M8U6A1

Thu Nguyen

Cohort 01/2016

M8U6A1

REFLECTION ON INTASC STANDARD 5

Application of content is a wide concept for teachers. The expectation of INtasc standard 5, I believe, is to engage students in problem solving relating to authentic local and global issues. Although this particular lesson did not address the highest level of the standard, it truly engaged students not only in making connections between Math and Art in the digital age through a meaningful and authentic learning experience but also helped students develop interdisciplinary skills using critical thinking, creativity, and collaboration. However, this reflection will walk you through the lesson videoed and some evidences to demonstrate my understanding about this standard.

1. The lesson’s reflection

This lesson was delivered in the last quarter of the year when I found less chance to apply the standard in full capacity. It was a continuity of the lesson for grade 3 called “Digital versus Symmetrical Portrait”. Many 21^st skills were integrated in this fun and meaningful learning experience.

Interdisciplinary, authentic, and collaborative learning

The symmetry concept in mathematics was applied in a practical view and in a fun way of learning. Students were guided to the portrait topic using their own faces. The most exciting part of the lesson was when students used Ipad and Iphone to take portrait photos of peers. The big gap between device and numbers of students brought them closer and provided the togetherness. I loved to see my students played roles such as photo directors and photographers. I enjoyed seeing their collaboration to produce high quality portraits.

The second and third day of the lesson, as videoed, were used for individual practice. Students applied symmetry concept and drawing skill to complete another halves of their faces. The most motivation was that the faces appeared proportionally compared with the originals, even though not all students could achieve this level but you can see my talented artists regardless different genders.

Using the most fashionable devices of the age

Mobile devices used in the previous lesson to produce the digital portraits were the hooks and means of learning in this 21^st century. Using this fashionable tool truly transformed the classroom to be more student-centered and engaged them in learning via playing. As videoed in the meeting with the mentor, I emphasized how important to perhaps review the current school policy regarding the ban of mobile device in the classroom. If the school was not able to provide the devices, I think BYOD policy should be applied under the control of teachers.

Teaching Strategies

Backward strategy

The final products were presented to students right in the 1^st day of the lesson. And each following day was a scaffold toward the target. Similar to project-based learning, students were clear and well-informed expectations and therefore they set a clearer mind and a proper attitude to deliver the result.

Modeling-  “I do”- is the most important part of my lesson. I explained while demonstrating each working step. I thought finding symmetrical dots or points on a portrait photo would be more challenging for this group age than on a geometrical shapes they used to in mathematics. My thought was confirmed when students entered the individual work.

Individual support

After “I do”, individual support is critical to help students slowly reach the final target. As shown in the video, some students who struggled from math faced challenges in finding symmetrical dots precisely. On the other hand, Seone, the Korean girl, in this class and her twin brother, Paul, worked extremely well even though they were newcomers of the month.

Gradual release of responsibility

On the third day shown in the video, I invited Seone to show how she found symmetrical dots in front of the class. Students were given time to complete their work of art and also encouraged to help each other in the group.

2. My evidence reflecting the standard 5

During the school year, especially in the first to third quarter, I did have many project-based experiences with elementary students. Most of the projects were interdisciplinary, literacy integrated, and subject to school-wide events. Art played an integral role and was interwoven in many ways of learning and creating. Students were guided through social studies and art or world language and art projects. Homeroom teachers, subject teachers, and I worked together and conducted lessons either in their classrooms or in mine. We were a team of teaching to ensure the best approach to student’s learning.

For example, during the African American History month, our campus was transformed into exhibition sites, which visualized the history and the progress of African American worldwide.

 

African American History Month - The Underground Railroad site by PreK-KG

Associated with “Harriet Tubman” poem by Eloise Greenfield

Harriet Tubman didn’t take no stuff

Wasn’t scared of nothing neither

Didn’t come in this world to be no slave

And wasn’t going to stay one either

“Farewell!” she sang to her friends one night

                  She was mighty sad to leave ‘em                 

But she ran away that dark, hot night

Ran looking for her freedom

She ran to the woods and she ran through the woods

With that slave catchers right behind her

And she kept on going till she got to the North

Where those mean men couldn’t find her

Nineteen times she went back South

To get three hundred others

She ran for her freedom nineteen times

To save Black sisters and brothers

Harriet Tubman didn’t take no stuff

Wasn’t scared of nothing neither

Didn’t come into this world to be no slave

And didn’t stay one either. And didn’t stay one either.

Inspired by a Picture Book of Harriet Tubman by David A. Adler and Sweet Clara

And the Freedom Quilt by Deborah Hopkinson

Beale Street’s Colorful History – Grade 1

Seneca Village project – Grade 3

 

Grouping to build 3D models of church and school

 

Other groups work on sketching and drawing

 

Fun with making and playing with toys

Likewise, Francophonie was one of the school traditions to promote French in the community. My 2^nd graders learned a poem

 

Grade 2 - La maison de Francophonie

Associated with the poem below

J’ai bâti ma maison

Sans sable, sans eau.

Le cœur de la France

Forme ses grands murs

Les bras de l’Afrique,

Le sol et le toit

Les rires de l’Asie

Les portes et les fenêtres.

Les yeux de l’Amérique

Eclairent ma maison.

Douce est ma maison,

La Maison de la Francophonie!

I hope this reflection will provide a full and clearer view regarding my comprehension and my ways of delivering this standard, despite a part of it was evident in the video. Contradicting with the traditional way of teaching and learning, I love working with other colleagues to guide students through disciplinary projects. Some projects reflect local or global issues, others don’t. The ultimate purpose of education in 21 STC is to help students realize, visualize, and apply skills or concepts learnt in real life situations and issues.