Transcript ASW Overview Longx - Arts Education Wikispace

Why does the state test
teachers?
Accountability and Reporting
Elementary and Secondary Education Act
1965
No Child Left Behind
2002
ESEA Waivers
Race to the What?
Analysis of Student Work
Support
● How to create Timelapse Artifacts
● Take home a cheat sheet and work with your PLTs for additional
support.
The First Verb
Revised Bloom’s Taxonomy
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5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
What do these verbs mean?
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5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Revised Bloom’s Taxonomy
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2.
3.
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5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Revised Bloom’s Taxonomy
Let’s practice making
paper cranes.
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6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Apply
Revised Bloom’s Taxonomy
Why do people make
paper cranes?
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4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Understand
Revised Bloom’s Taxonomy
What would you need to know
and be able to do, to teach a
person to make a paper crane?
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5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Analyze
Revised Bloom’s Taxonomy
Which one is better?
Evaluate
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2.
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5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Revised Bloom’s Taxonomy
What is this stuff called?
Where does it come
from?
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3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Remember
Revised Bloom’s Taxonomy
How can we put these
individual paper cranes
together to create a unified
sculpture about peace?
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2.
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5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Create
Revised Bloom’s Taxonomy
Remember- Retrieve relevant knowledge from longterm memory.
● Recognize
● Identify
● Retrieve
● Recall the dates of important events.
Revised Bloom’s Taxonomy
Understand- Construct meaning from instructional
messages, including oral, written, and graphic
communication.
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Interpret
Exemplify
Summarize
Infer
Compare
Explain
Classify musical instruments by family.
Revised Bloom’s Taxonomy
Apply- Carry out or use a procedure in a given
situation.
● Execute
● Implement
● Use cross-hatching in a value study.
Revised Bloom’s Taxonomy
Analyze- Break material into its constituent parts
and determine how the parts relate to one another
and to an overall structure or purpose.
● Differentiate
● Organize
Revised Bloom’s Taxonomy
Evaluate- Make judgments based on criteria and
standards.
● Judge
● Critique two different performances of Macbeth.
Revised Bloom’s Taxonomy
Create- Put elements together to form a coherent or
functional whole; reorganize elements into a new
pattern or structure.
● Generate
● Hypothesize
● Plan
● Design
● Produce
● Construct
Which 5th grade Clarifying Objectives
would you choose for
a lesson in which students made
Origami Paper Cranes?
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Visual Literacy
5.V.2.2 Use ideas
and imagery from
the global
environment as
sources for creating
art
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Visual Literacy
Use
5.V.2.2 Use ideas
and imagery from
the global
environment as
sources for creating
art
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Visual Literacy
Use
5.V.2.2 Use ideas
and imagery from
the global
environment as
sources for creating
art
Evidence
First Point in Time
1. Use paper folding
and patterns to
make an origami
paper crane
symbol of peace.
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Visual Literacy
Use
5.V.2.2 Use ideas
and imagery from
the global
environment as
sources for creating
art
Evidence
First Point in Time
Evidence
Second Point in Time
1. Use paper folding 1. Use paper
and patterns to
folding and
make an origami
patterns to
paper crane
make an
symbol of peace.
origami paper
crane symbol of
peace.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
5.V.3.1 Evaluate
how to manipulate
tools safely and
appropriately to
reach desired
outcomes.
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evaluate
Visual Literacy
5.V.3.1 Evaluate
how to manipulate
tools safely and
appropriately to
reach desired
outcomes.
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evaluate 1. Make a paper
Visual Literacy
5.V.3.1 Evaluate
crane and selfhow to manipulate
evaluate on how
tools safely and
you used your
appropriately to
tools safely.
reach desired
outcomes.
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Evaluate 1. Make a paper
Visual Literacy
1. Make a paper
5.V.3.1 Evaluate
crane and selfcrane and using a
how to manipulate
evaluate on how
teacher created
tools safely and
you used your
rubric, self–
appropriately to
tools safely.
evaluate on how
reach desired
you used your
outcomes.
tools safely.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evaluate 1. Make a paper crane
Visual Literacy
and self-evaluate on
5.V.3.1 Evaluate
how you used your
how to manipulate
tools safely.
tools safely and
2. Make a paper
appropriately to
crane and selfreach desired
evaluate on how
outcomes.
you used your
tools safely.
Evidence
Second Point in Time
1. Make a paper crane
and using a teacher
created rubric self–
evaluate on how you
used your tools safely.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Evaluate 1. Make a paper crane 1. Make a paper crane
Visual Literacy
and self-evaluate on
and using a teacher
5.V.3.1 Evaluate
how you used your
created rubric self–
how to manipulate
tools safely.
evaluate on how you
tools safely and
used your tools safely.
2. Make a paper
appropriately to
2. Make a paper
crane and selfreach desired
crane and using
evaluate on how
outcomes.
your own rubric,
you used your
self–evaluate on
tools safely.
how you used
your tools safely.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evaluate 1. Make a paper crane and selfVisual Literacy
evaluate on how you used
your tools safely.
5.V.3.1 Evaluate
2. Make a paper crane and selfhow to manipulate
evaluate on how you used
tools safely and
your tools safely.
appropriately to
3. Make a paper
reach desired
crane and selfoutcomes.
evaluate on how
you used your
tools
appropriately to
reach desired
Evidence
Second Point in Time
1.
Make a paper crane and
using a teacher created
rubric self–evaluate on how
you used your tools safely.
2.
Make a paper crane and
using your own rubric, self–
evaluate on how you used
your tools safely.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
a paper crane and self1. Make a paper crane and using a
Evaluate 1. Make
Visual Literacy
evaluate on how you used your
teacher created rubric self–
tools safely.
evaluate on how you used your
5.V.3.1 Evaluate
tools safely.
2. Make a paper crane and selfevaluate on how you used your
2. Make a paper crane and using your
how to manipulate
tools safely.
own rubric, self–evaluate on how
you used your tools safely.
tools safely and
3. Make a paper
appropriately to
3. Make a paper
crane and selfreach desired
crane and using a
evaluate on how
outcomes.
teacher created
you used your
rubric, self–
tools
evaluate on how
appropriately to
you used your
reach desired
tools
outcomes.
appropriately to
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Visual Literacy 5.V.3.2
Use appropriate media
for the creation of
original art.
Visual Literacy 5.V.3.3
Create art using the
process of drawing,
painting, weaving,
printing, stitchery,
collage, mixed media,
sculpture, ceramics, and
current technology.
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
3rd Grade: Blue Dogs on the Bayou, The Folklore
of the Loup Garole and George Rodrigue, A
Louisiana based painter.
3rd Grade Clarifying Objective:
Strand:
Clarifying Objective:
Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed
media, sculpture, ceramics, and current technology 3.V.3.3
Strand: Visual Literacy
August
January
Analysis of Student Work
Elementary
Year Long Courses
2014-2015
June
2014-2015
Meets
Expected
Growth
August
January
June
August
January
Mr. Johnson
5th Grade
8:00-8:40
Mrs. Peabody
3rd Grade
10:30-11:10
Mrs. ThomasWhite
Kindergarten
1:20-2:00
Online
Platform
Selects
“Classes”
Mrs. Abdulla
4th Grade
11:20-12:00
June
Mrs. Watson
1st Grade
9:40-10:20
Ms. Hedgepath
2nd Grade
12:30-1:10
Ms. Wentworth
2nd Grade
1:30-2:10
August
January
Clarifying
Objective
June
Clarifying
Objective
Clarifying
Objective
August
January
1st
Point in
Time
June
1st
Point in
Time
2nd
Point in
Time
1st
Point
in
Time
2nd
Point
In
Time
2nd
Point in
Time
5 Choices
August
January
Clarifying
Objective
1. Objective
Selection
Clarifying
Objective
June
Clarifying
Objective
August
January
June
1. Objective
Selection
Contextual
Relevancy
Visual Literacy
Critical
Response
August
January
June
1. Objective
Selection
Contextual
Relevancy
2.V.2.1Literacy
Visual
3.CX.2.3
Critical
1.CR.1.1
Response
August
January
June
1. Objective
Selection
2.V.2.1 Understand that
artistic problems have
multiple solutions.
3.CX.2.3 Use appropriate
collaborative skills to create
a work of art.
1.CR.1.1 Use
appropriate terminology
to express personal
opinions about art.
August
January
1. Objective
Selection
Clarifying
Objective
Clarifying
Objective
Clarifying
Objective
June
Student
Work
Student
Work
2. Assessment
Type
Writing
Sample
Writing
Sample
Student
Work
Studen
t
Work
2. Assessment
Type
Make sure the first
verb in the clarifying
objective matches
the assessment type.
August
June
3. Time
Sept.
October
December
Aug
Jan
March
August
January
June
4. Sample Type
Student
Student
Whole Class
Student
Student
Whole Class
August
January
4. Sample Type
June
August
January
Photo
Photo
June
5. Collection
Method or
“Harvest”
Doc
Photo
Doc
Photo
August
January
5. Collection
Method or
“Harvest”
June
Planning
Teaching
Context
August
January
Confirm
Schedule
2nd Grade
8:00-8:40
June
5th Grade
3rd Grade
8:00-8:40
9:40-10:20
5th Grade
4th Grade
8:00-8:40
11:20-12:00
5th Grade
Kindergarten
8:00-8:40
10:30-11:10
5th Grade
8:50-9:30
Kindergarten
1:10-1:40
2nd Grade
12:30-1:10
1st Grade
1:50-2:20
August
January
2nd Grade
8:00-8:40
Confirm
Schedule
in
Powerschools
June
5th Grade
3rd Grade
8:00-8:40
9:40-10:20
5th Grade
4th Grade
8:00-8:40
11:20-12:00
5th Grade
Kindergarten
8:00-8:40
10:30-11:10
5th Grade
8:50-9:30
Kindergarten
1:10-1:40
2nd Grade
12:30-1:10
1st Grade
1:50-2:20
August
January
2nd Grade
8:00-8:40
Online
Platform
Selects
“Classes”
June
3rd Grade
9:40-10:20
4th Grade
11:20-12:00
Kindergarten
10:30-11:10
5th Grade
1:20-2:00
2nd Grade
12:30-1:10
1st Grade
1:30-2:10
August
January
Mr. Johnson
2nd Grade
8:00-8:40
Online
Platform
Selects
“Classes”
Mrs. Abdulla
4th Grade
11:20-12:00
June
Mrs. Watson
3rd Grade
9:40-10:20
August
January
June
Objective
Selection
Clarifying
2.V.2.1
Objective
Clarifying
3.CX.2.3
Objective
Clarifying
4.CR.1.1
Objective
August
January
June
Objective
Selection
2.V.2.1 Understand that
artistic problems have
multiple solutions.
3.CX.2.3 Use appropriate
collaborative skills to create
a work of art.
4.CR.1.1 Use visual clues to
interpret the content of art.
August
January
June
Assessment
Type
2.V.2.1
3.CX.2.3
4.CR.1.1
August
January
1st
Point in
Time 2.V.2.1
Assessment
Times
1st
Point in
4.CR.1.1
Time
June
1st
Point in
3.CX.2.3
Time
August
January
1st
Point in
Time
2nd
Point in
Time
Assessment
Times
1st
Point in
Time
2nd
Point in
Time
June
1st
Point in
Time
2nd
Point in
Time
August
January
June
Sample
Type
2.V.2.1
3.CX.2.3
4.V.3.3
August
January
Collection
Method
June
Implementing
August
January
Sept
1st
Point in
Time
2.V.2.1
August
4.CR.1.1
June
October
3.CX.2.3
August
January
June
1st
Harvest
3.CX.2.3
2.V.2.1
4.CR.1.1
August
January
Sept
2.V.2.1
June
2nd
Point in
Time
December
August
4.CR.1.1
October
Januar
y
3.CX.2.3
March
August
January
June
2nd
Harvest
3.CX.2.3
2.V.2.1
4.CR.1.1
August
January
2.V.2.1
Online
Platform
Selects
Students
4.CR.1.1
June
3.CX.2.3
August
January
June
Reshuffle
3.CX.2.3
2.V.2.1
4.CR.1.1
August
January
June
Reshuffle
3.CX.2.3
2.V.2.1
4.CR.1.1
August
January
June
Upload
Evidence
3.CX.2.3
2.V.2.1
4.CR.1.1
August
January
June
Blind Review
MEETS
Exceeds
Does
Not
Meet
2014-2015
Meets
Expected
Growth
SUIT yourself!
Your style of assessment should suit
your teaching style and your
curriculum.
Your assessments don’t have to be
the same as another teachers.
SUIT yourself!
Your pre-assessments might limit the
number of art projects you do this
year. A great comprehensive lesson
that incorporates pre- assessments or
self evaluations is better than lots of
mediocre ones, just like a Chanel Suit
is better than a bunch of knockoffs.
Right Karl?
Communicate and stay connected! Use your PLT’s, send an
email to elementary arts ed, email your coordinators! We’re
here for you!