Kohan_Paterson_Falls_Fair_Commentary

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American College of Education *

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3290

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Arts Humanities

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Dec 6, 2023

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Jessyca Kohan Dr. Alison Dobrick CIEE 3220-002 December 4 th , 2019 PART 2: Commentary 1. Who are your learners? Our learners are 3rd grade students from Paterson School 12. Paterson School 12 is an urban school district that has students with varied abilities and varied reading levels. What sources of information do you and your cooperating teacher use to better understand learners’ strengths, interests, and needs? To help better understand learners’ strengths, interests, and needs, teachers can review all student work samples, student reading level assessments, and think back to prior instruction on the given topic. Prior to the fair, we were given the students reading levels to adjust our activities to accommodate their abilities. Even though we didn’t have any prior work samples, we knew the students had prior knowledge on the history of Paterson and this helped us base our discussion on what they knew and expanded. List and describe formative assessments that you or your cooperating teacher have used to gain insight about learners. Some of the formative assessments we have used to gage students’ understanding of the topic involves reading books, class discussions and other topic-related activities. Reading the related books allowed for the students to understand the content prior to the lesson. Class discussions gave the students some foundation to the content as well. Describe how the lesson is appropriate to learners’ current levels of understanding, interests, strengths, and needs. The lessons given were appropriate to learner’s current level of understanding because of their prior knowledge. All lessons and hands on activities were extensions of what the students already knew. For example, the hands on art piece was based off of their background knowledge of Paterson and their vision of it. This art piece geared toward their interests by painting what they know and enjoy. Our students were very talkative therefore we used that as their strength to have total participation in all discussions.

How you will make it relevant and developmentally appropriate? ( Build Rapport & Prior Knowledge ) The lesson is relevant to the students because it involves their local Paterson history. The lesson also involved total participation tactics so that each student could be involved in answering the questions. A hands on activity was also implemented, which engages the students appropriately. 2. Consider special learning needs of the class and of individual students in your classroom. How will you address specific learning needs and ensure that all learners can achieve the learning goals? We addressed specific learning needs by giving support through visual aids, handouts redirecting, and reminding all students to stay on track. During the lecture on Oscar Bluemner, students had a handout to help organize the information given as well as visual aids (pictures) of Oscar and his paintings. Please identify specific language supports, accommodations & modifications you intend to use. We gave each student a word wall chart to use while going over each indigenous person. Some of the words in each description was foreseen to be a possible misconception, therefore the word was bolded and added on to the word wall so students can refer if needed. In addition, the students who are categorized with a lower reading level were given the easier person description so they can successfully read and understand who the person is. Each student also got the chance to read their description aloud to a teacher to practice fluency. 3. Think about how you will engage students to facilitate background knowledge activation and sharing of ideas. ( Build Rapport & Prior Knowledge ) To get the students engaged in the lesson, we showcased our photos to have them take a look. We asked if they recognized the man, the paintings, or what the paintings were. This is where background knowledge was built back up which made it easier to see what the teachers had to go over. Students will be given the opportunity to participate and share their ideas and ask questions. 4. How will students explore the issue or concept to build an understanding through the activity? The students first talked about the artist Oscar Bluemner. We discussed the way that Oscar Bluemner impacted Paterson, and how he drew his vision of what Paterson meant to him with all of the industrial buildings. The students were shown pictures of Bluemner’s work and we built on the ideas that Bluemner mainly focused on the industrial buildings of Paterson and speculated that this could be because of his background he had as an architect. The students were then able to explore the concept on their own when we had them paint their own vision of Paterson. Before we gave them the direction, we showed the students our own paintings that we had done about our own visions of Paterson, which included the schools, industrial buildings and the falls. We allowed the students to use watercolor paints like Bluemner and told them the colors Bluemner mainly used in his paintings, so that the students could incorporate this in their own paintings. The students were able to draw their idea of Paterson and then they were encouraged to share.

5. How will the activity provide learners with hands-on learning opportunities, exposure to multiple perspectives, historically accurate materials and an opportunity to represent the concept in a concrete manner? Students were asked to create their own unique interpretation of Paterson. This is a hands-on learning experience for the students. This also shows the students multiple perspectives, since each child was able to draw their own idea of what Paterson means to them. Students will then present their creations to the entire group to show that everyone has a unique idea of what Paterson represents. Having them engage in the conversation shows the students were able to respect their ideas of having multiple perspectives for what Paterson represents. What children’s books, articles, textbook readings, websites, videos, or other expert resources will you use? Align your reasoning to theory/research. ( Total Participation ) During our lesson we did a reading based on information and research we had found on Oscar Bluemner. This allowed for the students to follow along with their graphic organizer and facilitated a discussion that included total participation from the students. Total participation is extremely important to get all students in small groups to actively engage. As William and Pérsida Himmele stated in How to Know What Students Know, “Total participation techniques provide simple and effective ways to cognitively engage students and assess the depths of their understandings, enabling the teacher to modify instruction and deliver targeted feedback.” By understanding the importance of total participating it really helped to move the students along with conversation. 5. How will learners explain their understanding? The students were asked to explain their understanding with two different assessments throughout the social studies lesson. While we talked to the students about the history of Oscar Bluemner, his work and its effect on Paterson, the students filled out a graphic organizer that probed the students in terms of the 5 W’s and an H. The second way a student shared their understanding was with an exit ticket the students were given at the end of the discussion and art activity. The exit slip asked students “How has Oscar Bluemner played a role in Paterson’s art history” What opportunities to use academic language will you provide? There were different activities that allowed the students to use academic language during the time doing the social studies lessons. During the first part of the lesson when we were introducing the students to the famous people of Paterson. The students were provided a word wall, to help them understand the importance of each person they were learning about. During the lesson specifically on Oscar Bluemner, in the discussion, students were taught new vocabulary words through discourse. We had the students repeat the new words and we would repeat the definitions for them. For example, students learned that Oscar Bluemner was a color theorist, this was brought up to the students by saying “He chose to use the color red because he was a color theorist. This means he believed that certain colors bring about certain emotions.” We were then able to see who could tell us what it meant to be a color theorist. What questioning techniques and instructional strategies will you use to facilitate critical thinking and to help them see connections between what they know and the to-be-learned material?

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Students will be asked what they know about Paterson and why it is an important city. Students will turn and talk to a partner to build on each other’s answers. TC’s will probe for further thinking upon students. Questions will be open ended to allow for a deeper understanding. TC’s will continue to ask questions in this style throughout the lesson. What language supports will you use to support the use of academic language? ( Questioning ) We used a graphic organizer to help organize all the information we have discussed. The organizer was split up by the 5W’s: who, what, when, where, and why. There was a question that went along with each W to allow students to use academic language. For example, what kind of jobs did Oscar Bluemner had, the answers were color theorist and architect. The academic language in that response were color theorist and architect which represented why Oscar painted his paintings the way he did. 6. How will you evaluate children’s learning? How will students represent their learning? Will children be provided with different ways to demonstrate their learning? Design a rubric to assess what children have learned and how well learning goals have been met. Set clear success criteria and clearly communicate learning progressions. What specific social studies skills or dispositions will be assessed? Describe how you will share the rubric with learners and how learners will use the success criteria as a tool. ( Total Participation ) The children will be evaluated based on four different rows in the rubric, which link to three different activities and then participation in the discussion. The three activities include the artistic painting of their visual interpretation of Paterson, the graphic organizer that asked questions based on the 5Ws of Oscar Bluemner’s life, and the exit slip that asked children what Bluemner’s impact was on the art history in Paterson. By having several different ways to assess them, children will be able to demonstrate their learning in different ways. This helps because students are different learners, so it gives children different ways to express their learning. With this lesson students are hitting different types of social studies skills like, working together fairly by sharing paint, interpreting other people's paintings and compare them to their own, listening to other students' presentations, and speaking in front of others. Our rubric is attached below. Criteria Exceeding (3) Proficient (2) Needs work (1) Student’s visual interpretation of Paterson Student used the primary colors to portray their unique vision of Paterson. Student was able to explain a personal connection to painting. Student used color to portray their unique vision of Paterson. Student painted a picture.

Exit Slip evaluating student’s understanding of Oscar Bluemner’s role Student was able to answer, “How has Oscar Bluemner played a role in Paterson’s art history?” by restating and providing detail. Student was able to answer, “How has Oscar Bluemner played a role in Paterson’s art history?” Student did not answer, “How has Oscar Bluemner played a role in Paterson’s art history?” 5 W’s Worksheet tracking student’s understanding of TCs’ lesson Student successfully answered all 5 questions in full sentences, citing TC’s explanations from the lesson. Student successfully answered 3-4 questions in full sentences, citing TC’s explanations from the lesson. Student successfully answered less than 3 questions in full sentences, citing TC’s explanations from the lesson. Student’s participation throughout the lesson Student actively participated in each aspect of the lesson on Oscar Bluemner Student participated in part of the lesson on Oscar Bluemner. Student chose not to participate in the lesson on Oscar Bluemner.

Kohan_Paterson_Falls_Fair_Commentary

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