REVIEW OF STUDIO THINKING 2: THE REAL BENEFITS OF VISUAL ARTS EDUCATION
BY LOIS HETLANDM. SHERIDAN, ELLEN WINNER, SHIRLEY VENEEMA, & KIMBERLY SHERIDAN
MAKING A STRONG CASE FOR THE ARTS: WHY ART EDUCATION IS NOT JUST A LUXURY!
-BY DANIEL SERIG; THESE AUTHORS MAKE A STRONG CASE FOR ARTS EDUCATION FOR EVERY CHILD BASED ON SOLID RESEARCH. THEIR INITIAL
ANALYSIS OF ARTS EDUCATION RESEARCH SETS THE STAGE FOR THEIR IN-DEPTH, IMMERSIVE INQUIRY INTO THE PRACTICES OF HIGHLY-SKILLED,
PROFESSIONAL TEACHING ARTISTS. THE BLENDING OF THEORETICAL PERSPECTIVES WITH 'IN-THE-TRENCHES' DATA COLLECTION, ANALYSIS AND
SYNTHESIS SURROUND THE TYPES OF TEACHING AND LEARNING OCCURRING IN THE VISUAL ARTS STUDIO CLASSROOMS. SELECTING SUCH
QUALIFIED TEACHERS WHO ALSO HAVE VIBRANT ART PRACTICES STRENGTHENS THE RELATIONSHIPS BETWEEN THE IDEAL PROFESSIONAL WHO IS
AN ARTIST, EDUCATOR AND RESEARCHER. THE PRACTICAL EXAMPLES WILL MOTIVATE TEACHERS AND THE THOUGHTFULLY BUILT ARGUMENT FOR
THE ARTS IN EDUCATION WILL PROVIDE A VALUABLE SOURCE FOR ANY ADVOCATE AND POLICY MAKER.
-BY N QUINN; STUDIO THINKING PRESENTS A CLEAR IMAGE OF WHAT IS NECESSARY FOR BUILDING A "ZONE OF PROXIMAL DEVELOPMENT" IN AN ART
CLASSROOM. THE AUTHORS USE INFORMATION GLEANED FROM ACTUAL OBSERVATIONS AND COMBINE IT WITH THEIR KNOWLEDGE OF ART
EDUCATION THEORY TO PROVIDE A FRAMEWORK FOR EXCELLENT INSTRUCTION AND LEARNING. IT IS EASY TO ABSORB AND IS FULL OF EXAMPLES
AND ANECDOTES THAT ENGAGE THE READER. THIS BOOK HAS VALUE FOR THOSE JUST BEGINNING THE TEACHING JOURNEY, AND THE ONES WHO
HAVE BEEN ENGAGED FOR A LONG TIME!
BY KATHYRN; IF I HAD A PRE-SERVICE ART TEACHER PROGRAM I WOULD REQUIRE THIS BOOK AS IT IS A GREAT WAY TO THINK MORE CAREFULLY
ABOUT YOUR CLASSROOM AND HOW YOU TEACH.
-BY LARISSA; CAREFULLY EXAMINES THE WAYS THE ARTS ENCOURAGE CRITICAL AND TRANSFORMATIVE
THINKING AND ACADEMIC GROWTH WITHIN DIFFERENT FIELDS.
EDITORIAL REVIEWS''CHAPTER ONE SHOULD BE DISSEMINATED TO ALL DECISION-MAKERS IN EDUCATION. STUDIO THINKING IS A MAJOR
CONTRIBUTION TO THE FIELD.'' --ARTS & LEARNING REVIEW, WINTER 2008, VOL. 3, ISSUE 1
''HETLAND AND HER COLLEAGUES REVEAL DOZENS OF PRACTICAL MEASURES THAT COULD BE ADOPTED BY ANY
ARTS PROGRAM, INSIDE OR OUTSIDE OF THE SCHOOL. THIS IS A BOLD NEW STEP IN ARTS EDUCATION.'' --DAVID R.
OLSON, PROFESSOR EMERITUS, UNIVERSITY OF TORONTO
''THIS BOOK IS VERY EDUCATIONAL AND WOULD BE HELPFUL TO ART TEACHERS IN PROMOTING QUALITY TEACHING
IN THEIR CLASSROOMS.'' --SCHOOL ARTS MAGAZINE, OCTOBER 2008
''THE RESEARCH IN STUDIO THINKING IS GROUNDBREAKING AND IMPORTANT BECAUSE IT IS ANCHORED IN THE
ACTUAL PRACTICE OF TEACHING ARTISTS. THE IDEAS IN STUDIO THINKING CONTINUE TO PROVIDE A VEHICLE WITH
WHICH TO NAVIGATE AND UNDERSTAND THE COMPLEX WORK IN WHICH WE ARE ALL ENGAGED.'' --TEACHING ARTISTS
JOURNAL, VOL. 7, NO. 3 2009
WILL BE AT THE TOP OF THE LIST OF ESSENTIAL TEXTS IN ARTS EDUCATION. I KNOW OF NO OTHER WORK IN ART
EDUCATION WITH THIS COMBINATION OF AUTHENTICITY AND INSIGHT. -LARS LINDSTRÃM, STOCKHOLM INSTITUTE OF
EDUCATION
THE FRAMEWORK: STUDIO THINKING BASED UPON THE RESEARCH CONDUCTED IN 5 DIFFERENT-EXEMPLARY ART CLASSROOMS, THE
AUTHORS CAME UP WITH STUDIO THINKING, A FRAMEWORK THAT DESCRIBES TWO ASPECTS OF THE
ART CLASSROOM: 3 STUDIO STRUCTURES AND 8 STUDIO HABITS OF THE MIND.
HOW IS THE ART CLASSROOM STRUCTURED?
THIS IS WHAT THE AUTHORS HAVE COINED THE STUDIO STRUCTURES.
1. DEMONSTRATION-LECTURES; TEACHERS DELIVER INFORMATION ABOUT ASSIGNMENTS,
PROCESSES, AND TECHNIQUES THAT CAN BE IMMEDIATELY UTILIZED BY THE STUDENT;
INFORMATION IS CONVEYED QUICKLY; USUALLY INVOLVES USING LOTS OF VISUAL EXAMPLES.
2. STUDENTS AT WORK; STUDENTS ACTUALLY MAKE WORKS OF ART IN CLASS BASED ON
TEACHERS ASSIGNMENTS; ASSIGNMENT SPECS ARE GIVEN REGARDING MATERIALS, TOOLS, AND
TECHNIQUES; POSSIBLE CHALLENGES ARE DISCUSSED; OTHER WAYS STUDENTS WORK IN THE
CLASSROOM ARE WHEN THEY BRAINSTORM IN GROUPS, COLLECT RESEARCH FOR PROJECTS,
CREATE EXHIBITS AND FRAMING OF THEIR ART, PARTICIPATE IN COMMUNITY ART ACTIVITIES,
ETC…; WHOLE GROUP INSTRUCTION VS. SMALL GROUP INSTRUCTION
3. CRITIQUE; A TIME FOR INFORMAL SELF AND PEER ASSESSMENT; A TIME TO OBSERVE, REFLECT,
AND TALK ABOUT THE LEARNING AND ART MAKING PROCESS; WORKS CAN BE COMPLETED OR IN
PROGRESS.
WHAT IS BEING TAUGHT IN THE ART CLASSROOM?
THIS IS WHAT THE AUTHORS HAVE COINED THE EIGHT STUDIO HABITS OF THE
MIND.
Criteria Beginning
1
Developing
2
Accomplished
3
Develop Craft
Have you used all tools and materials in a responsible manner? Have you developed adequate
skills and techniques?
Engage and Persist
Have you engaged with the materials, processes, and techniques? Have you made a commitment
to your project and is complete? Have you given it your all?
Envision
Have you completed any preliminary work for your piece? Have you thought about different
options/possibilities for your piece? How will your piece evolve?
Express: Meaning Making within Art
What ideas, feelings, or emotions, if any , are being conveyed through your piece? How does your
piece make the viewer feel? How does it make you feel?
Observe: Learning How to See
Have you looked closely at the composition? Have you made significant observations about your
piece, your peers piece, that move beyond the surface?
Reflect: Critique
Did you participate in the critique and have you evaluated your own work/your peers work? What
frustrations or concerns do you have?
Stretch and Explore: Creativity and Imagination
Did you take any risks? Have you used tools and materials in an innovative way? Is your solution to
the problem unique and has it evolved? Based upon peer and self-assessment have you made any
changes/improvements?
Understanding the Art World
What contemporary/traditional artists can you relate to in terms of your work? What art periods or
movements do you make connections to? What techniques, practices, or skills can you relate to
and from what culture?
Assessment Rubric based on the 8 Habits of the Mind
DIFFERENTIATED INSTRUCTION IN ARTBY HEATHER L. R. FOUNTAIN
VARY THE MEANS TO AN END!
AT ITS MOST BASIC LEVEL, DIFFERENTIATION CONSISTS OF THE EFFORTS OF TEACHERS TO
RESPOND TO VARIANCE AMONG LEARNERS IN THE CLASSROOM. WHENEVER A TEACHER
REACHES OUT TO AN INDIVIDUAL OR SMALL GROUP TO VARY HIS OR HER TEACHING IN
ORDER TO CREATE THE BEST LEARNING EXPERIENCE POSSIBLE, THAT TEACHER IS
DIFFERENTIATING INSTRUCTION.
TEACHERS CAN DIFFERENTIATE AT LEAST FOUR CLASSROOM ELEMENTS BASED ON STUDENT
READINESS, INTEREST, OR LEARNING PROFILE:
• CONTENT – WHAT THE STUDENT NEEDS TO LEARN OR HOW THE STUDENT WILL GET
ACCESS TO THE INFORMATION.
• PROCESS – HOW WILL THE LEARNER ENGAGE WITH AND MASTER LEARNING CONTENT?
WHAT ACTIVITIES WILL THE STUDENT PARTICIPATE IN? HOW WILL INSTRUCTION BE
ORGANIZED?
• PRODUCTS – CULMINATING PROJECTS THAT ASK THE STUDENT TO REHEARSE, APPLY, AND
EXTEND WHAT HE OR SHE HAS LEARNED IN A UNIT OR ABOUT A PARTICULAR TOPIC;
OFTEN THE EASIEST AREA TO DIFFERENTIATE.
• LEARNING ENVIRONMENT – THE WAY THE CLASSROOM WORKS AND FEELS.
THE FRAMEWORK: DIFFERENTIATED INSTRUCTION IN ART
THERE IS NO PRESCRIBED SET OF STEPS TO FOLLOW TO CREATE THE IDEAL CLASSROOM
ENVIRONMENT ALTHOUGH DIFFERENTIATED INSTRUCTION IS AN APPROACH TO TEACHING
INFORMED BY A VARIETY OF BEST PRACTICES AND BELIEFS SUCH AS:
• ONGOING, FORMATIVE ASSESSMENT: TEACHERS CONTINUALLY ASSESS TO IDENTIFY STUDENTS’
STRENGTHS AND WEAKNESSES SO THEY CAN MEET STUDENTS WHERE THEY ARE AND HELP THEM MOVE
FORWARD; EXTREMELY IMPORTANT WHEN DESIGNING STRONG CURRICULUM.
• RECOGNITION OF DIVERSE LEARNERS: ALL STUDENTS LEARN DIFFERENTLY, HAVE DIFFERENT LEARNING
NEEDS, AND START THEIR LEARNING AT DIFFERENT POINTS. THEREFORE, EFFECTIVE TEACHERS AND
EFFECTIVE INSTRUCTION WILL TAKE INTO ACCOUNT ALL THESE FACTS.
• GROUP WORK: STUDENTS COLLABORATE IN PAIRS AND SMALL GROUPS WHOSE MEMBERSHIP CHANGES
AS NEEDED. LEARNING IN GROUPS ENABLES STUDENTS TO ENGAGE IN MEANINGFUL DISCUSSIONS AND
TO OBSERVE AND LEARN FROM ONE ANOTHER.
• PROBLEM SOLVING: TEACHERS EMPOWER STUDENTS TO THINK CRITICALLY AND MAKE DECISIONS
ABOUT THEIR OWN LEARNING.
• CHOICE: BY NEGOTIATING WITH STUDENTS, TEACHERS CAN CREATE MOTIVATING ASSIGNMENTS THAT
MEET STUDENTS’ DIVERSE NEEDS AND VARIED INTERESTS; TEACHERS OFFER STUDENTS CHOICE IN
THEIR LEARNING EXPERIENCES, TASKS, AND PROJECTS THEY COMPLETE.
IMPLEMENTING DI WHEN LESSON PLANNING“ONE SIZE DOES NOT FIT ALL.”
• CONTENT –CAN DIFFERENTIATE BY FOCUSING ON PRE-ASSESSMENT, SUBTOPIC
EXPLORATION, OR READINESS MATCHING (PROVIDING STUDENTS WITH BASIC
AND ADVANCED RESOURCES THAT MATCH THEIR CURRENT LEVELS OF
UNDERSTANDING)
• PROCESS –CAN VARY MEDIA CHOICES FOR A PROJECT; GROUP STUDENTS
ACCORDING TO LEVELS OF READINESS; SET UP DIFFERENT WORK STATIONS
• PRODUCT –FINAL PROJECTS CAN TAKE DIFFERENT SHAPES AND A TEACHER MAY
OFFER 2 OR 3 DIFFERENT OPTIONS FOR EACH PROJECT; I.E.- CREATE AND DRAW
AN ORIGINAL CARTOON CHARACTER, CREATE A DIGITAL ANIMATION OF AN
ORIGINAL CARTOON CHARACTER, OR CREATE A SCULPTURE MADE OUT OF CLAY
OF AN ORIGINAL CARTOON CHARACTER ; STUDENT WILL NATURALLY CHOOSE AN
OPTION THAT MATCHES THEIR INTERESTS AND LEARNING ABILITIES AND
STRENGTHS.
In what ways do you already pre-assess your students for readiness, prior knowledge, interests,
background, learning styles, and learning strengths? If you do not, what has kept you from doing so?
THE COGNITIVE SCHOOL OF THOUGHT• COGNITIVE THEORISTS ARE CONCERNED WITH THE ACQUISITION OF KNOWLEDGE AND THE
RELATIONSHIP OF LEARNING TO INTELLIGENCE, PROBLEM-SOLVING, AND CONSCIOUS
THOUGHT.
• LEARNING IS DEFINED AS A “BEHAVIORAL CHANGE BASED ON THE ACQUISITION OF
INFORMATION ABOUT THE ENVIRONMENT.
• COGNITIVE THEORISTS ARE CONCERNED WITH INFORMATION PROCESSING AND CONSIDERS
CHARACTERISTICS SUCH AS ATTENTION, SHORT AND LONG TERM MEMORY, AS WELL AS
REMEMBERING AND FORGETTING.
• MEANINGFUL LEARNING FOCUSES ON HOW LEARNERS CAN BEST ATTEND TO, RECOGNIZE,
TRANSFORM, STORE, RETRIEVE, AND USE INFORMATION IN THE MOST MEANINGFUL WAY.
• EXPOSITORY TEACHING (RECEPTION LEARNING), AUTHENTIC LEARNING (KNOWLEDGE IS MOST
MEANINGFUL WHEN IT IS RELATED TO REAL WORLD-DIRECT EXPERIENCE), SCAFFOLDING
(PROVIDING MULTIPLE LAYERS OF SUPPORT FOR LEARNERS), RECIPROCAL TEACHING, AND
PROBLEM SOLVING ARE ALL PRACTICES SUPPORTED BY COGNITIVE THEORISTS.
IMPLEMENTING THE COGNITIVE SCHOOL OF THOUGHT WHEN LESSON PLANNING
• PLAN LESSONS AND PRESENT INFORMATION IN A WAY THAT ATTRACTS AND HOLDS LEARNERS ATTENTION. FOR EXAMPLE, USE
HOOKS WHEN INTRODUCING A NEW LESSON OR UNIT.
• USE VISUAL CULTURE AS A VEHICLE TO HOOK, ENGAGE, AND MOTIVATE STUDENTS AND WELL AS FOR SELF-DIRECTION WITHIN THE
LEARNING AND ART MAKING PROCESS. MAKE LEARNING RELEVANT TO YOUR STUDENTS!
• BUILD LESSONS AROUND STUDENTS INTERESTS, NEEDS, AND PRIOR KNOWLEDGE.
• MAKE LEARNING MEANINGFUL FOR YOUR STUDENTS!
• PRESENT INFORMATION IN A CLEAR AND ORGANIZED WAY.
• VARY THE WAY INFORMATION IS PRESENTED OR OBTAINED.
• AVOID MONOTONY IN A LESSON AS WELL AS DISTRACTIONS. MAKE SURE TO DRAW ATTENTION TO KEY POINTS BY REPEATING
IMPORTANT CONCEPTS EITHER VERBALLY OR VISUALLY.
• HELPS STUDENTS SUMMARIZE AND APPLY WHAT IS LEARNED. FOR EXAMPLE, MAKE HANDOUTS THAT SUMMARIZE KEY POINTS
WHICH STUDENTS CAN KEEP AND REFERENCE AS THEY NEED.
• INCORPORATE MORE GROUP ACTIVITIES.
• USE TECHNIQUES SUCH AS SPIRALING. BY SPIRALING LESSONS STUDENTS ALSO USE RECURRENT PRACTICE AS THEY REVISIT A
LOT OF THE SAME INFORMATION OVER A LONG PERIOD OF TIME WHICH HELPS INCREASE LONG-TERM RETENTION AND REAL
WORLD APPLICATION.
CONSTRUCTIVIST THEORYCONSTRUCTIVISM IS DEFINED VARIOUSLY AS TEACHING THAT EMPHASIZES THE ACTIVE ROLE OF THE LEARNER IN BUILDING
UNDERSTANDING AND MAKING SENSE OF INFORMATION; LEARNERS CONSTRUCTION OF KNOWLEDGE AS THEY ATTEMPT TO
MAKE SENSE OF THEIR ENVIRONMENT; AND LEARNING THAT OCCURS WHEN LEARNERS ACTIVELY ENGAGE IN A SITUATION THAT
INVOLVES COLLABORATIVELY FORMULATING QUESTIONS, EXPLAINING PHENOMENON, ADDRESSING COMPLEX ISSUES, OR
RESOLVING PROBLEMS
• BOTH CONSTRUCTIVIST AND PROGRESSIVE EDUCATORS MAINTAIN THAT KNOWLEDGE DERIVES FROM ACTIVE
LEARNING AND STUDENT PARTICIPATION IN CONSTRUCTING MEANING THROUGH EXPERIENCE AS OPPOSED TO
PASSIVE LEARNING. THEREFORE, CONSTRUCTIVIST LEARNING MODELS SUGGESTS STUDENTS BE PROVIDED WITH
AMPLE OPPORTUNITIES TO ACTIVATE AND ACTIVELY REFLECT UPON PRIOR KNOWLEDGE, SYNTHESIZING IT WITH
NEW INFORMATION AND MAKING CONNECTIONS TO REAL LIFE SITUATIONS AND LEARNING EXPERIENCES. OVERALL
STUDENTS SEEM MORE INTERESTED IN AND MOTIVATED TO DISCUSS BIG IDEAS AND ESSENTIAL QUESTIONS WHEN
THEY CAN IN SOME WAY RELATE TO THE LEARNING CONTENT/MATERIAL. CONSTRUCTIVISTS BELIEVE THAT
STUDENTS LEARN BY DOING.
• ALMOST NATURALLY INFLUENCES DIFFERENTIATED INSTRUCTION.
• ALLOWS ART TEACHERS TO MAKE CONNECTIONS, GAINING A GENERAL SENSE OF THEIR STUDENT’S INTERESTS,
KNOWLEDGE, AND EXPERIENCES PRIOR TO DEVELOPING CURRICULUM IN ORDER TO MAKE INSTRUCTION MORE
RELEVANT AND TO INCREASE PARTICIPATION. IN SUCH LEARNING SITUATIONS TEACHERS BECOME MORE LIKE
FACILITATORS OF KNOWLEDGE RATHER THAN PRESENTERS OF INFORMATION PROVIDING STUDENTS WITH
OPPORTUNITIES TO CONNECT NEW KNOWLEDGE TO THAT WHICH THEY ALREADY KNOW.
• ALLOWS FOR CREATIVE SELF-EXPRESSION AS WELL AS CRITICAL REFLECTION, ALL OF WHICH CONTRIBUTE TO A
MORE AUTHENTIC AND RICHER LEARNING EXPERIENCE.
CHARACTERISTICS OF EFFECTIVE TEACHERS1. MOTIVATING PERSONALITY- EFFECTIVE TEACHERS ARE ENTHUSIASTIC AND PASSIONATE ABOUT THE SUBJECT
THEY TEACH. THEY SPICE IT UP BY CHANGING THE TONE OF THEIR VOICE WHEN THEY SPEAK, BY FREQUENTLY
MOVING AROUND THE CLASSROOM, AND BY ALTERING THEIR BODY LANGUAGE. EFFECTIVE TEACHERS ARE
NOT MONOTONOUS AND WELCOME INPUT FROM THEIR STUDENTS.
2. ENTHUSIASM- EFFECTIVE TEACHERS ARE WARM AND HUMOROUS. THEY GREET YOU AT THE DOOR AND
WELCOME STUDENTS TO CLASS. THEY SMILE OFTEN, ARE APPROACHABLE, AND OFFER HELP WHENEVER
NEEDED. AN EFFECTIVE TEACHER WILL BE THEMSELVES AND ARE OFTEN SPONTANEOUS.
3. CREDENTIALS- AN EFFECTIVE TEACHER IS HIGHLY KNOWLEDGEABLE IN THEIR AREA OF EXPERTISE. THEY SET
THE BAR HIGH FOR THEIR STUDENTS AND DEVELOP AND MAINTAIN HIGH EXPECTATIONS. EFFECTIVE
TEACHERS SET BOUNDARIES AND HAVE GOOD REPORT WITH THEIR STUDENTS. THEY ACT PROFESSIONALLY
AND ARE OPEN AND HONEST.
4. FLEXIBILITY- EFFECTIVE TEACHERS USE INSTRUCTIONAL TIME EFFECTIVELY AND EFFICIENTLY. THEY ASSIGN
LEARNING ACTIVITIES AND PROJECTS IN WHICH STUDENTS CAN SUCCEED. EFFECTIVE TEACHERS ARE
FLEXIBLE AND CAN ACCOMMODATE A WIDE RANGE OF LEARNERS AND ENCOURAGE MAXIMUM PARTICIPATION.
EFFECTIVE TEACHERS CAN MAKE LEARNING FUN AND INTERACTIVE.
5. FEEDBACK- EFFECTIVE TEACHERS PROVIDE TIMELY, EFFECTIVE, AND ONGOING FEEDBACK AND CONSTANTLY
MONITOR STUDENTS BEHAVIOR, LEARNING, AND UNDERSTANDING. EFFECTIVE TEACHERS ALLOW STUDENTS
TO ASSUME RESPONSIBILITY FOR THEIR OWN LEARNING. EFFECTIVE TEACHERS PROVIDE STUDENTS WITH
OPPORTUNITIES FOR SELF ASSESSMENT AND EVALUATION.
POINTS OF INTEREST:GIVING STUDENTS EFFECTIVE FEEDBACK
• PURPOSE IS TO PROVIDE STUDENTS WITH CONSISTENT, ONGOING, TIMELY, AND
CONSTRUCTIVE FEEDBACK REGARDING THEIR ACADEMIC PERFORMANCE. GOOD
FEEDBACK IS GOAL/OBJECTIVE REFERENCED, TANGIBLE, ACTIONABLE, PERSONALIZED,
DESCRIPTIVE, SPECIFIC, USER-FRIENDLY, NOT TOO TECHNICAL, NOT TO LONG, AND IS
WRITTEN USING AGE APPROPRIATE VOCABULARY. .
• EFFECTIVE FEEDBACK IS MOTIVATIONAL AND WILL LET STUDENTS KNOW WHAT THEY
ARE DOING WELL. ADDITIONALLY EFFECTIVE FEEDBACK WILL ALSO TELL STUDENTS
WHAT THEY AREN’T DOING WELL AND WHAT THEY NEED TO DO TO IMPROVE AND MOVE
FORWARD IN THEIR OWN LEARNING. STUDENTS SHOULD HAVE AN OPPORTUNITY TO
“REDO” THEIR WORK BASED ON FEEDBACK.
• TYPES OF FEEDBACK- FORMATIVE(IN PROGRESS AND LESS FORMAL) VS. SUMMATIVE(AT
THE END AND MORE FORMAL SUCH A LETTER GRADES) ASSESSMENT; I.E. RUBRICS,
WRITTEN COMMENTS, INDIVIDUAL MEETING/CONFERENCE, GROUP TALK, STUDENT
MONITORING; INFORMAL CLASS ACTIVITIES, WRITING PROMPTS, IN CLASS QUESTIONS,
Area of Improvement Essential
Questions
Purpose Examples/Techniques Current Practice Benchmark
Student Monitoring Are students learning and
on track?
What can teachers do to
ensure that all learning
objectives are being met?
Student monitoring provides
teachers with information
regarding short term learning
objectives so instruction can
be modified as needed.
It also allows teachers to
provide students with
immediate feedback regarding
desirable learning and targeted
learning objectives.
Advance organizers
Call on students by name
Move around classroom
frequently
Stay in close proximity to
students
Allow time for questions
Rephrase, repeat, or modify
instruction as needed
Maintain eye contact
Be open and available
Observe all learners
Frequently record, chart, or
graph student performance
-Students hand in quarterly portfolios in which
grades are returned on a teacher made grading
sheet for projects and class participation. Students
are assigned a final letter/quarterly grade based on
their participation as well as performance.
-Continual teacher observations
-Continual questioning
-Collect and correct projects upon completion and provide more
immediate written feedback.
-Record grades more frequently and periodically.
-Conduct periodic reviews with students to confirm their grasp
of learning material.
Assessment What do we want students
to know?
How do we assess what
they know?
Assessment is used for a
variety of purposes, such as
keeping track of learning,
diagnosing learning difficulties
and disabilities, determining
eligibility for programs as well
as evaluating programs,
evaluating teaching, evaluating
learning, and reporting to
others.
Pre-assessment
Formative assessment
Summative assessment
Can be both formal and informal
-Continual teacher observations and questioning.
-Summative/Quarterly/Assessment-Students hand
in quarterly portfolios in which grades are returned
on a teacher made grading sheet for projects and
class participation. Students are assigned a final
letter/quarterly grade.
-Poor work notices are sent home mid-way through
each quarter regarding academic performance as
well as behavior.
Formative/Frequent
Self- Assessment- Students evaluate their own as well as their
peers progress at the end of each project by self-grading using a
teacher made rubric with criteria specific to each lesson/unit.
Teacher will take into consideration students own assessment
before assigning final grades.
Feedback What are students doing
well?
What areas can they
improve upon or in?
Overall, how are students
progressing in my class?
Provides students with
information regarding their
academic performance
regarding specific learning
goals/objectives.
Written
Oral
Peer
Students receive letter grades for completed
projects on quarterly grading sheet as well as
specific written feedback regarding both desirable
and undesirable academic performance and
behavior.
Ongoing performance discussions- Have frequent
discussions with your class providing them with
corrective feedback regarding what they are and
are not doing correctly at the end of a project/unit.
Offer corrective guidance as soon as you notice
misunderstandings on an individual as well as
class basis.
Provide students with more timely and immediate feedback on
an individual level and keep it going at the end of each project
as opposed to at the end of each quarter.
Self and Peer assessment using a rubric- formative- used to help
students check their own understanding, knowledge, and skills
and allows them enough time
to make corrections before turning in for a final (summative)
grade.
EFFECTIVE TEACHING CHART
OVERALL TIPS FOR BECOMING A BETTER, MORE EFFECTIVE TEACHER
• MAKE LEARNING FUN AND ENJOYABLE!
• MAKE LEARNING RELEVANT.
• GET TO KNOW YOUR STUDENTS.
• BE KNOWLEDGEABLE. KNOW YOUR
SUBJECT.
• BE YOURSELF.
• BE PRESENTABLE AND RESPECTABLE.
• ACT PROFESSIONALLY .
• PRAISE YOUR STUDENTS.
• CHALLENGE YOUR STUDENTS.
• INCORPORATE ACTIVE INVOLVEMENT FOR
ALL STUDENTS ALONG WITH HIGH
EXPECTATIONS.
• LET YOUR STUDENTS KNOW THAT YOU
CARE ABOUT THEM.
• HAVE GOOD CLASSROOM AND BEHAVIOR
MANAGEMENT SKILLS.
• CREATE A WELCOMING CLASSROOM
CLIMATE.
• COMMUNICATE WITH ADMINISTRATORS,
CO-WORKERS, STUDENTS, AND PARENTS.
• DIFFERENTIATE INSTRUCTION AND
ACCOMMODATE ALL LEARNERS.
• MAKE SURE STUDENTS UNDERSTAND
BEFORE MOVING ON.
• PROVIDE TIMELY AND ONGOING
FEEDBACK AND ASSESSMENT.