The Gradual Release of Responsibility Method
M4U2A3
------
The objective of the project is to allow students a freedom in their creativity and to
help students visualize any design they like into a 3D form using clay. Students first chose a model and sketch it on a paper, then share with the class how their model will look like. This video records the second day when students turn their own design into a 3D form.
Even though some students in this class told me that they know how to
make clay pots, I believe not everyone has the same experience and skills. So I
apply the “I do” strategy right in the beginning of the lesson. I introduce the
goal of the day, tools and safety rules, new terms and skills to be used in this
activity. No matter what type of design will be made, principle skills need to be learned. During the modeling session, I use many questions to check students’
prior knowledge and explain careful each stage of the process. This is the
golden time to share useful tips to produce a firm, stable, and well attached
works as well as to avoid some common issues students normally have with this
type of material. My focus lesson was only 10 minutes.
The main time in my class was used for the strategy "You'll do it alone." The task today allowed students to apply what they observed and knew during
my modeling session, and to work independently. Even the final artwork will be individual; students were grouped by
their choice of design. This is the best way for them to share materials,
skills, and to solve problems collaboratively. Students who were done their
work or had experiences became tutors for those who first time touch this work
and this material, while I circulated around the groups, mastering students
became young teachers for their peers and they demonstrated problem solving
skill.
There are some students who need extra helps and can’t work within a
given time frame. There is where “We do it” works. When circulating around the
class and interacting with students, I could identify the need of additional
instruction from some students. For these students, what they really need from
the teacher is tips to solve their problems. Encouragement, motivation,
remodeling are the keys to help them overcome their obstacles and continue with
the class. We’ll do it is not only happening with students who need extra helps
but also with gifted talent students. I spent extra time after school on the same day with three students, two of them could not complete their works in the given time and one gifted talent who wanted to make an extraordinary artwork as per the Royal Russian bowl. Like Marina in this class, this is her
first time to build her own design by clay. But she does not like to make an
easy model, she wants a bowl with a lid, kind of Royal Russian style. She spent
extra time with me after school to complete her design. Encouraging student in
taking risks and nourishing creativity is the key to guide students to become
real artists.
This lesson went well in a lively, creative, highly collaborative atmosphere. 45 minutes passed like a blink. Time flied and we all experienced a cognitive flow when we highly focused on an engaging activity to make our designs happen. Students find their joy and passion in visualizing something personal and meaningful artworks. They worked independently and collaboratively, interacted with the teacher and each other in the same group and with other groups, shared their result, and helped each other to solve problems.
No comments:
Post a Comment