InstructionArt has so much to offer learners. In a well-functioning studio, makers work together.
They challenge themselves and each other. They work both individually and collaboratively. The respond to change and think innovatively. They create, give, and receive helpful feedback. Growth mindset is a day-to-day practice in my classroom where failure isn’t stigmatized but learned from. Makers learn the skill of resiliency. These are the lessons I work hard to instill in my classroom culture. An environment that is safe for all people and that values dedication, innovation, and integrity. AssessmentStandards based lesson and assessments. Formative assessment is a key part to the culture of the room. Check-in points ensure that students are growing and challenging themselves. There are opportunities for reflection. Working sketchbooks, class discussions, and class critiques are just a few forms of these check-ins, in addition to "checkpoint" grades proceeding each project where I individually conference with students before they move on to their final draft. Both pre and post assessment inform my instruction. Summative assessment takes place in the form of digital portfolios which contain extrinsic evidence, primary, and secondary evidence. Students maintain their digital portfolios over the course of the class, uploading photos as well as reflection for each project, and submitting the finished product at the end of term.
ManagementMy goal has always been to foster a safe, responsible, and inclusive classroom culture that is sustainable. We hold each other accountable for respecting every students’ right to learn and every student is made to feel welcome. Class discussions introduce each new unit and class critiques are a regular procedure within each project. In this time, students share and reflect on their own work as well as forming and receiving feedback on how work can improve. Students treat studio and studio tools and studio space with respect as well. In my first few years of teaching, I've learned one of my greatest tools in establishing credibility with students is consistency. Routines are established for day-to-day class culture. Class begins in and ends in familiar ways. Another major way of enabling this culture has been to establish good relationships with students earlier on in the semester; starting with learning names as quickly as possible, continuously getting to know each other beyond the first-week-ice-breakers, and rotating tables I work at as students transition into studio work days for more authentic small-group conversation.
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