- Jun 2024
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www.kennedy-center.org www.kennedy-center.org
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Sometimes the evidence we collect tells us that our instruction has not been clear enough. In those cases, we step back and adapt or change our instruction to better meet students’ needs.
I think that this is the most important thing to understand as a teacher. Being able to be humble and understand that sometimes a specific lesson or explanation of a step isn't working for the students. Being able to step back and reteach or change the plans to best fit the students needs is important. Assessments help us recognize when the lesson is not working and being able to adapt on the spot is best for the students.
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We may even hold the misconception that we have no role once students enter the creative process. In contrast, those of us that are experienced in arts integration, know we have an important role in helping students navigate the creative process. We stop students along the way to make sure their understanding is in place before moving on. We give students feedback. We ask questions. In short, we engage in formative assessment to help us guide students in the creative process. Further, we help our students understand that creative work does not just happen. Rather it is a purposeful, examined, and navigated process.
I think this is such a great way to explain how teachers are facilitators for learning. With arts education its important to remember that teachers should guide the students to make creative choices and encourage them to make intentional decisions by asking the questions throughout their process. Then providing them feedback on how to make their next project better helps them be more prepared to handle tasks in the future.
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Observation + QuestionThis feedback includes an observation followed by a question.ExampleFeedback: “I didn’t see John’s face in that scene.”Question: “Was that intentional?”If the response is “No,” we would follow up with an open-ended directive.Open-Ended Directive: “Find a way to solve it.”If the response is “Yes,” we would follow-up with a probing question:Probing question: “What are you trying to achieve by having John’s back to the audience at that moment?”
I love the comparison between the open ended directive and the question response. I think these could be used best with different ages or different levels of mastery of a skill. If the students are newly learning a skill or younger elementary students, having them receive an open ended directive as their feedback can be more helpful because they are still reaching understanding of the skill. By explaining why they should follow this direction and make these changes allows the students to better understand how to self correct in the future. With the question as a feedback responce, the students ideas are challanged as they elaborate on their decisions. This can help the teacher to better understand the decision and explain to the students the way that choice is perceived by their audience. This seems like a n easier response for students who are familiar with the creative process they are working with and are older elementary students. How do you think the decision between these feedback options should be made?
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Formative assessment is a continuous process embedded in instruction. We listen and observe students during the learning process, collecting evidence of student understanding. Based on this evidence, we make decisions about what instruction/experiences are needed next.
I love the way this is explained. I think as teachers this is exactly what we need to be doing. It's important to be constantly aware of how the students are responding to the information and if they are catching on so we can adapt and respond to their learning needs. being able to be aware of the students as a whole is important while also managing an awareness of specific learner difficulties that should be addressed during small group or individualized instruction.
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www.kennedy-center.org www.kennedy-center.org
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“To accommodate a broad spectrum of learners, universally designed curricula require a range of options for accessing, using, and engaging with learning materials. Like universal design in architecture, with its stairs, ramps, and elevators, these alternatives reduce barriers for individuals with disabilities but also enhance opportunities for every student.
I think this is a beautiful way to explain this idea. Just as stairs, ramps, and elevators make buildings accessible to everyone, universally designed curricula can make learning more inclusive for all students. This approach not only benefits those with disabilities but also improves the learning experience for every student by offering multiple ways to access and engage with the material. Having students be allowed to meet a standard within their own ways can allow for them to have broader learning opportunities as they navigate the activity.
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Working within the flexible creative process, some students will research first, some will begin to create by cutting and assembling fabrics, string, and papers, while others might begin by sketching the overall composition. The sequence for creating does not have to be the same for every student. Although students have a common goal, their process for reaching the goal is individualized.
I think that this is such a great thing to keep in mind. I think one of the biggest things I have learned in my experiences of teaching lessons is that even though I am leading the activity, the students are the real ones in control. I think embracing this and encouraging students to get excited and involved in the possess within their own way helps them to learn even more than a structured activity could.
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www.kennedy-center.org www.kennedy-center.org
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work creatively with others
I think this is a skill that we should be developing in all students. I rarely hear creativity and collaboration being pushed at the same time. This is more than just being creative on your own with your own ideas its giving up total control and learning to compromise and work with others. What art forms do you think would be the best to encourage both creativity and colaboration for student?
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Educators across our country are opening young minds, fostering innovation, and developing imaginations through arts education. Through their work, they are empowering our Nation's students with the ability to meet the challenges of a global marketplace
I think this is an incredible quote. As teachers we are helping to teach and bring up the next generation. These students are in our classrooms for a short period of time but we can help develop their skills and confidence in themselves and enable them to be successful when they reach adulthood. Developing their imagination and creativity helps them to become creative problem solvers and inspire them to grow up and develop new inventions to better the world. -Eden Christiansen
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