Speakers: Becky Marine and Shanna McMullin

Becky Marine (SPED)

Students with disabilities are students first (student with autism not an autistic students).
IEP- individual education program (plan)
 -Enjoy the special things about all of your students

The difference between--
accommodation- designed to help the student do the same work

modifications- designed to help the student do similar work

Routine and procedure cuts down on behavior problems
(Backwards Timeline-- specific things due that will equal a larger project)

Write directions on the board and have an example of the finished project and or steps of the production process (task analysis)

Student with attention deficit disorder can be your "helper" taking things to the office etc.

Shanna McMullin (SCOR)

At-risk students- any students who are credit deficient and may not be on the track to graduate (any student 5-12 who is at risk of not graduating on time because they failed the H.S. graduation exam or any student who is a dropout etc.)
--At Elk Mound Shanna works with 10% of the student population (a lot of students)

Risk Factor of At Risk-Students Include:

-Students from single parent homes
-Students who are overage of their peer group
-Students who have frequently changed schools
-Students whose parent are not actively involved with their children
-Students whose parent have low expectations of them
-Students who repeated an earlier grade
-Students who struggle with math and English
-Students who do little homework
-Students who frequently come to school unprepeared
-Students who frequently cut class
-Students who "           " tardy or disrupt class
-Students whose teachers feel they are passive, frequently disruptive or inattentive
-Students whose teacher feel are underachievers

"All students are individuals and not everyone can do the same thing"

Things to be aware of in the classroom (art):

-Disengaged students in the classroom is not understanding the material
- If student comes into the class with an attitude it has nothing to do with you
-Speaking out against a student-- saying that the teacher does not care about me etc.
-Each student comes into the classroom that we know nothing about
-Students with negative behaviors are accustomed to negative consequences. These often have no affect on the student and many times students seek out these consequences because it is what they are comfortable with.
-Students who say they don't care about grades (are saying that they do not care about getting D's and F's but they will care as soon as they get a better grade.

-Any time you feel a student is in harm of themselves or other or going to harm then as a teacher you are obligated to let someone know
-Admit that you are wrong and that it is okay to be etc.

(Possibly hands on projects for instance "Finger painting in Poetry")

Books: The Child Called It... James Fry.... Outside the Lines for Special Education

Second Day- Practicum

Day Number Two

What is the current project? Today was my Second day with Ms. O, The second hour class was working on two point perspective. They were using paper, pencils, and rulers to complete the drawing. The students are making houses, along with the two point perspective the students are required to draw an architectural plan of their home. I was surprised to see that most of the 8th grade students understood the project. I did help one individual specifically with his pool; he had a few lines that were incorrect. I simply asked him if some off the lines looked incorrect he said yes so and we worked together to fix the lines.

The image on the left is the board that Ms. O uses to keep track of what is planned for each class and it is a way for the students to see what they should be working on. During my day I talked to Ms. O about teaching my lesson next week. We decided that I was going to teach the first part of my lesson next Wednesday. The students are going to find an image (portrait style) of a person of their choice. The student are going to edit these images in Photoshop to use for the "Complete the Drawing" assignment. We also discussed some of the activities that could lead up to the final drawing.

How does the teacher get their attention to begin class? 
At the beginning of the class the teacher begins with a warm-up activity to get attention or simply addresses the class on what they are going to be working on in the future. The instruction does have access to a smart board but only uses it for Power point presentations.

Rules?
Classroom rules are not posted in the classroom although at the beginning of the semester the instructor will make a list, with the students, of classroom rules to be used during the course. I did notice that the schools code of conduct is posted in the classroom.

How do you differentiate instruction for diverse learners?

Differentiation- (I.Q.)

This can be a difficult task at first but I think it can be achieved by early student assessment. Similar to math and other subjects who use tests in this fashion; art teacher can assess what students already know by having them do activities. Some of these early assessments are still life drawings, which can give the instructor an idea of students levels. It is also important to get to know your students. For instance, if you are familiar with students skills you will understand their strengths and weaknesses that will allow you to utilize strengths and build on weaknesses.

Some other Ideas:

-Change/ vary methods of instruction based upon different learning styles
-Use activities that engage all students (visuals, kinesthetic, auditory)
-Change the way you teach through multiple intelligences
-Modify project for different ability levels
-Change the way you assess students

Ms. Ann Oberding

Ms. Oberding is the art teacher at Durand High School

-Book "That Used to Be Us" -Freedman

PBIS (Positive Behavioral Intervention and Supports)
1. Remember 5 positives to 1 negative
2. Set the stage for success, reward the effort
3. Give clear, specific directions
4. Stay calm, use calm voice- nagging gets you NOWHERE!
5. Set reasonable limits- Avoid using "always" or "never"
6. Be consistent- "Yes means yes and no means no"
7. Set the example- Actions speak louder than words
8. Proactively anticipate situations
9. Have patience-- a little goes along way
10. Have fin and enjoy the ride!

More More More More More More More More More More More More More More More More
-Collecting data of students (being late etc.)
-Cool tools (video of students doing things incorrectly and then correctly)

80% of the staff members must try and buy in in order for PBS to work
If teachers are involved in PBIS it will change and help the teacher to evolve for the better.

Tier 1- 80- 90% All students engages in practices
Tier 2- 5-15% Some at risk students... rapid response small group interventions/ some individualizing
Tier 3- 1-5% Individual students Assessment-based intense, durable procedures.

Interesting that the school uses POP (Proof of Pride) tickets as positive reinforcement. These are given to students when they show and demonstrate appropriate behaviors in all areas of school. All staff is included in the acknowledgments of good behavior.

Ms. O lets her student set their own classroom rules (students put the rules into their own language). She then posts the expectations on the wall for referral if and when students misbehave.

-Be consistent with rules and expectations (swear words-- establishing rules early and often and immediate when these defiance occur)
-Enforce the rules that the schools require

Practicum Teaching- Day 1

 Day 1

Today was my first day in Ms. O's classroom. I was there from 7:45-11 (a.m.). I observed three classes today; it seems that most of the students enjoy ceramics. This also seems to be the main focus of Ms. O. I found that I was more engaged with the students than any of my other practicum experiences. This could be for a couple of reasons: It is my third experience or I plan on teaching H.S. and I feel that I can use my vocabulary without altering. The class that sunk-in the most with me was the AP-Ceramics class; the students are more advanced (vocab). I also found this class interesting in that Ms. O doesn't usually address the students they usually come into the classroom and begin to work. She walks around the room and helps students when need be.

HOW DO THE STUDENTS ACT UPON ENTERING THE CLASS? 
Depending on the class the students enter the classroom in a few different ways. For example, if the students are advanced they usually begin working on their project without instruction. On the other hand, students who are in the introductory levels usually need verbal instruction unless they are working on a project. I have also noticed that first hour student enter the classroom differently because they need to take the stools off of the tables in order to sit.
HOW DOES THE TEACHER ACT?  
Similar to the students the teacher enters the classroom differently for each class. For instance, the instructor usually addresses students as they come into the classroom. Most of the time students have taken their seat before the bell rings. After the bell is usually when the teacher begin instruction by letting the students know what is planned for the day. During the more advanced classes the instructor usually doesn't have to say anything, the students start working on their own.

How do you assess student artwork?

Student Work!

I think that it is important to expect a lot from your students and challenge them to get out of their comfort zone. To me this is important because students seem to get caught up in making things perfect rather than gaining experiences and knowledge about various mediums and tools. It is also important to take into account that each student is different. For example, if a student is not as skilled in arts the instructor needs to see how the students spend their time on the project. I also think that the teacher can assess the student artwork based on what they have learned from the WI art and design standards. The assessment is also going to be graded on general terms such as: reflection (critique, test, quiz), craft, criteria and so on.

Other things to take into account...

-Growth
-Age of students (behavior, directions, participation etc.)
-Effort and attitude
-Academic language

Ms. Jennifer Sweeney

"A Week in the Life of an Art Teacher"

-Over 600 kids per week

 RULES is RULES--
Discipline- Only deal with the person and the problem not the entire class for one child

Awesome way to get 1-3 grade students to line up "Mona Lisa"
-Notice the way that the she has hands to herself looking forward and being quiet (etc.).

-Because of the multiculturalism (Ho-Chunk) that is in the classroom Ms. Sweeney uses their native language along with: Japanese, French, German etc. This is a great way not only to introduce the students to multiculturalism that is in their area but also to some cultures outside of this and around the world.
-Keeping with the multiculturalism-- instead of only talking about dead European males talk about everyone (included in texts, handouts, lessons etc.)

-Putting naughty students in charge because instead of being naughty they will focus on everyone else.


-Adding shaving cream to paint makes it fluffier
-Using digital camera (video etc.) to show steps and procedures that are lengthy

 Beatles lesson- great lesson using song lyrics, which is great because the students all have a different art piece as a final result. Lyrics that are inappropriate are changed (for example "birthday greetings bottle of wine" is changed to "birthday greeting bottle of milk".

Ms. Sweeney-
She seems like she would be a great art teacher. Personally when a teacher is excited about a particular subject I find myself more engaged. I'm sure this is how most people are including her many students. She is very engaged in what she does and is creative in her classroom (Elmo and I know it, Mona Lisa line up etc.)

PDP- needs to be completed every five years and they are goals that need to be completed to renew their license.

On-Going Reflection

edTPA-

To me the edTPA requires you to know your subject. Although I don't fully understand (mostly because of not knowing students) the entire lesson. I do feel that I am understanding the core content of the edTPA lesson, speaking specifically to what we have been working on. I think the planning portion of the lesson is very effective, after completion of the written lesson I would feel prepared to teach a lesson written in this format. As for the instruction I believe I need to teach the lesson before discussing that. I do think that the assessment is very important because it allows the students to reflect on one another and for the teacher to reflect on ourselves and the students.

Mrs. Larson "Speaker"

Notes/ Interesting Information etc.

-Wanted to teach H.S. art- now teacher elementary art (Keep options open)

Classroom Management- Organized (BANANA boxes), High expectations- Artwork and Behavior, Consistency-expecting and demanding in rules etc., Practice and Model OFTEN (Some student have little experience with some of these things-- DON'T take this for granted), Responsive Classroom and PBIS Models

PBIS - Positive Behavioral Intervention and Supports, documentation of behaviors so student can be tracked in order to change their behavior. Not only concerned about students in the art classroom but having the knowledge of how the student is doing and helping them in school entirely.

Responsive Classroom Model- (Yardsticks- Chip Wood (book))
-knowledge of child development
-Not only academic but also social skills 

Art Curriculum Art Curriculum Art Curriculum Art Curriculum Art Curriculum
Curriculum Map, Planning, Lessons, and ASSESSMENT

Assessment- Each grade level has 3-4 assessments
Summative and Formative (sketches, writing etc.)

Special Needs- All student come to specials (art, gym etc.)
Teach physically writing down what they formulate verbally

Note that the environment can a comfort for students when it does not change-- Consistency/ Structure is important to the students routines (Especially Special Needs students) 

Differentiation- Having multiple ways to complete a project-- instead of students fill  out paperwork a teacher or friend does.....Students who need extra time to process are allowed this 
 
Have visual samples-- steps of the procedure, incorrect and correct ways to do things  

Administrative STUFF! 

-Scheduling
-Electronic Grading
-Budget
-Communication- faculty, administration, parents, Art Shows 

Remember to include- participated daily and had a positive attitude (behavior) and effort

Reflection- I thought Ms. Larson's presentation was very useful, which can be seen from all of the notes that I have taken. It was interesting to hear her answer question and use specific examples about her current students. One thing I found informative in particular was her talk about students with special needs and how she works with the students. She discussed some way that she works with the students compared to non-special need kids. I also found it interesting what see said about not changing the environment can act as comfort for the student because of their familiarity of the room.
















 

Safety First!

How do you deal with safety in the classroom?

I think that safety is an important issue in the classroom. I believe having a few set of guidelines are important to give the students structure. I also think that it is necessary to have specific instruction for each individual lesson. This is important because some lesson may introduce new materials that the student's are unfamiliar with. For example, if the instructor is teaching a lesson where the student's create stencil using card stock and an exact o knife; it is important that they are first instructed on how to do the task to avoid injury. The level that you are teaching also need to be taken into account because high school student will most likely have more knowledge of safety than an elementary level student would.

Other Ways....
-labeling
-teacher supervision
-incorporate into rules
-student contracts-- showing that they understand procedures and how to use materials etc.