Do Now: Teacher Role on the Wall What are the qualities of a - - PowerPoint PPT Presentation

Do Now: Teacher Role on the Wall What are the qualities of a teacher?

Working with Different Learning Styles

Creating a Learning Environment for Success!

• Creating a classroom environment that is conducive to

student success and learning

• Best practices of positive student engagement
• Classroom and behavior management
• Addressing diverse populations and learning styles

The Teaching Artist - “Teacher Presence”

• Strong Authority - Warm, but firm personality
• “Fix soft, praise loud”
• “Have a plan or they will have a plan for you!”
• Be prepared to learn from your students.
• Find moments of joy!

“A teaching artist is a practicing professional artist with the complementary skills and sensibilities of an educator who engages people in learning experiences through, and about the Arts.”

• Eric Booth

Positive Classroom Culture & Student Engagement

• Creating a Safe Space
• Routines & Rituals

“There was an old lady from Wooster. She had three hens and a rooster! The rooster died! The old lady cried. She couldn’t get up like she used to.”

• Setting Expectations
• Class Agreement
• Attention Getting Rituals
• Behavior Systems

Positive Classroom Culture & Student Engagement

• Classroom and behavior management

“Discipline is teaching, not punishment.”

• Student engagement starts with the LESSON PLAN, and continues

through thoughtful facilitation.

• Develop relationships, learn student interests, create student buy-in
• Share lesson objectives
• Create leadership opportunities/student ownership

Positive Classroom Culture & Student Engagement

• Teacher Actions!

○ Run Diagnostics (Cross the room if, Feelings Town) ○ Strong Directions - Clear What To Do. “Chunking Information” ○ Plan for transitions “Gradual Release” ○ Redirect negative student behavior (Do not engage in a battle of wills!) ■ “I’m waiting for one more set of eyes…” ○ Narrate the positive/ Positive Framing ■ “I love the way so-and-so is…” ■ “Our voices are off. Our bodies are still.” ○ Proximity and non-verbal reminders. (Move closer, finger on lips) ○ Two positive choices - “You can either (blank) or (blank).” ○ “Do it again…” ○ Taking a break! ○ Delivering Consequences - Private address - Lighting-fast public correction

Practice time!

Scenario 1: Getting the attention of the entire class. Scenario 2: Getting students to form a circle. Scenario 3: Getting students back into their seats. Any suggestions?!

Who are your students?

• Diverse populations and learning styles!
• Each student has a unique style of learning
• Student centered learning - “Meeting the student where they are at.”
• Differentiated instruction - “Set students up for success!”

Modify the content (what is being taught), process (how it is being taught), product (how students are demonstrating their learning) for multiple student needs. Many students with special needs are mainstreamed into a general education classroom.

Learning Styles

Visual - Prefer the use of images Auditory - Prefer listening and speaking Read & Write - Prefer reading and writing, learn best through words. Tactile & Kinesthetic - Prefer having an experience Individual work vs, Partner/Small Group Work

Learning Styles ACTIVITY

BRAINSTORM activity ideas related to your artistic discipline(s). Try to think of a VARIETY of activities for each LEARNING STYLE. Bonus for activities that engage multiple learning styles! SHARE!

Lesson Planning & Course Outlines

Planning your semester!

• The essentials elements of lesson planning & course outlines
• Reflect on what has been gained!

(What are your take-aways?!)

• Brainstorming!

The Lesson Plan

• Student population & prior knowledge
• Essential Question
• Learning Objectives
• Students will be able to…(SWBAT)
• All, Some, Few
• Scaffolding!

Each learning objective should build upon the prior lesson’s learning

• bjectives.

The Lesson Plan

• Developmental considerations/ modifications
• Daily Activities (Scaffolding again!)
• Warm up/ hook
• Main Activity(ies)
• Transitions!
• Reflection/ cool down

Each activity should flow into the next and link back to the learning objectives.

• Materials
• Space

The Lesson Plan

• Assessment
• Authentic/Performance-based (portfolio, scene work, art work)
• Informal (class check-in, thumbs up/down, class agreement)
• Reflective (journal, group discussion, exit survey)

The Course Outline

Scope (depth and breadth of the content to be taught, including learning objectives, concepts, themes & related activities) Sequence (the order in which the content should be taught for the best learning - building on past knowledge) A thoughtfully crafted outline is a valuable and effective planning tool for you that can help you articulate what you want your students to learn throughout the semester.

The Course Outline - Share Week!

“Backwards planning” is essential when it comes to planning for your share week performance, presentation or gallery! Ask yourself...

• What CONTENT will your students have EXPLORED?
• What SKILLS will your students have MASTERED?
• What DISCIPLINE-SPECIFIC KNOWLEDGE will your students have

LEARNED?

• What ART will your students have CREATED?

NYS Learning Standards

• Standards

The Blueprints are based on New York State Learning Standards for the Arts, and as indicated in the standards (NYSLS) engage students in four ways: 1. Creating, performing and participating in the arts; 2. Understanding and utilizing the materials and resources of the arts; 3. Analyzing and responding to works of art and; 4. Understanding the cultural dimensions and contributions in the arts.

NYC Blueprint for the Arts http://schools.nyc.gov/offices/teachlearn/arts/blueprints.html

• Standards con’t…

The Blueprints form the basis for the instructional programs in the 5 disciplines (dance, music, theatre, visual art and moving image) and are built around 5 strands:

• Arts Making
• Literacy and the Arts
• Making Connections
• Community and Cultural Resources
• Careers and Life-long Learning

Benchmarks for Pre-K, 2nd, 5th, 8th and 12th grades

The Course Outline

Course Outlines and ATA Activity ​Outlines are due Friday, October 7th! Submit Teaching Artist Course Outlines here: https://wingspan.wufoo.com/forms/fall-2016-course-outlines/ Submit Asst. Teaching Artist Activity Outlines here: https://wingspan.wufoo.com/forms/fall-2016-asst-teaching-artist-activity-outline/

Let’s reflect!

What excites you about this semester of teaching & art-making? What do you want to bring from your practice to the classroom? What are some possible essential questions or learning objectives that could relate?

Small Group Work & Shares

BRAINSTORM and come up with a 20-30 minute mini-lesson. Choose a 3-5 minute portion to facilitate SHARE!

Thank you! And...

HAVE FUN!

lauralee@wingspanarts.org matt@wingspanarts.org