M8U4A1

Thu Nguyen

Cohort 01/2016

M8U4A1

REFLECTION ON INTASC STANDARD 3

"How your classroom looks like?" has become the most common question in teacher interviews recently. Many research study the impact of learning environment on learners and learning results. Environment itself does not only mean the physical setting but also the atmosphere, the liveliness, the dynamics, and the engagement of both teachers and students in an inclusive classroom.

This video is just a snapshot of how my classroom looks like, sounds like, and feels like. With grade 2 in this lesson, we were learning about Australian Aboriginal Art and the final artwork was a class project, an audio story combined artworks of the whole class and the voice of each student recorded on his or her work.

Individual and collaborative learning environment integrated with the use of technology

Prior to the lesson recorded in this video, we spent many periods to learn about Australian Aboriginal Art and its techniques; students were introduced to one of the famous legends named Rainbow Serpent the Mother of Life; then each decided the scene he or she wanted to create and the technique to apply. Giving students choice in making artwork encourage their commitment and also boost the confidence for some individuals who do not really like art or are not patient in art. For example, dot painting looks simple and easy for girls but time consuming; therefore, it will be a challenge for some ADHD individuals or boys. Opposite to this time-consuming technique, X-ray color using white pastels can be quickly done within some minutes. Many students chose to do both and that is fine because artworks need to show the main character in its rainbow colors.

After individual work, students sat together and record their voice that was videoed. I used the Photo Story, a friendly-used software of Microsoft that fits perfectly to this project. The lesson helped students to understand each artwork was valued and integral part in this class project. Individual works could be quick or late; but the collaborative work requires more rules and respect. Students were provided a number that related to their artworks in the order of the story and sat in three groups to practice rehearsal. When the time for rehearsal was up, the whole class would be required silent to observe each other demonstrate their voice recording. Intentionally providing only one laptop for this session helped students respect turns of others as well as practice audience behavior. I would announce numbers orderly, the student who held that number would stand up, come to the recording center and started the recording. The whole class would be required to be quiet and observing.

Positive and respectful social interaction – Grouping and Pairing

The time for group rehearsal and individual recording were planned to foster the social interaction and behavior. With small groups, students helped each other in reading strips and telling story in an appropriate voice. I liked the way my students worked together, took turn, respected other’s turns, and reminded one another in a respectful manner. I saw they helped peers in the group to catch up with the speed expected. I was impressed when my girls voluntarily offered helps to boys who were either shy or slow readers. During the recording session which was strictly required a silent classroom, I used many non-verbal communications with students and saw them to remind some distracting ones using the similar expectation. The rule of respect and was evident in an inclusive classroom.

Active engagement in learning and self-motivation classroom through a relevant and meaningful product

I believed the engagement and self-motivation rooted from a meaningful and personal learning experience. As mentioned, giving students choice was one method to ensure the commitment and self-motivation. Integrating technology, however, will boost the engagement of students in this digital age. I’ve never seen a child saying no to any online game on tablets and computer. I also rarely see seven or eight year-old children dislike stories. Obviously, children at this age are story factories with their incredible imagination and creativity. Creating a lesson relevant to age and interest was my original plan. I loved to see our final product like a story, furthermore, an audio story that can be shared and reviewed any time with their friends and families. When I introduced this idea to the class, they were bursting with excitement and told me they did not do anything like that before. This was my Aha moment when I knew I was doing something just right for this group. Moreover, when we displayed this story on a big TV screen in our Exhibition, we received many positive comments from parents, colleagues, and English teachers.

A safe, inviting, and student-centered setting

If there is some small things teachers can do to create a welcoming and safe environment, and maintain a close relationship with students; that is to greet them in front of the class door. One or two minutes can minimize potential behavior issues and reinforce expectations. It is evident at the beginning of the video. Space, time, and safe movement are also provided adequately for the group and individuals. As a subject teacher working with 240 students, I made sure my student’s folders or portfolios visibly organized by grade, class, and name. A corner of appreciation and inspiration called Artists of the month was eye catching for those who first enter my class. Walls were used to display artworks by theme or by class. Glass windows, Principal office, Director office, and teacher lounge were my favorite places for displaying my student’s works. My classroom was a place that many students of elementary loved to come visit with their friend, siblings, and parents to show their pride of creativity. My classroom was also my second home where I loved each corner, each student who came learning with me, and each artwork they created.

Relationship and Communication

Greeting student does not only help to create a welcoming and inviting atmosphere but also ease the communication and relationship, especially with those who have behavioral issues. For junior students who are not allowed to create their own email addresses, a visible and simple mailbox is proven effective for exchanging comments and feedback with students. I love reading their cute handwriting and short messages. I found out this is a powerful way to listen to student’s voice which is not necessarily compliment but also constructive feedback like this. “Mrs. Le, I think I like to have more painting lesson than drawing.”

With the purpose to open a two-way communication with students and parents, I created a Google site to post my student’s works by grade and by name. My site was received many positive responses and feedback from students and parents. As a subject teacher, I received average ten percent of parent visit in the each parent teacher conference. I thought it would be helpful to provide an informative and frequently updated site. Even I did not count visits online and at each exhibition but through feedback of some parents and colleagues, students often advertised their proud works anytime possible to friends and family members. I had a powerful source of marketers who urged their parents come check the site every night and visit the semester exhibitions.

In conclusion, learning environment and student-centered setting can be anything teachers can do to make learning possible, positive, and engaging.

M8U3A2

Thu Nguyen

Cohort 01/2016

M8U3A2

REFLECTION ON INTASC STANDARD 2

The last two INTasc standards require time, plan, and commitment. In order to demonstrate evidences of meeting these standards, I will use both video and recital.

For the standard 9, I would mention some profession development days that I joined or led at this school as well as my personal learning plan and learning networks that I apparently built for a continuous improvement in this field in the future. I might also include a reflection about the Teach-now course and some other online courses that I have taken or will take in the future. I would also share one service-in day that I took part as a trainer for the new grading and report system.

Regarding ethical practice, I guess it should happen every day unconsciously or intentionally via our words, gesture, actions, attitude toward one another. It can be also embedded though our lessons and student’s presentations or products. Beside the ethical practice toward students, I will share my way of showing respect toward the host country, Cote d’Ivoire, and how my inspiration pave the love of students to African arts and lead the award that one of my students received in the regional art challenge held by AISA in this January.

As for the standard 10, the leadership and collaboration can be demonstrated in the most common sense. Each teacher is a leader in his or her class. The leadership skill is definitely obvious in order to manage classroom and to lead students. I fortunately had an opportunity to serve as a leader of the special teachers consisting of four subjects: Music, Art, PE, IT/Library. Honestly, I would rather call this position as a representative than a leader because no one in our group can replace the others in their profession and in case of absence. Nevertheless, I could show a strong spirit and tie that we built to strengthen our collaboration through our meetings, plans, projects, and discussions. One-year term was a bit short for long term strategies to be fully implemented. I would hope some our projects and plans to be continued under the leadership of my successor.

Representing the group, I had a chance to join weekly Lower school leadership meetings. Since I couldn’t get the approval for videoing these meetings, so I would recite what we have done this year relating to policies, text books, computer center, standards and curriculum, and tests and result interpretation, etc ... All was to continuously improve learning and teaching.

In short, the last two videos would be a collection of what have been done and will be done in my teaching career. 

M8U3A1

Thu Nguyen

Cohort 01/2016

M8U3A1

REFLECTION ON INTASC STANDARD 2

A lesson can be considered successful when both the teacher and learners were engaged and shared the same cognitive flow. I did experience that feeling in this lesson. I am going to share how individual differences were interwoven in an authentic and meaningful learning in a diverse and inclusive classroom.

Unique designs

The success of the lesson rooted from the planning stage. In this lesson, my 4^th graders explored clay with two basic hand-building forms: pinch pots and coil pots. Before the lesson videoed, we had a large group discussion from which I got an idea how many students in this class experienced clay. It was not a surprise that most of 4^th graders knew clay and its characteristics, and their flashy eyes told me they were exciting about this lesson. Good start, I thought. In order to avoid abundances and help students meet their potentials, I asked them to draw designs on papers under one condition that the design and its colors needed to show one of the following criteria: interests, hobbies, and cultures. The excitement began from this moment when students knew they were going to work on something unique representing them or in the other words, their signature products.

Intentional Grouping and Peer Helping

On the second day, the day the lesson was videoed, students came to turn their own designs into 3D models. Before the class met, I carefully examined each design in order to classify them in groups. Grouping students by designs not only helped me to facilitate students better but also to allow them the learning exchanges and sharing. So many things I learned from looking at these designs like where they came from, who they were, and what they liked to do or cared for. An exciting feeling told me that the final products would talk all about those who made them. In the other words, the artist’s identity was interwoven in her/his product.

Modeling and Gradual Release of Responsibility

When the class resumed, I did my presentation along with modeling and visual aids. Student then sat in groups and worked on their designs. The time was my most concern. Within one period forty minutes minus ten-minute instruction, my students were left only with no more than thirty minutes to build their 3D models. Surprisingly, most of the class was able to complete the work within the given time. It proved that when learners were clear what was expected and when they experienced authentic learning activities, they could make it done despite the pressure of time.

Individual support and Proximal Zone of Learning

It was extremely demanding to facility each person in a big class size. Peer helping was not enough. As shown in the video, I spent extra time with three students: one English language learner, one advanced, and one low student. The advanced student wanted to perfect her model by making a lid for her bowl. The low student needed more accommodations because he found difficult to complete the work with time pressure. And the ELL needed help to fix cracking lines for her fragile clay flower. Slowly guiding these students to unblock their problems

Inclusive classroom

The engagement and the excitement of students were one of the evidences of an inclusive classroom. The commitment and motivation in learning rooted from allowing students to bring individual interests, cultures, and identities into their own designs. Learning exchanges were also fostered and facilitated via seat arrangement and grouping students who shared similar interests and same choice of designs. Individual accommodations were also evident in the video for the ELL, advanced, and low learners.

In conclusion, this lesson was the one we, students and I, best satisfied with the process, the products, and the result.

M8U2A1

Thu Nguyen

Cohort 01/2016

M8U2A1

REFLECTION ON INTASC STANDARD 1

The role of teaching and learning, I believe, is not to ace standardized exams but to master the knowledge. For subjects without high stake tests like Visual Arts, learning is not only to master the concept but also to develop perception and evaluation at appropriate age level. This reflection is about my understanding about children development for age from six to seven, my teaching strategies used in the lesson, and my self-evaluation comparing with the INTasc standard 1.

Psychological Reference

The two psychologists below have a strong influence in my teaching plan.

According to Piaget, children ranging between six and seven years old are in between the pre-operational and the concrete operational stage. At the stage of pre-operational, young children are able to think about things symbolically, an ability to make one thing stand for something other than itself. From the age of seven, the major turning point of the cognitive development, children can work things out internally rather than physically try things out in the real world.

While Piaget's theory is based upon biological maturation and stages, Bruner identified the three stages of cognitive representation: enactive, iconic, and symbolic. The symbolic stage, form seven years and up, is crucial for cognitive development via the means of language. I believe that most of my 1^st graders, in this school with no disabilities acceptance, are ready for this lesson, physically and cognitively.

AERO (American Education Reach Out) Visual Arts Standards Reference

Referring to one of the four key standards indicated in AERO, there is a similar area focusing on the development of perception and evaluation. By the end of grade two, students will be able to use the language of art to describe art works, communicate ideas and feelings about works of art, judge and evaluate art works using the language of art.

With these two backgrounds in mind, I approached the 1st graders with the lesson about Art Critiques for their Matisse Cut-Outs. It is important to mention that this was the first time Critiques was introduced to this age level. Normally for elementary students, it is often happening from grade three up. My ultimate goal via this lesson was to help students to develop their perception and evaluation, and finally to self adjust their art works based on peer critiques. However, the first experiment was always noteworthy, there was always successful stories and learning lessons.

Teaching Strategies

To facilitate this lesson, I used large group discussion with guided questions written on the board and modeling strategy. I explained clearly the meaning of the new term “Critiques”, the purpose of the lesson.

Following a normal process of Art critiques, I had three art works marked only with numbers and without names, hung on the board. In the focus lesson, I demonstrate steps to critique, model how to use language of art respectfully and honestly and proper posture. After the “I do” session, I invited some students, who were to the artists of these art works, to the board and slowly guided him or her to the process of “We do together.” The rest of the class was also given chances to help providing there were other viewpoints. So there was a chance of movement and engagement even in the focus lesson.

Those being invited to the boards were students who needed support in my particular subject or in some other subjects, as I knew from the other teachers. Even the critique was modeled only for three samples, at the end of this session; students were able to revisit their own works of art with a clearer perception, a more objective evaluation, and finally they were more willing to make some adjustments necessary. My ultimate goal, therefore, was achieved.

There are, however, certain improvements needed that I noticed not only after the video but also after each lesson I taught.

Emotional and social aspect

At this age, it is extremely sensitive for critiques. I did think about this aspect before approaching this lesson, but lacking of real life experience in doing such a task made me nervous in handling frustration of a student in this class. It is common sense that people are likely pleased with compliments and positive comments rather than constructive feedback even how honest it is. So are my students. They found difficulty taking the viewpoint of others like Piaget’s theory in his pre-operational stage. This is one of the biggest concerns for teachers to apply critique in elementary level. During my hand-over time with the predecessor, I was strongly recommended not to think about critique for students of early childhood and elementary levels. On the other hand, the colleague of the secondary level always reinforced this strategy. I believe critique, when it is approached properly; it plays a critical role in cognitive development of students.

Accommodation

If given a chance to redo this lesson for this grade level, I will use the art works of the other class at the same grade to eliminate personal emotion and potential frustration. When students are used to critique, I will slowly follow the normal route.

I may think about psychological preparation before running this lesson by using the visual approach. Maybe using a funny video about Art critique, I will let students watch and discuss how to provide an honest and respectful critique before emerging them into the real situation.

In conclusion, the lesson was planned to deliver the 1^st NTasc standard and one of the AERO four critical standards in my subject. The ultimate goal of the lesson was achieved. However, the social and emotional aspect needs to be carefully planned with some accommodations.

M8U1A3

Thu Nguyen

Cohort 01/2016

M8U1A3

REFLECTION ON THE TEACHING VIDEO

I used to video my beloved ones but rarely taped myself. However, the most important module in my journey to be a certified teacher requires such a challenging task. After having many lessons recorded and reviewed, I am now convinced that by watching and learning from my videos, I did improve many skills in my teaching practice, I did realize so many things happened in my classroom, among my students during my instruction time, I did draw some important notes for further improvement, and lastly I did see myself in a clearer way.

This reflection shares what I believe I did well as well as rooms for further improvement.

What have been well done?

This lesson was built in the concept of cross-skill and cross-curriculum for kindergarten level. Via this lesson, students were able to make connections between Math and Art, to improve their numeracy writing along with basic drawing skills.

From watching this video, I believe I did well in the following areas.

1. Learning environment

An impression of safe environment, active engagement, and positive interaction was evident. Students were provided space and time in each activity, from large group focus to individual practice. My students participated actively in the large group discussion and in my modeling session. They were very respectful and thoughtful in commenting on other’s works in order to enable further improvement rather than hurting feelings of others; this was a typical learning culture promoted in my classroom.

2. Instructional strategies and assessment

The lesson followed the concept of gradual release of responsibility. The new concept and skill were directly explained and modeled in the “I do” session. When students were working at their tables, I employed “We do” strategy by step by step demonstration, small group practice, and individual support. As its result, the following day of the lesson, students were able to self-assess their own artwork, to work in their own (You do it alone.), and even to fix own work based on peer feedback.

3. Student development and content knowledge

As mentioned above, the purpose of this lesson was to help improving backward writing that has been common for this age level combing in an art skill lesson. With that concept in mind, the flow of the lesson began with having students call out numbers hidden, then having some trace those numbers, and finally asking students to write numbers down. The approach, from easy to more challenging tasks created a logical and cognitive development. On the other hand, interaction was the key in our focus lesson; students were given chances to move to the board and to write numbers with the teacher during the modeling session. Kinesthetic is extremely important for this age group, not just only for ADHD students. The focus lesson allowed students to do so by moving from their seat to the board while reasoning their answers.

For new vocabulary - hidden - used in the lesson, I made sure to tap into students’ prior knowledge by asking them what they knew about this word first. After having students to share their own understanding by their own words, I concluded the definition in order to clear the understanding. This follows the concept of linguistic and cognitive development. Likewise, another fun aspect was to allow students observe and make connection between the shapes of body parts of the bird and numbers. By doing so, students will enhance their observation and drawing skills.

What need to further improve?

Given more time to redo this lesson, I would end the lesson in a different way, not just only exhibition. For example, I would have my students to draw one living thing or non-living thing in which there are at least two hidden numbers are found.   

Anyway, I believe my teaching skills will be improved with time, with more practice, and with continuous professional development courses. Videoing teaching lessons will become an integral part in this journey.

M7U2A3 - Reflection

Thu Nguyen
Cohort 01/2016
M7U2A3

CLASSROOM MANAGEMENT REFLECTION

In my classroom management, I learned many critical techniques from other colleagues and from the manual "the Art and Science of Teaching" by Robert J. Marzano. 

1. Memorize all student names of the whole elementary school

As a subject teacher, I found out it was a challenge for me in remembering all student names and knowing them as personal as their homeroom. I admired some other colleagues how they could remember their students thoroughly. To learn more from them, I requested some interviews and listened to their sharing. When it came to the real life, it was still challenging me until the end of the first semester. But now, after one year working with such an amount of students, I learned how to best memorize names, student interests and hobbies, and something special about them; and reflected in the checklist of this activity.

2. Bulletin board praising effort and academic exemplars

This was a topic of discussion between my colleague in the same department and me. My intention behind this setting was just to praise positive behaviors and to acknowledge excellence that will be a source of reference, motivation, and inspiration. The critique, however, was a force of comparison and competition, and that hurt feelings of others whose works were hung. 

I honestly didn't see so. Since some works considered exemplars were up, more and more student tried to make best of them just to be recognized and appreciated. I didn't mean to promote competition over collaboration. I mean to inspire students via the best of the best. No inspiration, no effort. No effort, no spiritual award. No spiritual award, no continuous improvement. I believe collaboration can be employed in learning activities but the best works of art or of efforts must be recognized, praised, and appreciated by teachers and peers. 

Praising the best may hurt those who have not yet been the very best. Let's think about how the best can influence peers to be as best as they are. Therefore, my students had many chances to speak, to share about what, why, and how they deserve my star award or appreciation cards. As its result, many students who used to get the works done quickly spent more time to fix their works at their best. This is my intention and high expectations.

3. Classroom decoration

Why should a subject teacher spend time for decorating her classroom? Well, it was not because I had to work with young learners, but the classroom was a second home for my students and myself. Before setting up my room, I closed my eyes and recalled my childhood memory about a dreaming classroom. I wanted to create an inviting and safe feeling via an attractive and welcoming decoration. I took time to regularly alternate student works on the wall, and created an online virtual classroom for parents to visit artworks of their children at home. By doing so, I received of course many positive feedback and also negative ones. One of critiques was that the room did not look like art room but elementary homerooms. Until I read the Art and Science of Teaching, I knew what I had done was confirmed and right.

4. Greeting students at the class door and Promoting student feedback via a Visual mailbox

I honestly didn't do these before learning about the techniques to establish and maintain an effective relationship with students. When applying these tips, I realized how effective they are, I believed that an effective relationship benefit my teaching and engage students better in their learning. I loved reading letters of my 1st and 2nd graders with cute handwriting. I became addicted to respond to them and felt missing them crazily over the summer. In this busy world, I believe that I need just to seize, to think, and to do something, even little things to us as teachers, because those things may be big and meaningful to young learners. 

In conclusion, I saw myself growing and many positive improvements in my relationship with students as well as my classroom management skills after exploring this magical manual. Given a chance to be back to the field, I believe I will make it better than what was done last year.

M7U2A3

Thu Nguyen

Cohort 01/2016

M7U2A3

CLASSROOM MANAGEMENT CHECKLIST

As a subject teacher, I work with 240 elementary students ranging from Pre-K to grade 5. With that amount of students in mind, I design a classroom that can accommodate all and each student. Below is a checklist for an effective classroom management.

A Positive Classroom Climate

1. Know student names, their interests and specials

-       Study student names beforehand. (I use the school data system to study the names of students by grade, by class.)

-       Remember student names and call their name correctly. (I spend some weeks for it.)

-       Use the first lesson to have students create their own folder/portfolio on which they are encouraged to draw themselves and families, their interests and hobbies, or something represents her/him. Inviting each student to introduce her/himself is a good way to remember student name and their interests.

2. Introduce myself, my interests, hobbies, and style of teaching

-     By doing so, I assume students get to know me better the same way I wish to know about them.

3. Greet students in front of the class door and engage brief conversations

-     By doing so, I let students know they are invited and welcome to my classroom.

     

High Expectations

1.  Communicate subject expectations using verbal and visual aids

            -   At the beginning of the school year and at each new lesson, I explain my expectations in terms of academy and behaviors verbally, upon the mutual agreement, make posters and hang posters on the wall or somewhere visible in the classroom. Some middle school and high school teachers have students signed contract, but I did not apply this procedure in the elementary level.

2.  Set up one bulletin board for artwork exemplars and one for character stars of the month

            - Incorporating with character education program, I set up these two areas of inspiration where students are encouraged to try their best in both academy and character development in order to be praised on board.

3.  Agree on the ways of communication

            - Face to face communication and feedback takes place in class with students. For parents, emails generated from the school system will be used. Calls are used only in case of emergency.

            - A mailbox like is set up on one class door where students can leave me a message in case I am not around or we can’t find time to talk in the class. This is helpful for elementary students since most of them don’t have private email addresses.

Rules, Norms and Procedures

1. Set up classroom rules and consequences with students and have a rule poster on the wall

- The first week of school is the ideal time to do this. However, reinforcing students during the year is necessary and critical to minimize cases of rule violation.

- Five rules in my classroom:

2. Set up classroom jobs, have the job poster on the wall, and agree rules to assign job holders

            - In Art, many cleaning jobs need to be done before students come and after they leave the room. Engaging and assigning jobs to students fairly help to develop their responsibility.

            - Jobs in my class:

·         Distributing folders

·         Distributing materials

·         Collecting materials

·         Cleaning materials and seat works

·         Managing the sinks

·         Rolling the matt

·         Assisting teacher and peers

3. Agree on verbal and nonverbal signs for attention, bathroom use, and excuse

            - In my classroom, we agree to use the school nonverbal sign with one hand up and one finger of the other hand on the lip when the attention is needed. For verbal sign, the teacher says the common code “1 2 3 eyes on me.” and students response “1 2 eyes on you.”

            - Bathroom use is reminded and recommended before entering my classroom. In the middle of the class, students have to ask for permission of either the teacher or the assistant.

4. Agree on material access rule and transitions

            - Students are supposed to touch materials when using or needed and put them back in order.

            - Transitions between activities require movement without noises.

Managing Behaviors

1. Star award is applied for each positive behavior. Students will write their names on the stars earned and glued stars on the class bulletin board.

Bulletin board for positive behaviors

2. Acknowledgement and recognition

- Verbal acknowledge and recognition for individuals who demonstrating positive behaviors.

- Praise students with appreciation cards at the end of each semester.

- Have students talk in front of the class about what, why, and how their efforts deserve appreciation.

- Mention these efforts in conferences with their parents.

3. For negative behaviors, depending on the levels of seriousness and repetition, each misbehavior will be reminded verbally or nonverbally, decided to proceed to principal office and counselor referral. Given the misbehaviors are within the teacher control, students will be requested to put their name tags into a blue box. At the end of the lesson, I will record the names in the behavior session of the school system.

Students will put their names in this blue tab in case of misbehavior is observed

 

At the end of the day, a record will go to the school system 

Behavior Management chart

De-escalation Strategies

1. Classroom physical set up – Refer the floor plan below.

           

2. Apply seat chart and seat re-arrangement, especially for individuals experienced behavior issues.

3. Apply Withitness strategy

            - Greet students at the door, reinforce the rules and expectations, and make students aware of my close attention to them

- Engage eye contact with those who exhibit negative behavior at the minor levels.

            - Circulate or occupy the entire room when students are at work.

            - Quietly move in the direction of suspected or misbehaving students to minimize interrupt the whole class.

            - In case of serious conflicts or misbehavior, stop the class, separate suspected individuals, and apply graduate actions like private talk, office/counselor referral.

M7U2A2

Thu Nguyen

Cohort 01/2016

M7U2A2

REFLECTION ON LESSON PLAN

In the three lessons planned in the previous activity, two were for grade 3 and one for grade kindergarten Visual Arts. I am going to reflect how 21stc skills were embedded, how technology was used, and areas for further improvement.

21stc skills outcomes

For grade 3 level, the lessons aim at the application of the skills learnt and collaboration with peers to create works of art. Students understand how art skills are used or related in art relating careers such as illustrators, storytellers, and photographers. Students are highly encouraged to demonstrate literacy skills along with creativity, communication, and collaboration with their groups. The Creative Dreamtime story lesson is planned to accomplish the above goals. Understanding Australian Aboriginal Art, its dot painting and X-ray techniques is the beginning part of the project; students will then apply these techniques to illustrate their own stories in groups, and finally convert stories into audio versions.

Skills can be learned at the very best when their application in life and in subjects is comprehensive and at least visualized. Many middle school and high school students tell me that they don’t see why they should learn something like trigonometry in mathematics. It makes me think about the purpose of education in general and of each subject in particular. Building cross-skill and cross-curriculum lessons helps students make connections and apply skills learnt from one subject to another. For grade 3, the digital versus symmetrical portrait lesson helps students to make connections between mathematics and Art through the symmetry concept and associating with photography skills. Likewise, the hidden number lesson for kindergarten focuses on numeracy skills and drawing skills. At this age level, according to my experience, some still write numbers: 2, 3, 4, 5, 6, 7, and 9 backwards. Helping students write numbers in a different subject than mathematics and then transform the numbers into animals is as fun as spying numbers hidden in artworks.

The use of technology and areas of improvement

In this digital age, technology is an integral part of teaching and learning. For teachers, it is an effective and assisting tool in working areas such as planning lessons, explaining new concepts, managing behaviors, and assessing students. Especially in visual arts, it is a powerful tool enhancing visualization and comprehension.

Two out of three lessons above require technology aids during my presentation; a computer, a projector, and speakers are fundamental normally. Furthermore, in the later stage of the Dreamtime story project, my 3^rd graders need thirty microphones to record their voices. This is an area being overlooked in my original plan because I couldn’t imagine a lab with thirty desktops had only headphones, not microphones. My original plan is to join IT teacher in the voice recording session at IT lab where students work in groups, record their voice, and combine audio and photo files using the Photo Story program. The finding leads to an accommodation. I provide my own laptop together with the only desktop provided for teacher use in my classroom, and set up two recording centers. It means I need only one microphone, which I could lend to my students. It turns out good as students have time to observe the modeling group and demonstrate respect when others are recording. However, I need to have plans for those who finish their work early.

Learning from the previous lesson, in the digital versus symmetrical portrait lesson, I tried to gather and borrow devices beforehand. I am pretty clear that the school policy does not allow elementary students to bring their own devices into classroom. To compromise, I provided my own devices plus some lent from my family and friends. As expected, the most exciting part was when my 3^rd graders use IPad and IPhone to take portrait photograph of peers, and then use editing functions to create own portrait styles. We had such a fun way learning with these devices even some of my students still thought they should have learned using mobile devices with IT teachers, not with an Art teacher.  

Regarding the use of technology in assessments, I honestly did not use it as much as I wish in my particular subject, visual arts. Most of our summative assessments take the form of real works of art displayed in the annual exhibition for the community to enjoy and to judge. In class, formative assessments are employed in the forms of art critiques, teacher’s feedback, peer feedback, self-assessment and group evaluation. If I had a chance to redo these lessons, I’d rather use Google forms, quizlet, and Kahoot to create quizzes or survey as pre-assessments and formative assessments to better address the needs of individual students, and their levels of readiness.

Relating to behavior and grade management using technology, I used the school paid system called Renweb, supporting communication, report cards, grades, and behavior related with parents. Comparing with some other applications like Class Dojo, Teacher Kit, Instant Classroom, etc..., Renweb is more inclusive and school-wide functional instead of individual class use. For exceptional cases, parents will be informed via the system, followed by meetings with respective teachers.

Hoping to take into account some 21stc skills at the elementary levels and to take advantage of technology of the age, I did some modifications and renovations when possible in order to make my lessons more interesting, more realistic, and more engaging for my students.