M8U5A1

Thu Nguyen

Cohort 01/2016

M8U5A1

REFLECTION ON INTASC STANDARD 4

The two INTasc standard four and five were intentionally combined in one lesson called Digital versus Symmetrical Portrait. Portrait is one of the most popular topics in Visual Arts and there are many ways to introduce artist’s portraits to elementary students. Knowing that my third graders were in the middle of the ratio unit in mathematics, I developed this lesson in order to help them make connection between math and art, and to apply math concept in art.

Referring to AERO Visual Art standard

Standard reference is critical in developing a lesson. For this group age, AERO standard emphasizes the connections between the studies of art and art careers, in this particular case, photographer. On the other hand, students should understand and use principles of design, and one of these is symmetry. I’d like to bring my students to that level, to show them why they need some art skills in their real life and for their future. I didn’t want to burden students, especially those who struggled with math, by repeating the same concept. Using the different approach to address the ultimate purpose, it was to help them understand how symmetry concept is used in art.

Meaningful learning experience

To create a hook and an exciting learning experience, we spent the first period to explore about the digital portrait. Students took turn to take portraits of peers, to edit portraits, and to get ready for the printing these portraits. The motivation was that students knew they were working on their own portraits and therefore they were carefully in tiny details like how they looked, what their expressions were, and how to shoot a high quality portrait.

Accessible learning using mobile devices

Thanks to the currently convenient technology, my students explored digital portraits using the most up-to-date mobile devices of this age such as Ipad and Iphone. Unfortunately, the school I worked with had no such facility for teachers and students. Nevertheless, I really wanted to see it possible in my classroom by providing my own devices. There were, however, some concerns before hand if I violated the school policy or if the IT teacher should approach this skill. I still went ahead and tried this lesson with a belief that technology makes learning more personal and meaningful.

Teaching strategies

Tools of learning

In order to facilitate the concept and the skill, I used Ipad and Iphone as a tool of learning. Understanding the nature of the students in the digital age, I took this advantage to launch a lesson with mobile devices. It was evident that technology could transform the classroom dramatically. Experiencing a new way of learning, students became more exciting, more active, and therefore, they found learning interesting, even those who didn’t show their fill attention in this subject.

Considering Ratio 1:7

I was thinking about the ratio between devices and students but still confident to go ahead with this ratio. Ideally should it be 1:2. However, I didn’t have that luxury dream and my students understood our situation, so they showed their commitment by respecting turns and worked rather well together. There was only one case, as videoed, when student refused to participate in either group because he used to or liked to have one device for him. When being convinced that device was for learning, he finally chose to work with one group and it was him who shared at the end of the next lesson that working together was better for his learning.

Group-work-share

It turned out to be a good method when working under a restriction condition, 1:7, to nourish the teamwork and the collaboration among group members. The class was divided into two groups and each group worked with one device at their own pace. Students who had experience with the device helped those who had less or even no experience using smart devices. But everyone did like touching it, using it, and learning with it. I enjoyed seeing my students vote for the group leader and helped each other adjust the hair, the shoulders, the eyes, and even the smiles.

Tapping into the prior knowledge by using questions - Right is right strategy

As shown in the video, I began the lesson by announcing the topic of the day, and then asked students questions to check their prior knowledge. It was the moment I could estimate how interesting students would be for the rest of the period. I also explained the definition of key terms, asked students to repeat terms, and encouraged questions if any.

Clear instruction and expectations

As per my experience, even though there were ninety percent of students in the class understood the concept, it was necessary for the teacher to cover again for the rest ten percent who was still out of nowhere. My instruction began with the final product and expectations. Then I made clear the time and work to reach that end by providing working steps with the new application, hints for do and don’t, as well as rules of working.                   

In short, what I enjoyed in this lesson was not only how I could show my mastery of the content taught but also how my students show their mastery in a fun, meaningful, and engaging learning experience. The following part of this lesson will be demonstrated in the next week’s video.                               

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.