Evaluate the teachers’ use of high-leverage practices by discuss how the teacher implemented coordinating and adjusting instruction in the below passage. I teach art at an elementary school with approximately 530 students. I only teach art to students in kindergarten through 5th grade. This 5th-grade art class has 21 students aged 10 to 12. Out of this class, 12 are Caucasian, 6 are African American, 1 is Biracial, 1 is Asian, and 1 is Hispanic. Seven of the students in this class participate in our district's gifted program. The students qualify for the gifted program in various ways, so the abilities and personalities of students in the gifted program vary greatly. I plan art to integrate lessons with science and social. Students know that art instruction is important to their quality of life and that I expect them to work cooperatively to study and experience art. There are 2 instructional challenges with this class: lack of experience in formally studying, interpreting, and evaluating art on their own and lack of supporting details in analyzing, interpreting, and evaluating art. My primary instructional goal was for students to use cooperative group skills to discuss and write a critique of a work of art sponsored by the Works Progress Administration (WPA) and understand the historical significance of the WPA and the work of art. Additionally, I wanted students to compare their critique of the artwork to that of the professionals at the Smithsonian and present their findings and critique to the class. These goals were appropriate for my students because they were based on my state's standards in visual arts and aligned with the 5th-grade social studies and language arts curriculum. I ensure fairness, equity, and access for all students. Students were studying high-quality work by male and female artists from diverse ethnicities. I encouraged contact between students and the teacher, used cooperative learning, used active learning techniques, provided prompt feedback, emphasized time on task, communicated high expectations, and showed respect for diverse talents and ways of learning. I used a variety of procedures and teaching strategies to promote student interaction with me and with each other. I chose to have students work in groups so they could cooperate to complete the project. Most students had finished the description step in their packet, so I used whole-group instruction to clarify the next analysis step and demonstrated the process with the artwork. I used small groups to foster student participation in the description, analysis, interpretation, and evaluation of art and to have students interact with me as I assessed where they were in the project. Specifically, I selected teaching strategies about multiple intelligences that addressed different types of learners. The SMART Board and computer showed the instructional goals and the day's agenda. The students had been working in groups, and most had finished the descriptive section, so I used the whole group moment to remind students they should be moving on to analysis and gave them a visual reminder of the procedures and strategies for the day. As a team member, students were expected to exert high effort and perseverance toward goal achievement. In addition, as individual groups were studying art, I moved around the room to monitor and facilitate learning in every group. I ensured student support by providing appropriate materials, rigorously monitoring student participation, giving individual and group assistance, and talking with my students in an informal and friendly tone. The SMART Board had steps I constructed to make it easier for all my students to reach. My classroom was set up following the ITI, Integrated Thematic Instruction, principles using soft lighting and muted colors to not distract students from the learning process. This was evident using a table lamp and the absence of bright colors on the walls. Behind the SMART Board were words from the state Art Education Standards K-5. I engaged students in meaningful discussions concerning art's definition, description, and evaluation. I found the strategy of using cooperative learning teams was effective in advancing student understanding of concepts and processes and developing positive attitudes towards learning. They knew that once they completed their group critique, they could open their Smithsonian packet and compare answers to the experts' answers. I made anecdotal notes during group work, administered and reviewed exit slips, reviewed group study-guide responses, had students individually complete a chart that compared and contrasted their answers with the Smithsonian experts' critique in the sealed envelope in the group packet, and had groups share their results with the class.
Evaluate the teachers’ use of high-leverage practices by discuss how the teacher implemented coordinating and adjusting instruction in the below passage.
I teach art at an elementary school with approximately 530 students. I only teach art to students in kindergarten through 5th grade. This 5th-grade art class has 21 students aged 10 to 12. Out of this class, 12 are Caucasian, 6 are African American, 1 is Biracial, 1 is Asian, and 1 is Hispanic. Seven of the students in this class participate in our district's gifted program. The students qualify for the gifted program in various ways, so the abilities and personalities of students in the gifted program vary greatly. I plan art to integrate lessons with science and social. Students know that art instruction is important to their quality of life and that I expect them to work cooperatively to study and experience art. There are 2 instructional challenges with this class: lack of experience in formally studying, interpreting, and evaluating art on their own and lack of supporting details in analyzing, interpreting, and evaluating art. My primary instructional goal was for students to use cooperative group skills to discuss and write a critique of a work of art sponsored by the Works Progress Administration (WPA) and understand the historical significance of the WPA and the work of art. Additionally, I wanted students to compare their critique of the artwork to that of the professionals at the Smithsonian and present their findings and critique to the class. These goals were appropriate for my students because they were based on my state's standards in visual arts and aligned with the 5th-grade social studies and language arts curriculum. I ensure fairness, equity, and access for all students. Students were studying high-quality work by male and female artists from diverse ethnicities. I encouraged contact between students and the teacher, used cooperative learning, used active learning techniques, provided prompt feedback, emphasized time on task, communicated high expectations, and showed respect for diverse talents and ways of learning. I used a variety of procedures and teaching strategies to promote student interaction with me and with each other. I chose to have students work in groups so they could cooperate to complete the project. Most students had finished the description step in their packet, so I used whole-group instruction to clarify the next analysis step and demonstrated the process with the artwork. I used small groups to foster student participation in the description, analysis, interpretation, and evaluation of art and to have students interact with me as I assessed where they were in the project. Specifically, I selected teaching strategies about multiple intelligences that addressed different types of learners. The SMART Board and computer showed the instructional goals and the day's agenda. The students had been working in groups, and most had finished the descriptive section, so I used the whole group moment to remind students they should be moving on to analysis and gave them a visual reminder of the procedures and strategies for the day. As a team member, students were expected to exert high effort and perseverance toward goal achievement. In addition, as individual groups were studying art, I moved around the room to monitor and facilitate learning in every group. I ensured student support by providing appropriate materials, rigorously monitoring student participation, giving individual and group assistance, and talking with my students in an informal and friendly tone. The SMART Board had steps I constructed to make it easier for all my students to reach. My classroom was set up following the ITI, Integrated Thematic Instruction, principles using soft lighting and muted colors to not distract students from the learning process. This was evident using a table lamp and the absence of bright colors on the walls. Behind the SMART Board were words from the state Art Education Standards K-5. I engaged students in meaningful discussions concerning art's definition, description, and evaluation. I found the strategy of using cooperative learning teams was effective in advancing student understanding of concepts and processes and developing positive attitudes towards learning. They knew that once they completed their group critique, they could open their Smithsonian packet and compare answers to the experts' answers. I made anecdotal notes during group work, administered and reviewed exit slips, reviewed group study-guide responses, had students individually complete a chart that compared and contrasted their answers with the Smithsonian experts' critique in the sealed envelope in the group packet, and had groups share their results with the class.
The teacher in this passage appears to implement coordinating and adjusting instruction effectively by using various strategies to facilitate student engagement, understanding, and achievement of the learning goals. Let's break down the elements of this implementation and provide justifications:
Alignment with Curriculum Standards: The teacher ensures that the instructional goals are aligned with state standards in visual arts and with the 5th-grade social studies and language arts curriculum. This alignment is crucial for delivering relevant content and meeting educational requirements.
Diversity and Inclusivity: The teacher emphasizes diversity in art, featuring work by male and female artists from diverse ethnicities. This not only enriches the students' learning experience but also promotes cultural awareness and inclusivity.
Cooperative Learning: The teacher uses cooperative group skills, encouraging students to work together to study and experience art. Cooperative learning is an effective strategy for engaging students and fostering collaboration.
Visual Aids: The use of visual aids, such as the SMART Board and computer, to display instructional goals and the day's agenda helps students stay focused and organized. Visual aids can enhance comprehension and keep students on track.
Differentiated Instruction: The teacher mentions using teaching strategies that address different types of learners, appealing to multiple intelligences. This approach recognizes that students have diverse learning styles and adapts the instruction to meet their needs.
Formative Assessment: The teacher's use of anecdotal notes, exit slips, and individual chart comparisons with expert critiques demonstrates ongoing formative assessment. This allows the teacher to adjust instruction based on students' progress and understanding.
Student-Centered Approach: By having students compare their critiques with those of experts at the Smithsonian and share their results with the class, the teacher promotes a student-centered approach. This not only engages students but also encourages them to take ownership of their learning.
Teacher Mobility: The teacher's movement around the room to monitor and facilitate learning in every group is an active and hands-on approach to instruction. It ensures that the teacher is available for assistance and can address individual and group needs promptly.
Classroom Environment: The teacher sets up the classroom environment following Integrated Thematic Instruction (ITI) principles with soft lighting and muted colors. This is done to create an atmosphere conducive to learning and reduce distractions.
Clear Communication: The teacher engages students in meaningful discussions about art's definition, description, and evaluation, promoting clear and open communication. This not only helps with understanding but also encourages critical thinking.
Use of Expert Resources: The teacher leverages resources from the Smithsonian, allowing students to compare their work with that of experts. This not only provides a benchmark for excellence but also motivates students to strive for higher quality.
In conclusion, the teacher in this passage demonstrates a well-rounded approach to coordinating and adjusting instruction. By aligning with curriculum standards, promoting diversity and inclusivity, using various teaching strategies, employing formative assessment, and creating an engaging and student-centered learning environment, the teacher effectively fosters a rich and supportive learning experience for their students.
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