As a teacher professional, art integration can play a very important role in the classroom as it is a “dynamic process of merging art with other disciplines in an attempt to open up a space of inclusiveness in teaching, learning, and experiencing” (LaJevic, 2013, p.2). Defining and understanding what art integration looks like in the classroom is an essential component to successfully and effectively bring true integration of arts into the classroom, instruction, teaching practice, etc. It is the understanding that art integration is not enhancing art into the disciplines, but rather using art in an intentional and purposeful manner. Art integration is not creating pieces of art to decorate and/or enhance the classroom, it is not the use of art to fill up class time or as a fun busy-time activity, and it is definitely not used for classroom controlled (LaJevic, 2013). According to Duma (as cited in Rabkin, 2014, pp.
What similarities do you share?” The idea is to relate The Outsiders to students’ lives for students to become more engaged in the reading and maintain the novel’s events by relating events, characters, etc. to students’ lives. IPTS 1C relates to this performance activity by how the competent teacher relates students’ lives and development into a lesson. I learned prior knowledge and incorporating students’ lives into a lesson greatly impacts student learning. Performance Activity 23: Observe and record how the teacher manages the classroom.
Critical thinking skills, academic knowledge, creative expression, thought and expression are of many ways arts integration enrich and deepen students understanding of arts and academic disciplines. As I implement arts integration within my classroom, I will carefully plan learning goals embedded within the curricular areas and national standards for arts. Building on a student’s knowledge and skills creates a quality foundation for art instruction. Staying consistent and reinforcing, each integrated art discipline through various models of instruction will implement a successful foundation of arts instruction with core
Thus, through the provision of opportunities provided by reality pedagogy for the teacher to be a part of student activities, practices, and rituals, a more accurate reflection of student culture in the classroom is delivered. Cobern (1996) argues that these realities, experiences, and artifacts that students have are what make them feel, think, and act in particular ways. When educators and researcher try to understand the connections between students’ realities and the ways in which they feel, think, and
The process involves four major steps: attention, retention, reproduction, and motivation. In a classroom setting, students with externalizing behaviour observe their peers’ habits and can model those habits to reflect theirs. They also examine the effect of Observational Learning Theory and imply that social interaction as advocated by educational philosophers Piaget and Vygotsky assist students with externalizing behaviours not only learn from their peers but also, they can learn through interaction in the learning environment. They further suggest when students with externalizing behavior are given the opportunity to teach their fellow students they may acquire a sense of belonging, responsibility, and pride. Vygosky’s Zone of Proximal Development using principles of the guided learning theory asserts that students learn
This article presents a qualitative study done to find out how teachers are integrating the arts in their classrooms. Data was gathered through personal experiences, teacher interviews, classroom observations, focus groups and written tests. The arts are extremely important to the development of the child as they encompass many disciplines and promote higher levels of thinking. However, arts can easily be devalued simply by the way that teachers/administrators present them to the students either in the form or decoration or a meaningfully constructed piece of art. The author attempted to answer a single research question: How do teachers understand, implement and experience Arts Integration?
53). Everhart also noted that “using visual details developed inferences and interpretations that might describe more fully what was happening” within a source (p. 53). Keeping these models in mind, we created our lesson plan to help students in the Brooklyn Connections program understand that historical documents are open to interpretation and critique. We also selected sources that focused on visual learning by asking students to view photographs and maps and to interpret the content. At the same time, we provided guided notes for teachers to distill the general overarching ideas students can take away from the
Cultural sensitivity requires that teachers interpret their students' behaviors within the cultural context of the student. They understand the cultures represented in their classrooms, and reflect on the instructional implications brought about by this cultural knowledge. Then, they develop learning tasks that are meaningful to the student. I advocate for the statements presented in the reading: “Children whose language and culture correspond more closely to that of the school have an advantage in the learning process. Children whose experiences are devalued or unrecognized become alienated and disengaged from the learning process.” I am teaching an AP Spanish Culture and Language course at Piedra Vista High School.
Moral development is the gradual development of an individual’s concept of right or wrong – conscious, religious values, social attitudes and certain behaviour. Kohlberg’s theory of moral development can be used by teachers in classroom in following ways:- - Incorporate role-playing and use of scenarios to teach objectives of Family and Consumer Science curriculum. - Develop tests that use scenarios and questions specific to the scenarios. - Develop projects where students must use skills of application and evaluation - Develop method of incorporating student input into classroom disciplinary procedures. - Develop writing assignments for classroom disciplinary infractions.
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
This help is instructional exercise direction for ELLs offered by our bilingual certified educator three times a week. Our bilingual instructor meets with classroom educators to survey instructive qualities and needs of ELLs keeping in mind the end goal is to meet their academic