Accomplished Practice 7 - Human Development & Learning
 
 

PREPROFESSIONAL: Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities.


Artifact 1

Stephanie Musser
Teaching and Learning Process EPI0020
Instructor: Ms. Crill Head
Assignment: Student Motivation to Learn

Ideas to motivate students:

  • Communication of expectations
  • Direct Instruction
  • Classroom Climate
  • Challenging and achievable various tasks Relevance
    “Contextualizing” learning.
  • Attribution Retraining
    Modeling, Socialization, Practice exercises

The three ideas that I thought would best suit my future art teaching career and help motivate the students are classroom climate, contextualizing learning and attribution retraining.
Classroom climate is very important as the atmosphere the teacher creates from day one sets the tone for the rest of the school year. As a teacher, it is very important to recognize individual differences, learn names, arrange seating, establish expectations, be available for your students, encourage them and provide immediate feedback. There are many ways to assess students in art such as writing an essay on the various art movements, famous artists, art in world cultures and projects. To help motivate students in art, create a rubric that measures skill and improvements.
Display space is essential in an art classroom and maybe one in the hallway for other students to see. Displaying students art is a way to communicate showing expression, creativity and accomplishment. Art teachers have a responsibility to provide their students with a safe and hazard-free learning environment. Be thorough on inventory and on current conditions.
When art teachers use contextualized learning, they are helping students see how art skills can be applied in the real world. A good example would be taking students to an art museum to learn about the process of installing an art exhibit including all jobs involved, for example, the responsibilities of a curator. Then have the students put on a school art exhibit.
Attribution retraining is good for students who claim “I can’t do anything in art.” Rather than allowing the student to become preoccupied with the possibility of failure, help the student focus instead on finding their strengths and interests and apply them to projects; encourage students not to give up and keep trying. While it’s true that some students have a natural aptitude for art, it is that aptitude combined with desire, persistence and learning of techniques which make an artist.


Artifact 2

Stephanie Musser
Instructional Strategies EPI0002
Instructor: Ms. Marilyn Hawkins
Assignment: First Critique Japanese Origami Lesson

I forgot to address what grade I was teaching at the beginning. Early on I seemed in control of the classroom. I did not get frazzled during the technical difficulties. I did not show weakness. I was not defeated, I kept going with the lesson. I only had a brief moment of complete silence while I was working on the computer. For future reference, I need to verify compatibility with the hardware being used and to do a dry run. Practice projecting my voice, a little soft during lesson. I interacted and kept on top of the students and not ignoring them. Showed enthusiasm. The lesson plan seemed to keep the students interests. The examples gave incentive to try different projects. I wasn't aware that one of the students did not like frogs so, I immediately gave her the flying bird instead and gave another student the frog. I said ok folks instead of ok class. Forgot to write vocabulary and standard on the board. I messed up on the history 100 BC should have been 100 AD. I had 2 back up plans 1 did not work and the other I did not use because I was not sure if quicktime was on the computer. In closing, forgot to recap on the lesson for student comprehension. I really wished the class could have seen the completed project. Relax, breath and smile :-)

 

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