M8U8A1

Thu Nguyen

Cohort 01/2016

M8U8A1

REFLECTION ON INTASC STANDARD 7

A good work requires a good planning, an appropriate execution, and back-up or ad-hoc solutions. An effective teacher is a master of all these factors to compose a meaningful lesson for students. Most of the time teachers spend is not for speaking and teaching in the classroom but for planning what they are going to teach. According to the local law in this country, Ivory Coast, the total in-class time of a teacher should not exceed eighteen hours per week, teachers are required and provided the sufficient amount of time for their back stage work, planning for instruction.

Building cross-disciplinary skills

One of the most recommended skills of the 21SCT for students to demonstrate is cross-disciplinary. This lesson is planned to help kindergarten make connections between Math and Art. From my experience with this age level, some students still write numbers backward. So this hidden number lesson in Art aims at both tackling this issue and developing drawing skills for young artists. Before launching this lesson, I did refer to the school standards for math of this particular grade, then debriefed my plan with the homeroom teacher and agreed the approach in order to make sure we aligned.

Meeting learning goals

With that goal in mind, the lesson focuses on numbers that are often written backwardly. (2,3,4,5,7,6,9). One number will be learned at once. After each drawing lesson, students will be able to call out hidden numbers from the artworks, trace them using fingers, then write them confidently. During the focus lesson, as videoed, students gradually build a strong connection among lines, shapes, and numbers. They see how lines connected to make numbers, then shapes, and finally pictures. When students follow instructional steps, they develop not only the drawing skill but also enrich eye and hand coordination. The lesson helps to strengthen student’s number writing skills, to build up basic drawing skills, to connect math skills in art, and vice versa.

Teaching strategies

Interactive instruction is the key to check the prior knowledge and to engage student’s participation. Questions are used to facilitate thinking and stimulate correspondence. Statistically, the hook at the beginning of the lesson promises the engagement and the commitment of students at the later stage. Clear objectives are evidently stated to ensure students are aware of what will be learning and is expected of them.  Holding the focus session not more than ten minutes enables students at this age level stay in focus. This is the key I’ve learned and experienced. Teacher long lecture is one of the least preferable things in student’s dictionary, and in everyone’s, I believe. Managing time and ensuring the delivery of the content are perhaps the most challenge I faced at the beginning of the year. After daily self-reflection and listening to my students and my assistant, I’ve improved dramatically my management skill.

Everyone needs time to digest, to practice, and master the skill. The portion time for individual practice can make up to 50 percent in my plan for each lesson, along with small group strategy, students are provided space, time, and individual support when needed. Re-demonstration is always needed. The understanding of the students in the focus lesson does not guarantee immediate independence. So critical is “we do” strategy. As videoed, I intentionally change the position of the board to make sure the best access and vision for all students at each instructional step and the supervision to two small groups at work. Praise, motivation, and immediate feedback are often used to direct students in each progress that they make.

Art talk or critiques is held in a fun and simple way. Empower students is the key for inspiration. The career spirit day is actually out of my original plan. But I immediately find it perfectly fits in my plan of that day. Students come dressed in their future job costume, a part of social studies curriculum, and share about their choice. Manon who chooses to become an artist is given a real chance to lead the class. Her aspiration for art truly makes the talk easier, more meaningful, personal, and reasonable to herself and her peers. It is a proof of peer learning. It is evident when Leo seeks for Manon’s feedback and then automatically realizes that a background is needed.  The responsibility is completely transferred when students demonstrate can-do attitude.

In conclusion, planning is the heart of a smooth lesson. It takes time to think, to write, and even to foresee unexpected issues but its result always deserves. All the effort is paid back from the moment I see the shinny and satisfying smiles on student’s faces for their own artworks and they are aware of what should be done to perfect each detail.