Carolina ReeseTeaching Portfolio
Figure 1. One-on-one conferences help students understand their progress and aid with challenges.
Figure 2. Self-assessment questionnaire in which student reflects on learning and gains made between baseline self portrait and subsequent version.
Assessments, which traditionally may have been seen as only quizzes or tests, encompasses a range of strategies and tools that aid teachers in gauging how much their students understand the course lessons. I use a variety of means to assess student learning and work in the classroom. Through observation, critiques, rubrics, and self-assessments, I apply diverse forms of assessments to evaluate how well my students are learning, allow them to assess themselves, and see how effective my lessons are for students. Consequently, these types of assessment allow me to re-assess and change strategy if students are not learning.
In order to gauge true understanding and learning, assessment should only assess what is being taught, that is, understanding of enduring ideas, key concepts or ability to perform certain processes or skills. This can be done in several ways.
CONFERENCESIts not necessary to formulate a formal assessment to give students feedback on their performance. I conduct one-on-one conferences while walking about the classroom and discussing projects with students as they do them (see Figure 1). I dont need to wait until a project is turned in to help a student who is struggling or discuss progress. Students gain a lot from daily interaction with me and I also get to know them individually and become more aware of their work habits, behaviors, learning styles, etc.
SELF-ASSESSMENTSelf-assessments and/or peer assessments allow students to take charge of their own learning. These not only fulfill the role of a traditional assessment, but in and of themselves become a learning experience as students reflect on their work (see Figure 2). Students are able to offer explanations, make generalizations, provide examples, apply what they know to new situations, make comparisons, formulate and answer questions, make judgments about quality, or represent an idea in a new way.
CRITIQUESI offer critiques as a part of the assessment process in my classroom. I never surprise students with a critique and they are informed that theyll need to explain their artistic process and choices, as well as be able to respectfully critique their fellow classmates work. I have found critiques to be a beneficial part of the class dynamic as they not only allow students to demonstrate knowledge of their work, but teach students about respecting others work, constructively discussing successes and areas for improvement in their own work and that of their peers, and keeping an open mind during group discussions. Critiques are also a way for me to gauge how the class as a whole may feel about a project (See Figure 3). If little discussion occurs or there is much confusion, I am able to redirect and change future projects based on feedback from students.
Figure 3. Holding a first critique with high school students during teaching internship.
Appendix C Rubric for Lesson 2: A Pictures Worth a Thousand Words
Criteria Incomplete Satisfactory ExcellentPreliminary Discussion
Student did not participate in the discussion. Student was distracted or not involved.
Student participated adequately in the discussion. Student asked at least one question and was attentive and involved.
Student demonstrated exemplary participation in the discussion. Student asked several thoughtful questions and engaged actively in discussions with other students and the teacher.
Time/Effort Student spent little time/effort on the practice photography day, was disruptive to other students or didnt take any practice images.
Student spent class time taking practice images. Used time wisely and took several images, paying specific attention to composition.
Student spent class time wisely and was consistently focused on taking well-composed practice photographs.
Final Photograph Final photograph does not contain at least 3 elements of composition. Photograph is out of focus, or contains no emotion conveyed in sport.
Final photograph contains 3 elements of composition. Photograph is clear, in focus and conveys an emotion associated with playing a sport.
Final photograph contains more than 3 elements of composition. Photograph is clear, in focus, emotional and exhibits exceptional attention to detail.
Figure 4. Sample rubric from a photography lesson on sports.
RUBRICSIt is important to the success of the students that they be involved in the assessment process. Teachers need to tell their students what is required to succeed, thus allowing the students to prepare adequately and engage in their own learning. One way to involve students in the process is by giving them rubrics, outlining what the teachers expectations are (See Figure 4).
TEACHER OBSERVATIONI like to get a sense for where students fall at the beginning of an assignment by giving a baseline assignment. With one of my high school classes, I had students draw a baseline self-portrait with no instruction and only a mirror for reflection. I first gave them mirrors and we talked about what a self-portrait is and I asked them to draw themselves using the mirror. I told them this would be our starting point (see Figure 5). From this base, wed learn to draw facial features, etc. and then theyd make another self-portrait which they can compare with their baseline drawing. After giving them instruction on facial features and even teaching them to draw using a photograph grid method, I then compared their new drawings with their baseline ones (see Figure 6). The observations between the two drawings gave me an accurate sense of what theyve learned about self-portraits and helped see gains (see Figures 7, 8, &9).
Figure 5. Student does baseline self-portrait using mirror.
Figure 6. Second drawing, after instruction, includes learning to use a grid.
Figure 7 (left). Adrianas baseline drawing and post-instruction drawing.
Figure 9. Issandys baseline drawing and post-instruction drawing.Figure 8. Shy and reluctantly-participant, Freddy showed great improvement between his baseline drawing and post-instruction drawing.
COMMUNICATION IN PLANNINGBefore I teach any lesson, I make sure I am knowledgeable of the material I am teaching by researching historical context, practicing the art project myself and making sure that I can work with the materials before assigning them to students. I also make sure to communicate expectations for my class with students and parents as often as possible. This includes beginning of year syllabi, parent notifications, and conferences. In addition, I make sure to create rubrics and lesson preparation handouts to give students beforehand so they can know what I will look for in grading and what to expect throughout the lesson.
COMMUNICATION IN TEACHINGWhen it comes to teaching, I use the SUDS method (Say it, Use it, Demonstrate it, and Show it) of presentation in order to reach students with diverse learning styles. I need to make sure that visual, auditory and kinesthetic learners in my classroom can all find a way to learn during my lessons.
Say It- I verbally introduce lessons and discuss with the class any relevant historical context or student connections to the lesson. I go over what we will be doing and what I expect from students, as well as procedures for time, material use, and clean up.
Use It - This is a good time to give students the opportunity to work with materials or test concepts and become familiar with them before using them in artwork. For example, before asking students to demonstrate the elements in a drawing, I have asked them to practice working with different elements. Figure 10 is an example of students practicing using line, shape, and even value by assembling blocks and drawing them. To the students it seems like play, but they are actually practicing and creating habits in drawing visual representations.
Demonstrate It - Some students learn best when seeing an actual demonstration. In addition, it benefits the class to see me model a process so that know what it should look like (see Figure 11). Demonstrations can also include students by letting them explore hands-on with materials before they begin an assignment.
The manner in which a teacher communicates with students greatly influences learning. I firmly believe that students have the greatest chance of success if they are fully aware of all aspects of the assignment and what is expected of them. Below are strategies I employ in ensuring strong communication with my students.
Figure 10. Exercise in practicing line, shape, and value using foam blocks.
She presents her lessons in a well formated , complete way and keeps in mind the learning level of the students, individually and the whole group.
- Supervisor of Interns based on observation.
Show It - I like to show students previously made examples, historical works, or other works that may relate to the theme of the lesson. While this method is beneficial, I dont like to show too many examples so as not to stunt creativity. I dont want my students to copy the work, but simply to see examples and gain ideas and understanding from them.
COMMUNICATION IN ASSESSINGIt is important to communicate progress with students on a regular basis. This means verbally letting students know how theyre doing and offering assistance when possible. In addition, it is important to go over