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Choices for Middle School Students Cynthia Gaub North Middle School Everett School District.

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Presentation on theme: "Choices for Middle School Students Cynthia Gaub North Middle School Everett School District."— Presentation transcript:

1 Choices for Middle School Students Cynthia Gaub North Middle School Everett School District

2 ~How I found TAB and Why it made sense for my classroom~

3 Continuum of Choice-based Teaching and Learning Explicit Curriculum Teacher- Directed Emergent Curriculum Student- Directed No choiceModified ChoiceFull Choice Teacher assigns content and media Teacher chooses content, student chooses media Or Student chooses content, Teacher chooses media Teacher is flexible with curriculum in response to student interests and needs Students are problems finders and problem solvers Students select content and media all of the time Students have full ownership of process, direction and outcomes

4 Other Modifications CHOICE AS REWARD Students have choices when required assignments are completed Students have choices at designated times One day per week/month At end of unit of study NEAR-FULL CHOICE Occasional teacher-directed assignments to meet state and district requirements

5 Teacher Role Choice-based art education supports multiple modes of learning and teaching. (Douglas et a., 2002) Types of Teaching included in the Choice-based Classroom: Direct teaching and indirect (resources) Whole-group demonstration and discussions Small group teaching One-on-one interactions

6 Students take on the role of teacher. Student Roles: Problem solvers Artists Peer coaches Self initiated groups Sharing work with the group or class

7 Classroom Set-up FULL-Choice –Media related centers –Variety of reference materials –Students choose media for experimentation and for finished work –Students move freely from center to center –Environment attractive, inspiring –Environment organized for group and individual work

8 Classroom Set-up MODIFIED-Choice –The same but with occasional restrictions on media –Once student has selected media for project, they are expected to stick with that media.

9 Structuring time FULL-Choice –Brief, whole group demonstrations –Small group instruction –Students plan outside of class –Students work at personal pace

10 Structuring time MODIFIED-Choice –The same but with more attention to deadlines –Alternating Lesson days with Studio Days –Providing Short idea or technique demos

11 DEMONSTRATIONS Short and Sweet (less than 5 minutes Full-TAB) Present some information in visual form that can become part of your centers for later reference. Show them NEW Menus. Early demonstrations can be how to use NEW materials/techniques that students can use independently right away. Share complex materials/techniques after some have mastered easy ones

12 Content Selection FULL-Choice –Students decide on the subject of their work based on interests, may be inspired by teacher demos –Students decide when to work in groups or solo –Students decide when to experiment with materials and when to focus on long term finished projects

13 Content Selection MODIFIED-Choice –Teacher assigns the subject using Themes –Group work is permitted on some projects –Experimentation is encouraged as it relates to the current project if it moves the student towards a final project

14 Managing Materials, Tools and Resources Highly organized for ease of use Students take responsibility for care of room/materials Students help to collect materials, beginning art process Choosing materials important part of the process

15 Center Managers

16 Special Supplies Clear Shoe door hanger bags

17 Centers: Menus Menus give visual instructions or inspiration related to that center. If it is a question you have to answer repeatedly you probably need a menu. Large, laminated and with images in your age level KID Speak

18 Ben Talks about Choice…

19 Genesis Talks about Choice…

20 Kodi Talks about Choice…

21 Assessment Choice-based art education utilizes multiple forms of assessment to support student and teacher growth. Artistic behaviors are honored and noted in the ongoing assessment process Teacher-created documentation captures observations of students artistic behaviors, needs and accomplishments Rubrics are negotiated between students and teachers and are broad enough to affirm student differences Self-assessment occurs on a regular basis, both informally and with self-reflection writing Collaborative assessment includes peer coaching, group sharing, curating exhibitions and conferencing with the teacher

22 Resources Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom by Katherine M. Douglas and Diane B. Jaquith

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