They claim if art educators want to be taken seriously, they have to make other arguments to justify their significance in the classroom. The authors’ examines the framework of studio art of several art educators and observes how they teach and what the students learn in the classroom. The book is divided into three parts: studio classroom, studio habits of mind, and integrating studio structures with studio habits of the mind. Each part examines teachers and their practices in the classroom. The authors conclude, visual art teaches students not only art making but an understanding of the art world outside the
Urban Education Pedagogy In 1994, Gloria Ladson-Billings created the term “culturally relevant teaching”, which refers to pedagogy that empowers students intellectually, socially and emotionally (Coffey, 2008). Ladson-Billings created this term based on research and observations of teachers who are successful with low performing students and students of color. Culturally relevant teaching involves using culture as a tool to provide students’ with knowledge and skills. In general, it is a theory that allows teachers to build connections between students’ home and school lives and activate their prior knowledge (Coffey, 2008). The three principles for implementing culturally relevant pedagogy are: 1.
According to Duma (as cited in Rabkin, 2014, pp. 8-9), art integration is Art integration at best makes the arts an interdisciplinary partner with other subjects. Students receive rigorous instruction in the arts and thoughtful integrated curriculum that makes deep structural connections between the arts and other subjects. It enables students to learn both deeply. The practice of making art, and its performance or exhibition becomes an essential part of pedagogy and assessment, but not just in art or music class.
Teachers should get support in form of supervision. It can be seen from the research that teachers expressed their confusion regarding assessment in general and formative assessment in particular. Therefore, the school management needs to provide opportunities for their teachers to participate in a variety of professional development such as workshops, seminars and in-service programs. The programs should particularly focus on helping teachers have general knowledge of formative assessment by providing some technical terms related to formative assessment. In addition to this, these programs also help teachers realize the importance of using formative assessment as well as encourage them to develop skills required for using
IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers to develop personalized learning for all educators to help with using new technology in their classroom. Educators were given an opportunity to teach learning sessions about something they feel they do well or choose learning sessions relevant to where they were with the ease of using technology using the SAMR model. Teachers could also create a TEPS project that involves exploring an educational project that can improve the classroom, and they earn graduate hours. Domain and Understanding that the ideas addresses: Domain III: Systems for Capacity Building Understanding: 0005 Understand how to use professional development for staff, faculty, and self, to promote lifelong learning and the success of all student
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Under this definition, it can be said that assessments become formative when the information is used to adapt teaching and learning to meet student needs. When teachers know how students are progressing and where they are having trouble, they can use this information to make necessary instructional adjustments. These adjustments may be reteaching, trying alternative instructional approaches, or offering more opportunities for practice and they can improve student success. Black and Wiliam (1998a) conducted an extensive research review of 250 journal articles and book chapters winnowed from a much larger pool to determine whether formative assessment raises academic standards in the classroom. They found out that formative assessment produce significant learning gains as measured by comparing the average improvements in the test scores of the students involved in the innovation with the range of scores found for typical groups of students on the same tests.
Recognizing and honoring these differences through “varied approaches to content, process, and product” is the purposeful way a teacher can create a differentiated classroom (Tomlinson, 2001, p. 7). As students interact with content, process it and create products, teachers need to track progress and grade student work. This paper is a review of literature and reflection on grading in a differentiated classroom. Summaries of Literature Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom
Dewey has me believing his theory of this is that the students come into a classroom with a problem that is “living up to a teachers requirements” as students call it. The problem is that the teacher wants us to know what they know and for us as a student to be able to satisfy them with the knowledge teachers believe we have. Dewey has a similar article to Freire they both believe in a type of educational tool for students. Dewey perspective is broader, that we have a well maintained standard of learning and the educational system should continue these methods because by adapting to the teacher’s requirements in order for use to learn what needs to be
The primary vehicle for this is the teachers that deliver the curriculum in the classroom. These teachers are responsible for balancing the educational curriculum set by state or governing bodies, while presenting a worldview in line with their schools own vision and mission statements. Within this curriculum an opportunity will arise to explain metaphysical phenomena (Dowson 2014). Within this explanation, the worldview of the teacher will be conveyed, even if it is contradictory to the view of the schools (Naugle 2005, Sire 2014). In research conducted by Smith (2011), he commentated on the projection of young adults and the challenges they face.