M5U3A1 - Differentiating Lesson Plans to Meet Student Needs

Differentiating Lesson Plans to Meet Student Needs

Differentiating lesson plans is a powerful tool for teachers to meet student needs. It ensures the achievement of lesson objectives and the engagement of students.

1. The Importance of Identifying Learning Profiles, Interests, and Levels of Readiness 

Research base emerges that not all children learn in the same way. In order to lead the whole class to a targeted objective, differentiation helps to engage students from who and where they are. The difference among students comes from their backgrounds and cultural links. As its result, students differ from three important ways, learning profiles, interests, and levels of readiness.

Lesson plans with a traditional model "one size fit all" are no longer exist. By identifying different learning profiles, interests, and levels of readiness, teachers see many ways not only to focus on the same key principles for students but also to pace and rate toward understanding of individuals. It forces teachers to shift their thinking from just completing the curriculum to use time and resources flexibly and creatively to assist student needs and to maximize the learning potential of each student in classrooms. Accommodating differences and sameness nourishes a learning environment in which all students can succeed and benefit.

Student interest can be a powerful motivator that teachers can take advantage of within a differentiated classroom. Planning activities and discussion which are built around students' concerns and life experiences allows the curriculum to become more meaningful to students. (Bosch, 2001; MacGillivray and Rueda, 2001; McBride, 2004; Tomlinson, 2000b, 2001a). Allowing student interests within the learning community ensures that even marginalized students find a place (Lawrence-Brown, 2004). Most students, even struggling learners, have aptitudes and passions, providing an opportunity within the classroom for them to explore and express these interests, mitigates against the sense of failure previously experienced by these students (Lawrence-Brown, 2004).

By identifying learning needs, teachers can help students to make productive choices about the ways in which they will learn best. It empowers teachers to prioritize tasks to enrich learning experience of specific students, IEP students can focus on mastering essential skills while advanced students may be challenged through independent tasks and projects.

Levels of Readiness are considered as the point of entry of each student. It requires extra supports , materials, and tasks for all learners with different levels. 

Generally, when teachers have in-depth understanding for how our students learn, there is a major impact on diagnosing student needs and planning effective supports. 

2. How to Learn about Students' Profiles, Interests, and Levels of Readiness 

There are two popular methods, external and internal data base collecting. 

Student surveys and learning profile cards are a typical way to collect data externally. At the start of the school year or semester, parents and students are invited to provide these details to administration and teachers. These are powerful messages for teachers to classify their students by learning profiles, interests, and levels of readiness.

Internal school data and previous teachers of students is more pragmatic and easier to access and obtain. Students' data from previous schools and grades should be shared to teachers who will teach them next grade. DRA, MAP, report cards, comments, and recommendations of previous teachers provide a better view about students. 

3. Why did I choose teaching strategies to meet students' needs

First of all, I want all students to succeed in the way they are like Picasso said, "every child is an artist." Visual Arts is a subject which requires and promotes creativity. Imagine how boring it is if we require students to be creative and not ourselves as teachers. Effective teaching is not only about what we are teaching but how we teach and how students are engaging. 

In order to differentiate content, I often use the most powerful tool, visual approach with video and powerpoint presentation with pauses for interaction.

However, for different learners, I will apply different processes and products. For some specific lessons, I began to use mobile devices provided by myself as the school is not equipped with assistive technology. For ADHD or tactile learners, I assign active roles like portfolio and material distributors and collectors. It helps to ensure movement in control and to eliminate potential distraction. Art critiques along the way is another way of formative assessment to ensure students on task and to identify skills for individuals.

However, my most favorite strategy is differentiating products. In each lesson, we set expected outcomes or criteria together with some choices for final artworks. For examples, in my Greek Vase unit, I allowed students to create Greek styled vase with contemporary designs of 21stc or their own inspiring stories. As its results, we produced a variety of vases and students were much engaged in creating designs more personal and meaningful which reflects their interests and backgrounds.

Learning environment and classroom climate are always important to me as an Art teacher. Physical setting with clear centers and labeled materials helps to minimize chaotic movement in transitions. Teacher-Student Relationship also contributes in learning atmospheres and solving potential conflicts.

In brief, the unit had enriched me daily in my work place. I can witness my growth in this career and more satisfied smiles on my students' faces. 

RESOURCES

http://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-john-mccarthy

http://www.edutopia.org/blog/learning-profiles-john-mccarthy

Differentiated instruction: A research basis - Pearl Subban

Monash University pearlsubban@iprimus.com.au

M5U2A2-Planning Assessments

Planning Assessments

In the unit plan of Dreamtime stories with grade 3, one of the set objectives is that students will be able to understand Aboriginal Art symbols behind each artwork.

The below three types of formative assessment were used in my lesson.

1. Entrance Ticket: 

I have a printed Aboriginal artwork hung on my board and ask a question "What do you see in this artwork?" at the start of a lesson. Students were given 2 minutes to think - pair, and 3 minutes to share their responses verbally with the class. 

I use them to assess initial understanding of Aboriginal Art which will be discussed in the day’s lesson or as a short summary of understanding of the previous day’s lesson. 

From the responses of students, I can assess their prior knowledge through the observation, analyzing, and interpretation skills. For example, most of them can relate an arrow in the artwork with a hunter or a sign of direction. However, they ignore another simple meaning, a spear. This reminds me that I should give students a useful tip in guessing symbol meanings by relating symbols with concrete or real objects found surrounding us and in nature. 

2. Keep the Question Going 

I have another artwork on the board and pose the question "What are the aboriginal artists communicating in their art?" and invite one student to answer. I do not give the feedback right after the response but invite another student to check if the given answer is reasonable or correct. Then, I ask a third student for an explanation of why there is an agreement or not. This helps keep all the students engaged because they must be prepared to either agree or disagree with the answers given and provide explanations.

3. Students Play a Teaching Role

This is my favorite technique. I like to see how students become professors in the classroom. I have an artwork and a question on the board. Then I give my answer to the whole class. This must be a wrong answer. Immediately, there are a lot of "No" going on. Then, I invite one student to come in front of the board and share his/her response and reason it.

Formative assessment is critical in teaching which gives the teachers an overview and an immediate feedback about student's prior knowledge or what have been taught by teachers and remained in students. It does not take lots of time but it decides the speed and the engagement of lesson of the day. It allows teachers to adjust activities to suit students' need and levels. It also helps teachers to measure how effective previous lessons are. In brief, without formative assessment, teachers hardly find a match for the lesson of the day.

M5U1A4 - Understanding and Applying Standards

Understanding and Applying Standards

As a full time teacher for Visual Arts, I have to refer to standards the school currently use in each unit or lesson. What I enjoy in this unit are the strategy of backwards mapping, how to unpack a standard, and write objectives. The school where I work with is on the transition stage moving from AERO to GCC (PreK-G10) and DP (G11-12). Apparently, Visual Arts still use AERO 2007. 

Atlas Rubicon is my official source for uploading unit/lesson plans and for projecting curriculum mapping, as well as for resource reference. The take aways I enjoy in this unit is techniques to deal with standards. 

Unpacking standards

I learn how to identify and understand nouns and verbs used in standards as goals and skills which students need to acquire. I also learn that each state in the US has developed its own standards and curriculum which all schools within need to follow. This is a very good foundation for a better alignment among schools and students, especially for new teachers.

The subject I teach follow AERO standards 2007 which is very general and the school did not have detailed curriculum for Visual Arts. Art teachers have to build their own curriculum and unit/ lesson plans were not updated frequently. Due to the management change this year, we spent the first half semester to test Renweb but failed with its lesson plan function. Despite explanations from teachers, the new management decided to switch off Atlas until they realized that it does not support planning lessons and standards the way Atlas does. The decision came to switch on Atlas starting from February.  As its result, our first half year lesson plans were still with Renweb and we almost don't have time to reconsolidate and put them back into Atlas.


Backwards mapping

I really like to use this method in working out unit and lesson plans. Standards should be used as a reference and final results should be clearly identified to drive activities taught and learned.

What we want students to be able to achieve at the end of the unit is the key question to drive each unit or lesson plan. 

For example, with grade 3, I identify that at the end of the unit, my 3rd graders understand the role Aboriginal Art in the history and culture of Aborigines, dreamtime stories, and its symbolism. Students then use Aboriginal Art techniques to illustrate their own stories. This is an interdisciplinary project in which students will demonstrate all 21STC skills to produce group digital stories like creation, student's choice and voice, technology integration, communication, and collaboration.

Therefore, a combination of two standards should be blended, History of Art and Making Connections. Students will understand how art has influenced and defined history and culture and will recognize that art objects, motifs, and styles define cultural identity. Students will make connections between the study of art and art careers. (e.g., architect, photographer, graphic designer and book illustrator).

AERO standards 2007 - Visual Arts 

Clear Objectives

Objectives should be smart, meaning it needs to be clear and specific, measurable/observable, attainable, relevant/results oriented, and target to learner/ desired level of learning.

In order to meet smart objectives, learning activities need to be well planned, meaningful, personal relevant, and fun to engage students' focus. 

For example, in my Aboriginal Art unit, the following activities were used to help students to achieve objectives.

a. Understand meaning of symbolism used in Aboriginal art works

Game base learning was used in Art class. To understand Aboriginal symbols, students work in group play a guessing game with 3 different levels. Each level consists of 10 symbol card and 1 hand out paper in which students fill their guess for each symbol. When completing, the whole class meet to see the correct meaning projected on the board. Students will count the correct answers and the total points, then move to the next level. This game had no award, just verbal motivation and time counting.

b. Use Aboriginal Art symbols and techniques in illustrating their own stories
Three activities were used.

Students meet with popular writers and illustrators so that they have a general idea about a career called book illustration and reflect what they remember with LA teachers.

Writing stories in groups: A story map hand out is given to each group and students work together to brainstorm, align story sequences, and define job for each member. 

Skill learning and practice: students study two Aboriginal Art techniques, dot painting and X-ray and apply learnt skills to illustrate their own stories

c. Create digital story books

Students use Microsoft Photo Story to produce audio stories by importing pictures of each scene and record voice on each page of stories. 

d. On time turn in and teamwork assessment

All above activities require collaboration and good teamwork. Some students were absent or travelled during the project, so the others did help to complete pending works in order to catch up the due date. 

Student's final products

Seven creative stories written and illustrated by 3th graders.

CONCLUSION

Understanding how to unpack, use, apply, and deliver standards is the key to succeed for teachers. It helps teachers to align with school standards, ensure the continuity in learning and teaching, and provide interesting, meaningful, and personal learning activities relevant and necessary to students' future careers.

M5U1A2 - Standards and Backwards Mapping

Standards and Backwards Mapping

BACKGROUND

I am currently teaching Lower School Visual Arts. The school where I work with is on the transition stage moving from AERO to GCC (PreK-G10) and DP (G11-12). Apparently, Visual Arts still use AERO 2007. However, AERO standards for Visual Arts is very general. History of Art, for example, aims to arrive at an historical understanding of the origins of artifacts within specific world cultures, asking about the circumstances of their making, their makers, the media used, the functions of the images and objects, their critical reception and not least, their subsequent history.

REASONS BEHIND CHOSEN STANDARDS

My goals in teaching this subject is to build two key foundations for my elementary students, the love and grade level skills. Visual Arts is a special subject which does not require tests or exams. However, students should use art skills every day in almost subjects they learn, such as Math, Science, Language Arts, and Social Studies. Without writing, speaking skill and art skills, students hardly convey their thought to others. 

One of the best way to bring students' focus in this subject is to make connections between Art and Literacy in a modern way, and to provide meaningful learning which reflects student's choice and voice. Taking into account that Lower School promotes reading habit and writing workshop this year in all grade levels. Many writers and illustrators have visited our school and shared inspiring stories how they became famous writer and illustrators. There came the idea to combine two standards in one unit, using Aboriginal Art technique to illustrate creative stories and convert stories books into digital books. 

This is a combination of two standards, History of Art and Making Connections. Students will understand how art has influenced and defined history and culture and will recognize that art objects, motifs, and styles define cultural identity. Students will make connections between the study of art and art careers. (e.g., architect, photographer, graphic designer and book illustrator).

AERO standards 2007 - Visual Arts 

At the end of the unit, my 3rd graders understand the role Aboriginal Art in the history and culture of Aborigines, dreamtime stories, and its symbolism. Students then use Aboriginal Art techniques to illustrate their own stories. This is an interdisciplinary project in which students will demonstrate all 21STC skills to produce group digital stories like creation, student's choice and voice, technology integration, communication, and collaboration.

3 PROFICIENCIES 

At the end of the unit, students will be able to:

- understand meaning of symbolism used in Aboriginal art works

- use Aboriginal Art symbols and techniques in illustrating their own stories

- use Photo story to convert story books into digital books

3 ASESSMENTS

At the beginning of the unit, I clearly present how the final works look like and the timeline given in each period we meet. This is a group project and students are free to choose in a group of four or five. 27 students of two classes of grade 3 made 7 groups. Summative assessments, formative assessments, and critiques along the way were used to help students meet the goals. Each group will be assessed by the three criteria below.

- Final story books including six scenes with proper writing and illustration using Aboriginal art techniques and symbols

- On time 

- Team work

MANY LEARNING ACTIVITIES

In order to meet the set goals, chop chunk strategy was used in planning activities in each lesson. Through this project, students experienced many fun and new activities.

- Meet with popular writers and illustrators: students have a general idea about a career called book illustration and reflect what they remember with LA teachers.

- Game base learning: in Art class, to understand Aboriginal symbols, students work in group play a guessing game with 3 different levels. Each level consists of 10 symbol card and 1 hand out paper in which students fill their guess for each symbol. When completing, the whole class meet to see the correct meaning projected on the board. Students will count the correct answers and the total points, then move to the next level. This game had no award, just verbal motivation and time counting.

- Listen to Dreamtime stories: reflect and illustrate stories learned on group posters

- Writing stories in groups: A story map hand out is given to each group and students work together to brainstorm, align story sequences, and define job for each member. 

- Skill learning and practice: students study two Aboriginal Art techniques, dot painting and X-ray and apply learnt skills to illustrate their own stories

- Use Microsoft Photo Story: to produce audio stories by importing pictures of each scene and record voice on each page of stories. 

All above activities require collaboration and good teamwork. Some students were absent or travelled during the project, so the others did help to complete pending works in order to catch up the due date. 

CONCLUSION

This is a big and long, but meaningful and joyful project for elementary students. Our final digital stories were a hit in this Spring Art Exhibition when all seven stories were presented on display boards and projected on a big screen. It was an excellent mix between traditional and modern exhibition where audiences could enjoy visual and auditory presentation at the same time. Students were proud to share their great works with the community and parents.

RESOURCES

http://www.projectaero.org/AEROplus/arts/index.htm

Understanding by Design Templates, Essential Questions, and Assessment

http://jaymctighe.com/resources/downloads/

Understanding by Design: Overview and Template

http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf

Common Core Big Idea 4: Map Backward

http://www.edutopia.org/blog/common-core-map-backwards-jay-mctighe-grant-wiggins

ASCD Author Jay McTighe: Greatest Lesson Learned

https://www.youtube.com/watch?v=KUtzbJtS1aY

Backward Design

http://edglossary.org/backward-design/

M4U6A3-Reflecting on Concerns/Fears

Reflecting on Concerns/Fears

I could not imagine the forth module with six units has come to an end like a blink. This is a unit that I found out so many useful tips that have transformed my daily teaching life into another direction. In another words, I have found myself more skillful and professional in managing classroom environment. In this reflection, I am going to share my areas of fears/concerns and confidence, as well as PD activities which I found helpful and applicable.

1. Fears/Concerns

The school where I currently work with is not equipped for students with disabilities. However, I think I have some concerns or fears regarding students with behavioral problems.

a.  Consistence in teaching rules

Rules and Consequences are defined and visible in almost classrooms. Discipline codes with three tier are clearly written in the student and parent handbook. What is missing, I believe, is the alignment and consistence in teaching rules from lower to higher grades. Frankly, ECC students are the best who understand and respect rules and consequences. It is simply because they understand, practice and are reinforced every day. Upper grade students seems lack of reinforcement and positive support. Is it because of students or teachers?

Many students in upper grades don't know or forget the simplest rules in the assembly like "Quiet sign". Once the quiet code was introduced, each teacher need to take it into account of their daily routine to help students get used of it. Being consistent in teaching and executing rules is more important than just having rules and consequences.

b.  Prevention is the best treatment

I often see many LS seniors having lunch in the office of the school counselor or the principal. They know that place is for negative behavior consequences. But some seems end up there quiet often, like three days in a row. They might receive worse detention but I wonder if it is the best solution for them.

A short reinforcement at the beginning of each day and a review at the end of each day and a accumulative report each week might be helpful. A small change from teacher's management style can make a big difference in students' behaviors. I have witnessed such a big change in my classroom with seven different grade levels and 240 students three weeks ago. Along with reinforcement, the verbal recognition and appreciation is helpful to form positive behavior allies. Peer pressure should be used in this case where positive behaviors are formally rewarded. A wave of change will gradually influence students with behavioral issues.

c.  Parents

Regarding behavioral problems, some parents do accept behavior report from teachers, some don't. Some collaborate with teachers and continue recommendations from teachers at home with their children, some don't. Some openly share their concerns with teachers, some don't. Even some refuse and defend teachers who seek for home support. As a result, many teachers dare not to report the truth, and negative behaviors will remain unchanged, spreading, and escalating in another level. 

Teachers may meet some parents who often use punishment to discipline children at home. This does not align with PBIS philosophy. I met with two couples in the past PTC who do not have time for their child and rarely visit the class. They admitted their sons at home behaved like kings in front of caregivers, and therefore, it was no surprise for them to be noticed about their bossy style at school. At home, they failed to correct their own children. These parents were recommended by the homeroom teacher to visit all subject teachers for further details. They came see see and authorize me to use strict disciplines to their children.

On the other hand, I met with some Asian parents who often respectfully seek for advises from teachers to be consistent in teaching their children academically and behaviorally. They drop and pick children every day and often look for chances to talk to teachers rather than waiting for PTC. Parent involvement and openness for behavioral reports is critical for children success and for teacher's life.

d.  Senior students

I notice senior students in Lower School and Upper School are more misbehaving than their junior counterparts. With the physical and psychological change, they exhibit more "I' than "We". It is more challenging dealing with these groups, especially for first hand teachers. One small flame can become a big fire. Teachers need to be trained and skillful handling classroom as well as behaviors. Continuous tracking and weekly report may be more helpful than office lunch consequence. Like being said, an ounce of prevention is worthy than a pound of cure. PBIS works well if students are convinced by positive exemplars.

2. Areas of Confidence

Along with this course, especially this module, I enriched my professional skills in handling student behaviors and classroom management. There are three areas which firm my confidence regarding behavior management.

a. Clear rules and consequences + Reinforcement

Being clear and objective in executing rules is my daily teaching practice. I realized that management skill helped to decrease headache and issues and to increase learning time. Only two minutes of reinforcement at the beginning of the lesson right the time I meet students in front of the door can ensure a smooth transition and environment during 45 minutes later.  

b. School Discipline code

It is clearly mentioned in the student and parent handbook with three tiers. It is a general direction for all, teachers, students, and parents. 

c. Strong ECC team

ECC teachers in my school are experienced and skillful educators. They have built a foundation for a young learner to be ready for learning. Most ECC students behave inside and outside their classrooms.

3. Helpful PD activities

I witness myself growing everyday with what have been learning so far. Teach-Now opens my mind to the education world surrounding me. I am also able to find good advises from other teachers and experts in the field. It is helpful and useful to watch videos of the experienced teacher like Ms. Noona, and first hand teacher like Mr. McKinstry on how they manage their classrooms and negative behaviors.

This year, PD is one of the main focus in this school. The management level, especially the PD Director often organizes many courses for all teachers, both expat and local hired, focusing on teaching and learning environment, and teaching mindset. We had a session regarding growth and fixed mindset and how teacher's words print in student's mind.

Co-teaching is another PD opportunity for teachers in the same grade and same school. I also think about teacher exchange program where teachers come and work for a certain period of time in the other school to demonstrate or exhibit their good or best practice. The idea behind is to exchange experts and to expose fresh teachers in working with professional teachers. Those who get these on site training will be active changing agents. 

As mentioned in my meeting this week with the school PD Director, I see myself growing more professional in managing classroom and student behaviors. Before this module, I used to get stuck with some negative behaviors which sometimes made me stressful and so worried. I found good tips and answers in this module, and often reflected and tried to implement learned tips in my daily teaching life. All in all, I care not only my profession but also for my students who I believe are all basically good and will remain behaved if I manage them professionally and skillfully.