3 "Mock Ups" of Student Advisory Committee

Story about Ideation

At the beginning of the year, the teacher surveys all students with interest inventory, favorite art materials, favorite subjects to draw, and other opinions.  From the survey and students from last year, the teacher asks about 10 to 15 students to be a part of the advisory committee.  These students are a mix of gender, race, native language, motivated art students, and at-risk students in art and other subjects.  The teacher meets initially with the students one-on-one or in pairs to discuss the idea of an Advisory Council.  If the student agrees, the teacher asks questions about how instruction is presented to see what students prefer and get ideas for changes.  After the first couple lessons, conference with students again and ask how the lesson went.  This takes transparency with the student and teacher and building trust to be honest with the teacher.  The teacher will continue to ask the uncomfortable questions to get authentic feedback for the students.  After lessons, a pair of students will write a reflection in the class blog; this gives the teacher more and different feedback about the lesson and how students perceive learning.  The teacher also self-reflects on each lesson especially if any students are disengaged.  Since the goal is to engage the students, the teacher must keep asking how to change the lesson and improve it.  The students will take turns being experts about some part of the art lesson; the teacher needs to teach the initial student and check that the experts are hitting all the points with their mentored students, so all may be successful.  Then it is not a new idea, but the teacher should compare the art and assessment with the rubric presented at the beginning of the lesson and self-reflect on the teacher aspects of the instruction.  This is a repeating cycle as all good instruction is.  Did the teacher teach what the students needed?  Were the students engaged in the lesson?  What parts of the lesson were the most engaging?

Coggle with Circular Idea of My SA Committee

http://bit.ly/1FbB24C

I will also be including my teaching template with plans for conferencing and surveys in the timeline.

Lesson Plan Template:

Teacher Plans	Advisory Committee	Students	At-Risk students (ATR)	Other
Lesson objective:	Suggestions for the lesson:	Participation in lesson: 1 to 5 scale (highest motivation) 1   2   3   4   5	1   2   3   4   5
Standards:	Feedback from the last lesson:	Suggestions from students about the lesson:	Suggestions/Changes:
Assessments:		Self-reflections:
Teacher Collaborations:		Blogging:
Rubric: Artist Level (More than I Expect)
Craftsmanship Level (What I Expect)
New Student Level (Less than I Expect)

 

Problem of Practice

How might I structure class assignments to allow for variety in demonstrating knowledge?

I am able to engage most of students in art class from projects by using interesting art materials and
subject matter I think they will like. Some students don’t like to write their thoughts for reflection or need help; I’d like those students to be able to reflect in a way that uses writing to practice skills, but also has a new way to demonstrate their learning.  I want the students to help set up the choices for formative and summative assessments of assignments.  The assessments could include writing, video,
podcast, animation, etc.  Ideally I would include collaborating teachers, and a small group of students in creating lessons and assessments of learning.