his would be useful to share with students. If they know that more complete notes will result in better learning, they may be more likely to record additional information in their notes,

Although students are often encouraged to keep notes brief, it turns out that in general, the more notes students take, the more information they tend to remember later.

The thinking behind this is that note-taking requires effort. Rather than passively taking information in, the act of encoding the information into words or pictures forms new pathways in the brain, which stores it more firmly in long-term memory.

learning experiences or intake sessions—times when students are absorbing content or skills through some sort of medium

Some schools also plan to reconfigure dorms to create family-sized clusters of uninfected students, who could socialize in relative safety, if only with their suite mates.

A number of American colleges and universities have decided to bring students back to campus this fall

memoirs

http://www.jstor.orgThe Race for Theory

Annotation sessions expire after one hour. You'll receive a warning message. Your annotations, feedback, and files are saved on the page. When you return, you can resume working.

Bb Annotate grading workflow

Light & Shadow with Steve Huston

But there are also broader considerations to be taken into account at this point. What about those non-elite women and men of whom we know even less, who were instrumental in the formation of the Jesus movement? An historical account fixated on the biographies of Great Men can only take us so far. Investigating the intersection of their emergence with the material conditions involved in historical change helps us piece together a more robust picture of early Christianity, but it also gives us insight into the world-historical forces which now happen to condition us.

Jesus delivers parables that not only draw on earthy, agricultural concepts, and relations between landlords and tenants and masters and slaves,

“The history of the world is but the biography of great men,” wrote nineteenth-century historian Thomas Carlyle. Great Men might be out of fashion

Class struggle

n this first part, Bill gives an introduction to understanding style and how we as a society as well as individually develop our own sense of what we find aesthetically appealing.

Ask for a helping hand. If youare trying to improve your attitudeand outlook on life, ask a friendor family member to tell you whenyou’re slipping back into your oldhabits. A gentle reminder to lookon the bright side may be all youneed

Is your life really so bad?Look around you and chances are\RX·OOÀQGVRPHRQHZKRLVZRUVHoff than you. Look at all the thingsyou can be grateful for and yourattitude will change for the better

Be good to yourself. You can beyour own best friend or your ownworst enemy. Make sure you eatwell and get enough rest. Stressand bad health habits are enoughto give anyone a bad attitude.

Enjoy a hobby. It’s important tohave a hobby or enjoyable activitythat you can fall back on whenthings get tough or you’ve had along, hard day.

Develop positive friendships.,W·VGLIÀFXOWWRPDLQWDLQDSRVLWLYHattitude when your friends or co-workers have negative attitudes. The company you keep can LQÁXHQFH\RXUDWWLWXGH

Stop a bad day in its tracks. Just because you woke up on the wrong side of the bed doesn’t mean your entire day is lost. Make an effort to change the course of your day early, and don’t let it set the tone for the rest of the day.

ise and shine! Get up a bit earlier and take a short walk in the morning. Fifteen minutes in the fresh air is a great way to feel uplifted and mentally prepared to make the most out of your day

utogenics—This techniqueuses verbal commands to leadyour body to a more relaxed state.Repeated words or phrases focusRQWKHVSHFLÀFSK\VLFDOUHVSRQVHVassociated with relaxation.

Imagery or visualization—This involves relaxing while using your imagination to create a visual image of a relaxing, soothing or healing place or thing.

Meditation—This is a form of relaxation that has been practiced in many cultures for centuries.

Deep breathing—One of the simplest relaxatio

Laugh. Laughter is indeed the best medicine.

Recognize your strengths and focus on projects that allow you to use them.

MagellanHealth.com/memberB-TI01-1005rev1 (5/14) ©2014 Magellan Health Services, Inc.Accept limits. We can accept what we cannot change by changing what we can. Make choices that are realistic, not out of reach

Think big. Think in terms of long-range goals, not just day-to-day problems.

Take charge. Although you can't control other people's actions, you can control your response to what comes your way.

Get organized. Being unorganized creates stress and leaves you feeling out of control and overwhelmed.

Keep things in perspectiveWork and social events can impact how you feel about yourself.

A great strategy for building self-esteem is to keep a “victory log.” Keep track of both short-term (e.g., cleaning the house)

Emotional reasoning—AssumingWKDW\RXUQHJDWLYHHPRWLRQVUHÁHFWthe way things really are

Jumping to conclusions—Thinking negative things eventhough there are no facts tosupport them

Write down your strengths, special talents and the parts of your personality you like best.

Expand and improve state broadband connectivity to ensure opportunities for anytime, anywhere learning:

Recommendations• Establish an “innovation zone” to catalyze the development of new learning models. Provide the flexibility to waive certain regulations and requirements to schools and systems that are ready to implement personalized, competency-based learning.

Building capacity in the field is important for human capital development, planning, scaling effective models, and implementation quality. It is critical to support teachers and leaders to develop skills for planning, managing, and leading evolving system requirements in new personalized, digital learning environments and through learning opportunities that connect them with experts and colleagues.

State policies can either enable or impede next-generation learning models. Many state regulations were drafted in an era before digital learning and should be reviewed and updated.

reward high-quality programs and courses with performance-based funding models

iNACOL has led the field in identifying quality standards for provider eligibility and appropriate outcomes-based performance metrics for transparency and accountability. One of the key challenges for the entire field of K–12 education in any delivery mode – traditional, blended or online learning – is the lack of independent, valid assessments spanning the entire K–12 curriculum. Outside of new assessments aligned with state standards required for accountability, there are many untested subjects, grade levels and courses offered by online learning providers. Until appropriate independent, validated, third-party assessments are developed and adopted, true quality assurance will present a challenge

Allow multiple authorizers to authorize, oversee, and evaluate multi-district, full-time public online schools (whether charter-, district-, or state-run), so that any student in the state has the opportunity to attend.

Per-pupil funding formulas should be weighted to provide the resources necessary to support at-risk students, students with disabilities, and English language learners.

Full-time online schools should be funded at a level sufficient to cover all operating costs, including teaching, learning, and student support services

could take them from a licensed teacher online and might collaborate with students from across the state and with diverse backgrounds.

cross the education system, licensed, effective teachers are developing skills in using digital content and platforms to provide highly differentiated instruction. Students might take more time on certain lessons or move ahead once they demonstrate competency. Students in rural, urban, and underserved communities

redesign state systems of assessments to support competency-based learning:–Measure individual student growth along personalized learning progressions. –Use multiple measures of learning, including performance-based assessments. –Include summative assessment data as a validator for student-centered accountability.–Allow students to take through-course and end-of-course assessments when ready.• redesign state data systems around systems-level supports for teaching and learning.

Base student progression on demonstrated mastery of the competencies

redefine Carnegie Units or credits

his policy brief provides concrete, actionable recommendations for state policymakers. There are five key issues in the iNACOL State Policy Framework:1. Create Competency-Based Education Systems2. Improve Student Access and Equity3. Measure and Assure Quality from Inputs to Outcomes4. Support Innovative Educators5. Support New Learning Models Through Connectivity, Data Systems, and Security

educators have grasped the power of new learning models to close achievement gaps and extend access to high-quality learning opportunities.

Seven states that require online learning experience as part of high school graduation or reported a high number of online course enrollment are included in this report (see table 1).

Educators face many challenges, both in the design phaseand teaching phases of their online courses. One such challengeis the ability to create online courses that reflect the instructor’scommitment to inclusive excellence, diversity, and social jus-tice.B

As curriculum designers, we must have knowledge aboutour student population as we design and teach any givencourse.

Itissimplebecauseitdemandsforethni-cally different students that which is alreadybeing done for many middle-class, EuropeanAmericanstudents—thatis,therighttograpplewithlearningchallengesfromthepointofstrengthandrelevancefoundintheirownculturalframesofreference.Itisprofoundbecause,todate,U.S.education has not been very culturally respon-sive to ethnically diverse students.

This preparation requires a more thor-ough knowledge of the specific cultures of dif-ferent ethnic groups, how they affect learningbehaviors, and how classroom interactions andinstructioncanbechangedtoembracethesedif-ferences.

The components of the preparation for andpracticeofculturallyresponsiveteachingincludedin this discussion are not inclusive.

Research indi-cates that culturally relevant examples have pos-itiveeffectsontheacademicachievementofeth-nically diverse students.

In contrast, the communicative styles of mostethnic groups of color in the United States aremore active, participatory, dialectic, and multi-modal.Speakersexpectlistenerstoengagewiththemastheyspeakbyprovidingprompts,feed-back,andcommentary.

ersonal, moral,social, political, cultural, and academic knowl-edge and skills are taught simultaneously. Forexample, students are taught their cultural heri-tages and positive ethnic identity developmentalongwithmath,science,reading,criticalthink-ing, and social activism.

Caring is a moral imperative, a social responsi-bility, and a pedagogical necessity. It requiresthat teachers use “knowledge and strategic think-ing to decide how to act in the best interests ofothers...[and] binds individuals to their soci-ety, to their communities, and to each other”(Webb,Wilson,Corbett,&Mordecai,1993,pp.33-34).

Teachers have to care so muchabout ethnically diverse students and theirachievement that they accept nothing less thanhigh-level success from them and work dili-gently to accomplish it (Foster, 1997; Kleinfeld,1974,1975

how to usecultural scaffoldingin teach-ing these students—that is, using their own cul-tures and experiences to expand their intellec-tual horizons and academic achievement.

Athird critical component of preparation forculturally responsive teaching is creating class-roomclimatesthatareconducivetolearningforethnicallydiversestudents.Pedagogicalactionsare as important as (if not more important than)multicultural curriculum designs in implement-ing culturally responsive teaching. They are notsimply technical processes of applying any “bestpractices” to underachieving students of color,however

because their content reflects andconveys particular cultural, social, ethnic, andpolitical values, knowledge, and advocacies. Formanystudents,massmediaistheonlysourceofknowledge about ethnic diversity; for others,what is seen on television is more influentialand memorable than what is learned from booksinclassrooms.

This is the knowledge, ideas, andimpressions about ethnic groups that are por-trayed in the mass media. Television programs,newspapers, magazines, and movies are muchmorethanmerefactualinformationoridleenter-tainment.

Other instructional plans used frequently inschools are called thesymbolic curriculum(Gay,1995). They include images, symbols, icons, mot-toes, awards, celebrations, and other artifactsthatareusedtoteachstudentsknowledge,skills,morals, and values. The most common forms ofsymbolic curricula are bulletin board decora-tions; images of heroes and heroines; trade books;and publicly displayed statements of social eti-quette, rules and regulations, ethical principles,and tokens of achievement.

decontextualizing women, their issues, and theiractions from their race and ethnicity; ignoringpoverty; and emphasizing factual informationwhileminimizingotherkindsofknowledge(suchas values, attitudes, feelings, experiences, andethics).

There are several recurrent trendsin how formal school curricula deal with ethnicdiversity that culturally responsive teachers needtocorrect.Amongthemareavoidingcontrover-sial issues such as racism, historical atrocities,powerlessness, and hegemony

Culturally responsive teach-ers know how to determine the multiculturalstrengths and weaknesses of curriculum designsandinstructionalmaterialsandmakethechangesnecessary to improve their overall quality. Theseanalyses should focus on the quantity, accuracy,complexity, placement, purpose, variety, signif-icance, and authenticity of the narrative texts,visual illustrations, learning activities, role mod-els, and authorial sources used in the instruc-tional materials.

Three kinds of curricula are routinelypresent in the classroom, each of which offersdifferent opportunities for teaching culturaldiversity. The first isformalplans for instructionapprovedbythepolicyandgoverningbodiesofeducationalsystems.Theyareusuallyanchoredin and complemented by adopted textbooksand other curriculum guidelines such as the“standards” issued by national commissions,statedepartmentsofeducation,professionalasso-ciations, and local school districts.

a) which ethnicgroups give priority to communal living andcooperativeproblemsolvingandhowthesepref-erences affect educational motivation, aspira-tion, and task performance; (b) how differentethnic groups’ protocols of appropriate waysfor children to interact with adults are exhibitedininstructionalsettings;and(c)theimplicationsof gender role socialization in different ethnicgroups for implementing equity initiatives inclassroom instruction.

Culture encompassesmanythings,someofwhicharemoreimportantfor teachers to know than others because theyhave direct implications for teaching and learn-ing.

.Itisbasedontheassump-tion that when academic knowledge and skillsare situated within the lived experiences andframes of reference of students, they are morepersonally meaningful, have higher interest ap-peal,andarelearnedmoreeasilyandthoroughly(Gay, 2000).

Authoring Systems for Educational Software

"In the social production of their life (that is. in the production of the material values necessary to the life of men – J. St.), men enter into definite relations that are indispensable and independent of their will, relations of production which correspond to a definite stage of development of their material productive forces." (Marx, Selected Works, Vol. I, p 269).

When the Russian capitalists, in conjunction with foreign capitalists, energetically implanted modern large-scale machine industry in Russia, while leaving tsardom intact and turning the peasants over to the tender mercies of the landlords, they, of course, did not know and did not stop to reflect what social consequences this extensive growth of productive forces would lead to; they did not realize or understand that this big leap in the realm of the productive forces of society would lead to a regrouping of social forces that would enable the proletariat to effect a union with the peasantry and to bring about a victorious socialist revolution.

Secondly, because, when improving one instrument of production or another, one clement of the productive forces or another, men do not realize, do not understand or stop to reflect what social results these improvements will lead to, but only think of their everyday interests, of lightening their labor and of securing some direct and tangible advantage for themselves.

The third feature of production is that the rise of new productive forces and of the relations of production corresponding to them does not take place separately from the old system, after the disappearance of the old system, but within the old system; it takes place not as a result of the deliberate and conscious activity of man, but spontaneously, unconsciously, independently of the will of man It takes place spontaneously and independently of the will of man for two reasons.

this struggle, however, has now reached a stage where the exploited and oppressed class (the proletariat) can no longer emancipate itself from the class which exploits and oppresses it (the bourgeoisie), without at the same time for ever freeing the whole of society from exploitation, oppression and class struggles...." (Engels' Preface to the German Edition of the Manifesto.)

For this reason socialist production in the U.S.S.R. knows no periodical crises of over-production and their accompanying absurdities. For this reason, the productive forces here develop at an accelerated pace; for the relations of production that correspond to them offer full scope for such development.

But having developed productive forces to a tremendous extent, capitalism has become enmeshed in contradictions which it is unable to solve. By producing larger and larger quantities of commodities, and reducing their prices, capitalism intensifies competition, ruins the mass of small and medium private owners, converts them into proletarians and reduces their purchasing power, with the result that it becomes impossible to dispose of the commodities produced. On the other hand, by expanding production and concentrating millions of workers in huge mills and factories, capitalism lends the process of production a social character and thus undermines its own foundation, inasmuch as the social character of the process of production demands the social ownership of the means of production; yet the means of production remain private capitalist property, which is incompatible with the social character of the process of production.

Five main types of relations of production are known to history: primitive communal, slave, feudal, capitalist and socialist.

In contrast, an instance in which the relations of production completely correspond to the character of the productive forces is the socialist national economy of the U.S.S.R., where the social ownership of the means of production fully corresponds to the social character of the process of production, and where, because of this, economic crises and the destruction of productive forces are unknown.

Furthermore, this incongruity itself constitutes the economic basis of social revolution, the purpose of which IS to destroy the existing relations of production and to create new relations of production corresponding to the character of the productive forces.

An instance in which the relations of production do not correspond to the character of the productive forces, conflict with them, is the economic crises in capitalist countries, where private capitalist ownership of the means of production is in glaring incongruity with the social character of the process of production, with the character of the productive forces.

Hence, the clue to the study of the laws of history of society must not be sought in men's minds, in the views and ideas of society, but in the mode of production practiced by society in any given historical period; it must be sought in the economic life of society.

Hence, if historical science is to be a real science, it can no longer reduce the history of social development to the actions of kings and generals, to the actions of "conquerors" and "subjugators" of states, but must above all devote itself to the history of the producers of material values, the history of the laboring masses, the history of peoples.

) The First Feature of Production

Marx and Engels, Vol. V, p. 429

"Economists

Theory becomes a material force as soon as it has gripped the masses." (Marx and Engels, Vol. I, p. 406.)

Speaking of the materialist views of the ancient philosopher Heraclitus, who held that "the world, the all in one, was not created by any god or any man, but was, is and ever will be a living flame, systematically flaring up and systematically dying down"' Lenin comments: "A very good exposition of the rudiments of dialectical materialism." (Lenin, Philosophical Notebooks, p. 318.)

Hence, in order not to err in policy, one must pursue an uncompromising proletarian class policy, not a reformist policy of harmony of the interests of the proletariat and the bourgeoisie, not a compromisers' policy of the "growing" of capitalism into socialism.

there can be no "immutable" social systems, no "eternal principles" of private property and exploitation, no "eternal ideas" of the subjugation of the peasant to the landlord, of the worker to the capitalist.

It is easy to understand how immensely important is the extension of the principles of the dialectical method to the study of social life and the history of society, and how immensely important is the application of these principles to the history of society and to the practical activities of the party of the proletariat.

The dialectical method therefore holds that the process of development from the lower to the higher takes place not as a harmonious unfolding of phenomena, but as a disclosure of the contradictions inherent in things and phenomena, as a "struggle" of opposite tendencies which operate on the basis of these contradictions.

Contradictions Inherent in Nature

Here prime mention should be made of Darwin, who dealt a severe blow to the metaphysical conception of nature by proving that the organic world of today, plants and animals, and consequently man too, is all a product of a process of development that has been in progress for millions of years." (Ibid., p. 23.)

and that the struggle between these opposites, the struggle between the old and the new, between that which is dying away and that which is being born, between that which is disappearing and that which is developing, constitutes the internal content of the process of development, the internal content of the transformation of quantitative changes into qualitative changes.

Here prime mention should be made of Darwin, who dealt a severe blow to the metaphysical conception of nature by proving that the organic world of today, plants and animals, and consequently man too, is all a product of a process of development that has been in progress for millions of years." (Ibid., p. 23.)

Contrary to metaphysics, dialectics does not regard the process of development as a simple process of growth, where quantitative changes do not lead to qualitative changes, but as a development which passes from insignificant and imperceptible quantitative changes to open' fundamental changes' to qualitative changes; a development in which the qualitative changes occur not gradually, but rapidly and abruptly, taking the form of a leap from one state to another; they occur not accidentally but as the natural result of an accumulation of imperceptible and gradual quantitative changes.

The dialectical method therefore requires that phenomena should be considered not only from the standpoint of their interconnection and interdependence, but also from the standpoint of their movement, their change, their development, their coming into being and going out of being.

Contrary to metaphysics, dialectics holds that nature is not a state of rest and immobility, stagnation and immutability, but a state of continuous movement and change, of continuous renewal and development, where something is always arising and developing, and something always disintegrating and dying away.

The dialectical method therefore holds that no phenomenon in nature can be understood if taken by itself, isolated from surrounding phenomena, inasmuch as any phenomenon in any realm of nature may become meaningless to us if it is not considered in connection with the surrounding conditions, but divorced from them; and that, vice versa, any phenomenon can be understood and explained if considered in its inseparable connection with surrounding phenomena, as one conditioned by surrounding phenomena.

This dialectical method of thought, later extended to the phenomena of nature, developed into the dialectical method of apprehending nature, which regards the phenomena of nature as being in constant movement and undergoing constant change, and the development of nature as the result of the development of the contradictions in nature, as the result of the interaction of opposed forces in nature.

Feuerbach as the philosopher who restored materialism to its rights

Dialectical and Historical Materialism

Revolutionary Rehearsals Edited by Colin Barker

Empowerment of Creativity & Feedback is expressed when users are engaged in a creative process where they repeatedly figure new things out and try different combinations.

making art is intrinsically fun

The 8 Core Drives of Gamification

Epic Meaning & Calling

Culturally responsive

Leon Trotsky, Georgi Dimitrov, Franz Neumann, and Paul Sweezy, as well as, later on, Nicos Poulantzas.

Ben Rhodes

Fromthedescriptionofthegamesasstatetransitionsystems(e.g.usingFSMs)wecandesignassessmentandadaptationmechanismsbasedoncheckingandmodifyingspecificstatesofthesesys-tems.

wecanhighlightclassicpointandclickadventuregames.

Howevertherearehandicapsthatmayaf-fecttheireducationalpotential.Oneofthemainshortcomingstothisapproachisthatthesegamesweredesignedasentertainmentproducts,withouttakingintoaccountpedagogicalandeducationalconsiderations.Evenifrealismandhistoricalaccuracymaycontributetothesuccessofthegame

creatingbrandneweducationalgamesthatrivalcommercialgameshasaprohibitivecostinmostcases

GamesintheCivilizationseriesaresimulationgameswheretheplayermustmanageandbalancetheconstructionofinfrastructures,militaryprogress,explorationandscientificadvances,startingonatribalscaleandendinginaworld-widescenarioofdifferentcivilizationsinconfrontation(Bitt-anti,2005).

InSimCity,thedifferenttitlesinthesagaputtheplayerintheroleofamayorgoverningthecity.TheworkpresentedinKolson(1996)describesexperienceswithdifferenttitlesinthesaga,focus-ingonhowtheyprovidereflectionontopicsregardingsocialdynamicsandevolution.AftertheimpactoftheSimCitygames

Next,weintroducetheproduct-familyapproach

Thedebateisactuallystartingtofocusmoreonissuessuchasthecostofdevelopment,thecomplexityofintegratingthegamesintothecurriculumortheneedtoassessthequalityofthelearningprocess

Thisapproachstudieswhichelementsmakevideo-gamesattractiveandengagingandtrytotakeadvantageoftheseelementsforeducation(Anderson&Bushman,2001;Cordova&Lepper,1996;Gee,2003;Lepper&Cordova,1992;Leutner,1993;Malone,1981;Porter,1995).

Onasociallevel,theconceptsof‘‘CommunitiesofPractice”(Alavi,1994;Wenger,1998)and‘‘LearningNetworks”(Hummel&Burgos,2005;Johnson&Johnson,1989)establishasocialenvironmentinwhichmotivationisgeneratedthroughpeercol-laboration,peerpressure,groupmeritocracy,andaveryshortfeedbackcycle.

Hypermediatechnologies

ACTIVITY 3: ASSESSMENT STRATEGIES IN DISTANCE EDUCATION

ASSESSMENT

There are several tools you can use to create rubrics. Below is a collection of some of the best of them:

Reality Has Endorsed Bernie Sanders

“If money comes into the world with a congenital blood-stain on one cheek,” he says, then “capital comes dripping from head to toe, from every pore, with blood and dirt.”

The Duties of the Revolutionary toward Himself

Anumberofarticleshavecomeoutaboutfacultyrecordingwebcamvideosofthemselvesforstudentfeedback(Kolowich2015).Theproblemwiththismethodisthatthevisualisnotconnectedtoastudent’swork.Asaresult,studentsreportnotknowingwhereintheirworktheinstructor’scommentspertain.Bycontrast,ascreencastconnectsthestudent’sworkwiththefeedback.

Thisprovidesthestudentwithanexperienceakintosittingnexttotheinstructorinhisorherofficewhilegoingthroughtheassignment

Anumberofstudieshavedemonstratedthebenefitsofvoicefeedbackforstudents.Butfacultyneednotstopthere.Theproliferationofinexpensivescreencastingsoftwaremakesiteasyforfacultytodeliverscreencastedfeedbacktostudents

Theinstructorpullsupthestudent’sworkonthemonitorandrecordshimselforherselfprovidingfeedbackwhilehighlightingtheareasbeingdiscussed.

House claims that a good critique must include positive reinforcement as well as constructive criticism. House outlines the benefits of art critiques for teachers as a chance to evaluate artwork and an assessment of the fulfillment of project objective

Chapman describes the inductive approach as a gathering of facts and taking an inventory of visual qualities in a work. After thoroughly taking in the visual elements, the relationships among these visual elements must be compiled into a summary ofthe impressions that “captures the essence of what we have seen” (p. 80). Chapman also warns against premature judgment and emotional reactions. Only after one has described each part of the work, analyzed the relationship among parts, interpreted these relationships, and summarized the recurrent ideas, can one move onto the judgment by citing the information gathered before the judgment stage.

Definition of Terms

develop constructive approachesto critique (formative, peer-to-peer, self-reflective, summative) that are supportive in intent and that offer alternative points of view.” (AI.18). By Art II: Intermediate, students will “use constructive critical approaches to critique (formative, peer-to-peer, self-reflective, summative).

1) interpret, reflect on, and evaluate the characteristics, purposes, and merits of personal work and the work of others and 2) identify, analyze, and apply criteria for making visual aesthetic judgments of personal work and the work of others.”

Findings suggestthat art criticism and student peer critiques play a fundamental role in educating visually literate students.

The Virginia Standards of Learning and National Visual Arts s

Krista Nicole Castrodale

Summer 2014

Peer critique in the secondary art classroom:Strategies for best practices

Art Rubric for Assessment of the Discussion & Writing on Art History, Aesthetics and Art Criticism - an Assessment Form

rt Rubric - an Artwork Assessment Form by Marvin Bartel

Artwork Critique Form

PLANNING ART LESSONS & Units  

Questions can be phrased neutrally or affirmatively. Rather than leaving the student with a feeling of failure, the teacher can use questions that present a position of wondering. The teacher can take the position of a collaborative learner.

sandwich method of critique we begin by saying something positive. Secondly, we explain the student's mistake or problem and make our suggestions. Thirdly, we top it off with another compliment about something they did well. Dan's response was that our students will only remember the meat--the bad stuff. Bad stuff sticks in their memory. It kills our creative passion and motivation. It's more empathic to use questions.

Examples of SMART-SOFT Open QUESTIONS:

I hope for 100 percent participation. I try to call on quiet students and limit talkative ones. Each session moves to students whose works were not covered in a recent session. Students who are not yet familiar with empathic critique methods are told that they are prohibited from "contributing" negative comments.

Positive empathic critique strategy never says what is wrong, and never makes "better-than-thou" suggestions

A positive empathic questioning critique process can be the way to make every art lesson teach twice as much. A good assignment, great practice routines, and active creative thinking during the production is great, but the positive empathic questioning critique helps students learn even more about the strategies of self-learning in art and in life.

empathic critique culture helps students rediscover their basic relationship intelligence. They learn to leverage their own natural goodness and helpful instinct to intuit how to make the world a better place. In place of defensiveness and conflict, they experience the mutual benefits of cooperatively hunting and gathering good ideas. What may have been feared as mistakes, become coveted discoveries that promote new insights and learning. Once the studio has a culture of collaborative helpfulness and "friendly" competition, students become part of the teaching/learning network.

Empathic critique is collaboration, not competition. Empathic class critique in studio art is not a debate session. It is a hunt for visual effects, meaning, purpose, and new ideas. All participants are acting in their own best interest by being their naturally helpful selves. Competition is replaced by mutual discovery.

I give some display guidelines for them to follow so the presentation looks good and work can be seen easily by all participants. Students who are not finished might use the time to keep working to finish. It is sometimes found that students without work on display are not as interested and they are more apt to offer negative comments. 

Successful Art Class Critique

Before posting your question to a discussion board, check if anyone has asked it already and received a reply. Just as you wouldn’t repeat a topic of discussion right after it happened in real life, don’t do that in discussion boards either.

Netiquette Tips

climate change

Collapse: Higher education as we’ve known it has largely been shuttered, primarily due to economic reasons (rising costs, declining funding), replaced by a new system of education that prioritizes the needs of the job market and the acquisition of discrete skills over programs and departments unable to provide a return on investment.

Growth: The next decade of higher education is one characterized by significant progress, with growth coming from increases in adult and remote learners, expansion of online courses and curricula, and professional certification and microcredentialing programs.

Elevation of Instructional Design, Learning Engineering, and UX Design in Pedagogy

this first major revision of the report’s methodology, structure, and content, striven to break the mold of the classic Horizon Report without losing its essential purpose

Be explicit about technology requirements:

Describe their responsibilities:   What assignments are required? What are the due dates? What is your policy on late work? Describe plagiarism as it applies to your field.