is connected and
relevant to their lives at
home or at school
Demonstrates some creative
ideas, in terms of both
theme and application
Theme is loosely connected
and relevant to their lives
at home or at school
Demonstrates few creative
ideas, in terms of both
theme and application
No relevant theme
USE OF CLASS
TIME
Always begins promptly and
uses all class time
efficiently and productively.
Always asks questions
when unsure, helps others
and follows instructions.
Usually begins promptly and
uses most class time
efficiently and productively.
Sometimes asks questions
when unsure, and follows
most instructions promptly.
Sometimes begins promptly
and uses some class time
efficiently and productively.
Needs to ask more questions
when unsure, and follows
some instructions promptly.
Rarely begins promptly or
some class time efficiently
and productively.
Never asks questions when
unsure, and follows few
instructions promptly.
Completes an insufficient
amount of work
GREAT !
OK
Student work
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This is coming!