Blog 4

In thinking of what to write about for my last blog, I began looking through my notes I kept during the entire clinical process.  It was my intent with all my lessons designed for my clinical placement, to incorporate aspects of every strategy we discussed throughout the Marzano text.  I figured I would briefly explain with a few examples, how I used each strategy.

Identifying Similarities and Differences – Chapter 2

I incorporated a written critique as the culmination of my entire unit, consisting of questions which continually called upon students to explain how all three of their projects related and how they differed.  It was important for students to see that each of their projects stemmed from ideas of artistic inspiration or influence.

Summarizing and Note Taking – Chapter 3

With the introduction to two of the three projects, students took part in a PowerPoint presentation.  They were given paper copy summaries of each and were asked to jot down important facts as we went along.  At first, I was unsure if this was too much (especially considering they probably weren’t used to such tactics in an art class), but it actually worked quite well and students did comply. 

I also used summarization in the final written critique, considering student had to explain how they created each project, step by step – as well as describe their ‘motivation’ or basis for their assignment.

Reinforcing Effort and Providing Recognition – Chapter 4

I feel I best addressed this strategy by continually circulating the room and adding input while the students were working.  I would sometimes cue them in if they were beginning to go in the wrong direction, but always reward them with praise for working and staying focused.  If I felt a student was doing well and creating above and beyond, I would hold up their work and describe how they were using tools effectively to the entire class.

Homework and Practice – Chapter 5

As for homework, the only assignment students actually were required to take home and finish was their critique if not finished in class.  Not surprisingly, those who had to take them home did not complete – more than likely because they forgot (as they are not used to having homework in Related Arts). No excuse, as I preached the day before, but nonetheless, not successful.

In terms of practice, when introducing a new technique, students always had the opportunity to test their skills before beginning on their actual project.  Through the use of worksheets, thumbnails and scratch paper, students were able to become familiar with the process before putting their knowledge to work.

Nonlinguistic Representations – Chapter 6

With each overarching project, I brought in numerous student created examples similar to the work they were going to be creating.  I also demonstrated techniques, used posters, diagrams and handouts.  Specifically, when students were creating large-scale butterfly wings, I brought in actual butterfly wings I had collected over time and magnifying glasses.  As mentioned above, in chapter 3, I gave students handouts with images so that students could add their own words to explain what we discussed.

Cooperative Learning – Chapter 7

Again, with the Magnifying Life butterfly wings, students were required to work in pairs to create symmetrical butterfly wings – therefore the process was as much about completing an aesthetically pleasing finished product as it was about working together well and making choices in agreement.  In the first project Lending An Ear, students used watercolors – and they could choose if they wanted to create with warm or cool colors.  By making this decision, students were segregated and worked in the subsequent groups.  They then did everything else throughout the assignment together and under that label (i.e. complete worksheets, etc.)  Students knew if they needed anything, to first ask those in their ‘group.’

Setting Objectives and Providing Feedback – Chapter 8

Students completed exit slips every other day and began to pick up on the practice.  They knew on the “off” days, that we would discuss their responses.  I feel that this was an innovative way to practice using feedback.  As mentioned above, I would also frequently circulate the room and input my professional opinion.  Students knew what was expected of them, though I suppose I could have either written those expectations on the board or distribute the rubric ahead of time. 

Cues, Questions, and Advance Organizers – Chapter 10

Students received prompts either by means of a bellringer or Exit Slip daily. They also made use of graphic organizers and worksheets throughout each lesson. Also, through the written response and critique at the end of the unit, they made use of critical thinking skills by answering various open-ended questions.

 

I feel I was successful for the most part, at incorporating these strategies, techniques and practices.  The only one I left out was Generating and Testing Hypotheses, which I could have incorporated though we hadn’t discussed by the time I concluded my placement.  Excitingly though, Marzano included an example from an art class, where students predict what happens when you mix certain colors – so I feel it can be done!

Overall, I enjoyed my placement – it was only a drudgery in terms of the time it sucked up out of my already busy life! I can’t wait to have my own classroom where IT is my sole focus! 

Jordan