Student Teaching Standard Element Linkage

Quality Standard 1: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.

 

Element a: Teacher provides instruction that is aligned with the Colorado Academic Standards, and their districts organized plan of instruction: September 16, 2019

 

One of my goals for every lesson is to alline each standard with that lesson. When I was working with third grade on there creature project this was a simple task to do because the lesson was so in depth and provided me with a lot of opportunities to hit each one. Below is my agate lesson example: 

 

Comprehend

Observing the work of contemporary artists, students will be able to identify the ways in which artists use visual art and design to communicate their ideas. 

1.1 Investigate works of art and design to recognize how to create meaning with purpose and intent.

 

Reflect

After reading the story, students will be able to discuss and reflect on their thoughts on the book using personal interpretation. 

2.1 Synthesize ideas about personal works of art and imagine possible next steps.

 

Create

Using their agate, students will be able to create a drawing/painting that transforms their agate into a “living” creature. 

3.1 Plan and create works of visual art and design recognizing various purposes and intentions.

 

Transfer

After close observation, students will be able to connect their experiences and observations of everyday life to their artwork. 

4.1 Recognize how works of visual art and design communicate meaning both within a community and between diverse cultures.

 

Rockrimmon Elementary is an inquiry based (IB) school meaning I have more “standard” like qualities of a lesson that I have to include:

 

  • UOI (Unit of Inquiry): Who are you as an individual 

  • Transdisciplinary Theme: Who we are

  • Learner Profile Attributes: Open-minded, Caring, Reflective

  • Key Concepts: Form, Connection 

  • Action Cycle: Reflect on Keith & Nikkie creations, Choose qualities of your stone to crate your own, Create your creatures

 

Element b: Teacher develops and implement lessons that connect to a variety of content areas/ disciplines and emphasize literacy and mathematical practices. September 16, 2019

While I was at Rockrimmon I was teaching third grade a lesson that started out with me reading a story called Agate: What Good is a Moose? This story is a great way to introduce literacy in the classroom. During the book I asked the students questions and had them make observations. 

The students also were asked to write down their stone qualities in their sketchbook like color, size, shape and any cracks or spots. Having the students write observation words really enforces what their stone looks like in many different ways. This also helped the students later down the line when they had to turn it into creatures while keeping some stone qualities present. This was the point when I included some mathematical practices also pulled out some rulers and had the students measure how large their stone was.

Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement and data analysis and probability. October 22, 2019

When I was teaching photography in the digital media lab at Liberty High School matting is a huge portion of their grade. The students have to measure out the size of the photo and create a mat to go around it by using a mathematical formula. Some students struggled with it at first but then they all started to get the hang of it and it became second nature.


Quality Standard #2:  Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students. 

Element a: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers. September 25, 2019

This to me is one of the most important aspects of teaching. If you do not create a positive classroom environment students will have a hard time creating and thinking outside the box. When I was teaching at the elementary level kindergarten came into the classroom after fifth grade. Fifth grade was painting and made a mess of the room and I asked them to help me clean it up really well so the kindergartners could expect to see the same things as always. 

One really wonderful thing I learned from my mentor teacher and capturing kids hearts was good things. Good things is when you start the class by asking if anyone of them have something good they would like to share before class begins. Also everyone's hand goes up every time. I think it is important that the student called gets to share something positive but also that all the students hear it. It starts the class out in a positive way. 

Element b: Teacher demonstrates an awareness of a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of leaders. September 19, 2019

During the agate lesson with the third grade we talked about how everyone is different and special. I showed the students a powerpoint with kids from other cultures and we observed similarities and differences in cultures, location and appearances. I talked about how to be respectful when talking about these differences and the students all responded really well. 

https://docs.google.com/presentation/d/1fbb-_S3TiPC6eu6ud6wxQABUzafVmkB4k8soWQDBaAg/edit?usp=sharing

Element c: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students. October 2, 2019

When I was teaching a collaborative drawing project to a class of fourth graders one boy was having a really hard time giving up control of the work. He was getting frustrated and angry when students made choices in the paintings that he did not agree with. I pulled him aside and told him that he would have tons of art in this class that would just be his and he should just take a step back and go with the flow. After we had that talk he started to really enjoy collaborating with his table mates and gave me a hug before he left the room and said “Thank you”. 

Element d:Teachers work with families and/or significant adults for the benefit of students. October 7, 2019

I had a first grade boy named N who was having a really hard time fitting in with his classmates. N had a developmental delay that was making it hard for him to make friends. During one class I was told by a student that he hit him and when I went to talk with N he said that he only ran into the other boy but I knew I needed to email his family anyone. I emailed N’s dad the next day and told him that he had a hard time keeping his hands to himself. N’s father was very grateful to hear from me and told me that N had told him the story at dinner the night before. N’s dad gave me some strategies on how to deal with N’s unique personality and I was very grateful to have the parents help and support. 

 
Quality Standard 3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students

Element a: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social and emotional development of their students. October 2, 2019

When I created a one day lesson that involved collaboration with classmates I had to tailor it for the different ages. Fifth graders were challenged to use oil pastels, pencils and crayons. They also had the entire table covered in paper so the area they needed to fill was really large. However when kindergarten came into the class I knew that that process was a little much for them but I know collaboration is still important to teach at that age. So instead I paired them up in partners and gave them a large sheet of paper to use crayons on. As they started working they had a really hard time coming up with a subject to work on together. I gave them a prompt to help get them started and they really flourished from there. The prompt was the two of you are landing on an undiscovered planet. What will you find on that planet?

Element b: Teachers use formal and informal methods to assess student learning, provide feedback, and use the results to inform planning and instruction. November 5, 2019

When I was student teaching at Liberty High School and teaching the embroidered justice project where students took photos of social justice issues and embroidered on top of them. When I was asking the class what some social justice are no one answered. I then quickly assessed that they needed me to go further in depth on what a social issue is. After they completed their projects I used a formal rubric to grade their final projects, artist statement and contract sheet. This was the first time I practiced that type of formal grading and putting grades in the computer. It was a great learning process and I quickly found out my mentors way did not work for me so I created my own. 


Element c: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experience. September 12, 2019

I do not know where I would be without power point. When it comes to the arts being able to display large pictures for the class to see and make observations in the art room is crucial. It’s one thing to tell the class about a piece of art but when you can show it it really changes the way art is taught. Having that visual also allows students who have a hard time verbally learning see what is happening and what some expectations for their art are. I always have students come up and point to stuff on the screen to help them communicate their ideas and that is a great way for them to verbalize what they are thinking and feeling. 


Element d: Teachers establish and communicate high expectations and use processes to support the development of critical thinking and problem-solving skills. September 30, 2019

When I was teaching a found painting tools lesson the students didn’t get to use traditional brushes to paint. I found tools around my house and the world but them on trays paired with paint and gave them to students. The used rocks, sticks, plastic cutlery among other fun objects. This forces students to think of new ways of mark making to achieve their desired result. Students also thought about how anything can be used to make art and you don’t need the best most expensive materials. 

Element e: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills. December 4, 2019

When I was teaching the printmaking lesson at the high school I made sure to discuss all the aspects that are involved in their project. Like representational and non-representational art. Positive and negative space and thinking subtractively. Thinking subtractively is hard and will require some critical thinking skills as well as problem solving skills that are useful in the real world. I also expect that the students will experiment with the new medium and find out all the cool things printmaking is capable of. 
 

Element f: Teachers provide students with opportunities to work in teams and develop leadership qualities. October 2, 2019

When I did the collaboration lesson with fifth grade and kindergarten it was so successful, I decided to do it the other grade levels as well. Looking back I would have changed how I set up firsts grades assignment. They had the large paper and needed to fill the whole thing by working together. It was a little too much for them to comprehend. I should have had them do partner drawings like I did with the kindergarten. Other than that the rest of the grades had a great time working as teams and finishing a large drawing together. 

 

Quality Standard 4: Teachers reflect on their practice. 

Element a: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice. October 2, 2019

When I was teaching kindergarten I started with teaching them how to cut flowers out of small pieces of colored square paper. I didn’t give them as much instruction and some of them really struggled to cut large flowers. I had students cutting tiny spiky shapes. I quickly realized that they needed step by step instructing starting on how to hold scissors. After students had more time, more instruction and some one on one help there flowers turned out bigger and more organic. 


 

Element b: Teachers link professional growth to their professional goals. October 12, 2019

If I were to do the Agate project again with third grade there are some things I would change. I would have the students write out some descriptive words about there stone in there sketchbook. This I feel would help them getting a better handle on what I meant by include some qualities of your stone. I also would have had them work on some watercolor techniques on a separate paper inside of going straight to their final piece. Some students really struggled with watercolor and I think this would help them feel more confident. I think these changes are very important for the students success and it is my goal to help them succeed at their art projects. 

Element c: Teachers are able to respond to a complex, dynamic environment. September 10, 2019

When teaching at Rockrimmon Elementary school every class is completely different. You have some classes that are hard, some that are easy and sometimes when one student is gone the entire classroom dynamic is shifted. Each hour you have to put on a new hat especially from going to fifth grade to kindergarten. The students needs are so dynamic and different from each day and class. Elementary school in and of itself is a complex environment that I love to be in.  

Element d: Teachers demonstrate leadership in their schools. September 20, 2019

Teaching is leadership. When at the elementary school level every student is watching you whether you know it or not. They are seeing what you are doing so you better be doing the right thing. When I was teaching I made modeling fifth percent of what I was doing. I modeled how the students should carry their paper and how they shouldn’t. This made it really clear what is acceptable in the classroom. I had to do this every class just to remind the students what I am expecting. 

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