Science:
Faculty Education of
Tasmania:
http://www.utas.edu.au/education/professional-experience/lesson-plans
http://www.utas.edu.au/education/professional-experience/lesson-plans
Lesson Plans:
Literacy lessons:
Monday, October 20, 2014
Useful resources for Visual Arts Teachers
Visual Art Lesson Ideas:
ArtsEdge: Tips on creative
art education:
Ideas for Art Lessons:
Ideas for Art Lessons from
AEContent:
Learning about the
experiences of individuals are are disabled through Art:
Ware, L. (2011). When Art Informs: Inviting Ways to See the Unexpected. Learning Disability Quarterly, 2011, 34:
194
Various resources for
teaching Visual Arts:
Image references
1.0 - Retrieved on 11th October
2014 from:
1.1 - Retrieved on 12th October 2014 from
1.2 – Retrieved on 10th October 2014 from: <http://ilikeswhatilikes.com/2013/09/29/list-o-the-week-top-20-episodes-of-adventure-time/>
1.3 – Retrieved on 10th October 2014 from:
1.4 – Retrieved on 12th October 2014 from:
1.5 – Retrieved on 12th October 2014 from:
<http://teachersnetwork.org/ntny/nychelp/math/effectivemathvocab2.htm>
1.6 – Own example
1.7 – Own example
References
[1] NSW Syllabus for the Australian Curriculum
(2012). Differentiated Programming.
Retrieved on 10th October 2014 from: < http://syllabus.bos.nsw.edu.au/support-materials/differentiated-programming/>
[2] Wragg, E.C., Haynes, G.S., Wragg, C.M. & Chamberlain, R.P. (2000). Failing Teachers? London: Routledge.
[3] Tomlinson, C and Allan, S. (2000),. Leadership for Differentiating Schools and Classrooms, ASCD: Alexandria, VA.
[4] Randi J, Newman T, Grigorenko E. Teaching children with autism to read for meaning: Challenges and possibilities. Journal of Autism and Developmental Disorders. 2010; 40(7):890–902.
[10]
Whalon, K. J., Al Otaiba, S., & Delano, M. E. (2009). Evidence-based
reading instruction for individuals with autism spectrum disorders. Focus on
Autism and Other Developmental Disabilities, 24(1), 3-16.
[18]
Hays, M.J, Kornell, N. & Bjork, R., (2010). The costs
and benefits of providing feedback during learning. Pschonomic Bulletin &
Review, 17(6), 797-801.
[19] Dunn, K.E & Mulvenon, S.W. (2009). A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in education. Practical Assessment, Research & Evaluation, 16 (7).
[2] Wragg, E.C., Haynes, G.S., Wragg, C.M. & Chamberlain, R.P. (2000). Failing Teachers? London: Routledge.
[3] Tomlinson, C and Allan, S. (2000),. Leadership for Differentiating Schools and Classrooms, ASCD: Alexandria, VA.
[4] Randi J, Newman T, Grigorenko E. Teaching children with autism to read for meaning: Challenges and possibilities. Journal of Autism and Developmental Disorders. 2010; 40(7):890–902.
[5] Australian Curriculum and Assessment
Reporting Authority (ACARA) (2014). English as an Additional Language or
Dialect Teacher Resource : EAL/D Overview and Advice. Retrieved 20th
August 2014 from
[6] Wylie, J. & McGuinness, C. (2004), The interactive effects of
prior knowledge and text structure on memory for cognitive psychology texts. British Journal of Educational Psychology,
74: 497–514.
[7] Sansone,C., Smith,J.L., Thoman,D.B. & MacNamara,A. (2012).
Regulating interest when learning online: Potential motivation and performance
trade-offs, The Internet and Higher
Education, Volume 15, Issue 3, June 2012, 141-149,
[8] Duff, P. A. (2001). Language, Literacy, Content, and (Pop) Culture:
Challenges for ESL Students in Mainstream Courses. Canadian Modern Language
Review, 58(1), 103
[9] Lifshitz, H.,Shtein S., Weiss, I. & Svisrsky, N. (2011) Explicit
memory among individuals with mild and moderate intellectual disability:
educational implications, European
Journal of Special Needs Education, 26:1, 113-124
[11] Levén, A., Lyxell, B., Andersson, J. & Danielsson, H.,(2014)
Pictures as cues or as support to verbal cues at encoding and execution of
prospective memories in individuals with intellectual disability, Scandinavian Journal of Disability Research,
16:2, 141-158
[12] Mitchell, D. (2014). What really works in special and inclusive
education: Using evidence-based teaching strategies (2nd
Edition), Routeledge. pp.35-46
[14] Gray, J. H., & Viens, J. T. (1994). The theory of multiple
intelligences. National Forum, 74(1), 22.
[15] Kim, A., V, Sharon., Wanzek, J. & Wei, S., (2004). Graphic Organizers and Their Effects on the
Reading Comprehension of Students with LD: A Synthesis of Research. Journal of Learning Disabilities, 2004,
37:105
[16] Teacher’s Network: Effective
Mathematics Vocabulary Instructional Strategies You Can Count On Part 2.
Retrieved on 12th October 2014 from: http://teachersnetwork.org/ntny/nychelp/math/effectivemathvocab2.htm
[17] North Illinois University, Faculty Development and Instruction
Design Center. Teaching with Bloom’s
revised Taxonomy. Retrieved on 11th October 2014 from: <http://www.niu.edu/facdev/programs/handouts/blooms.shtml>
[19] Dunn, K.E & Mulvenon, S.W. (2009). A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in education. Practical Assessment, Research & Evaluation, 16 (7).
[20] Ysseldyke, J.E. (2001). ‘Reflections on a
research career: Generalizations from 25 years of research on assessment and
instruction decision making’. Exceptional Children, 67(3), 295-308
[21] Mitchell,
D. (2014). What really works in special and inclusive education: Using
evidence-based teaching strategies (2nd Edition), Routeledge.,
184-85
[22] Stahl, K & Bravo, M.
(2010) Contemporary Classroom Vocabulary Assessment for Content Areas. The Reading Teacher Vol 63, No. 7, 569.
[23] Harkes, M. A., Brown, M. and Horsburgh, D.
(2014), Self Directed Support and people with learning disabilities: a review
of the published research evidence. British Journal of Learning Disabilities,
42: 87–101. doi: 10.1111/bld.12011
[24] Munro, J. (2011). Teaching gifted and talented
students : a learning approach to differentiation.
University of Melbourne.
Differentiating the Product
The product is the outcome of acquiring a set of knowledge and skills
over a period of study. It is often aligned with assessment, which tests
whether or not the learner has achieved the learning objectives, and to what
level of success. Teachers can go about differentiating the product by
providing the learner with a student contract (next section), using informal as
well as formal testing, allow various ways for assessing students and giving
students the choice to design products around essential learning
objectives.
Strategy: Choice
Students will make choices based on their interests, and with
consideration of their strengths and weaknesses. Giving students the
opportunity to choose in some instances can be beneficial for them. Gifted
students may find it more rewarding to attempt the more difficult question, as
it is more challenging.
Using Bloom’s revised Taxonomy
to design essay questions [17]
Students either choose to do topic (a),
(b) or (c)
( a) Discuss the
ideas that motivated the surrealists with reference to 2-3 artists. (Skills =
Remembering, Understanding)
( b) Compare the
similarities between Rene Magritte’s The
Son of Man (1946) and The Lovers II (1928).
(Skill = Analyzing)
( c)To what extent
were the surrealists considered ‘radical’ for their time? (Skill = evaluating)
Strategy: Formative Assessment and Feedback
Visual Arts is a unique discipline that allows teachers to easily
conduct formative assessment and feedback through tools such as the visual arts
diary. There is a multitude of research that supports the use of formative
assessment [18][19] even for low achieving students [20]. Formative assessments
differ from summative assessment, which assesses the learner’s performance at
the end of a unit [21]. It can be used to evaluate a learner’s progress, check
for understanding, learn about the student’s interests and figure out their
learning. All the information collected can be used to modify instruction and
formulate assessments that are suited for the learner.
Using discreet-embedded
classroom assessments to check for vocabulary and understanding [22]
The visual arts diary can be useful for teachers to check whether the
student has grasped the vocabulary and key concepts that are embedded in the
unit of work.
Figure
1.7
Evidence
of student applying content-specific vocabulary
As well as the visual arts diary, classroom discussions can be counted
as a form of formative assessment. Teachers may want to keep record of
discussions that occur in class as evidence that a student has understood or
not understood the content.
Strategy:
Student contract as form of self-directed learning
A Student contract is a planned agreement between the teacher and
student that allows a student to develop a learning objective, such as a
knowledge or skill. It can also be used for behavior management where good
behavior is met with positive affirmations.
Learning contracts facilitate independent learning, allowing students to
be meta-cognitive in relation to their learning. Not all learners will
successfully benefit through this process, such as students with particular disabilities
[23]. However, some learners such as gifted and talented students could benefit
from setting goals to an objective [24].
Example of a
student contract for gifted learners and ESL students
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