Project + Standards = Advocacy for Arts Learning Making Ideas Manifest Lorinda Rice - LPS Art Curriculum Specialist, Lincoln, NE To access this presentation, go to: and type in the search box: b3riwww.lps.org

Learning concepts in my room: Constructed - learning on previous schema to create new knowledge. Inquiry-based - exploration of the big idea, research question strategies. Active - student experiments with ideas, asks questions. Evolving - ideas are changing throughout the process. Collaborative - pair share, group work, learning from one another. Reflective - students discuss learning experience and reflect on understanding.

Looking through a new lens!

We have the “what” we teach and the “how” to create, but when someone asks you why you teach the project what is your rationale? The “why” is the essential learning (desired outcomes) that students to take away from the unit.

New Standards How do we read these? Standard Performance Indicators

Let’s think about looking CLOSER… Floodlight Flashlight Laserlight

Don’t get Analysis paralysis – Break it down to 4 Questions 1.What do I want students to learn? 2.Why is it important to learn? 3.What teaching and learning activities will I use? 4.How will I check for understanding?

We teach so much – let’s simplify our focus. 1. What do we want students to learn? What is the Power Standard/ Performance Indicator within your unit? Remember….

Questions to ask yourself? What are the most important concepts, ideas, or skills I want students to be able to grasp and apply? If I ran out of time, which ones could not be omitted? And conversely, which ones could I skip if pressed for time?

Partner Think Pair Share What is the Power Standard (desired outcome)? What are your “sub” Standards? Performance Indicators within your unit? Present Create Respond Student work 4 minutes End

2. Why is it important to learn? Creative Skills: – Build Fluency – generating multiple ideas Ambiguity: – Making and understanding more than one meaning Originality: – Solving problems with rare or alternative ideas using innovation Imagery: – Ability to visualize problems with different solutions Synectics: – Ability to see relationships to solve a problems or make meaning

Writing time: Established Goals (Standards) Essential Questions What understandings are desired? – The student will understand… Key knowledge and skills will be acquired? Reference: Understanding by Design 2 nd edition by Grant Wiggins and Jay McTighe

2. Learning Activities / Instructional Strategies

What learning activities will I use? Questions to ask yourself:  What materials will students use?  Is there room for individualism in the project?  How can students bring relevant real-life examples, analogies, or situations into the project?  What other activities support other standards?

Instructional / Learning Activity Speed Date 1 minute per partner Red Partner share then Blue Partner share Notes on sticky.

Writing time: What evidence will show that students understand? – Performance Tasks: Create – Other Evidence: Respond Present Connect Reference: Understanding by Design 2 nd edition by Grant Wiggins and Jay McTighe

How will I check for understanding? Key Questions to think about: ➢ What questions will I ask students to check for understanding? ➢ What will I have students do to demonstrate that they know and can do? ➢ Going back to my list of learning objectives, what activity can I have students do to check whether each of those has been accomplished?

3. Student Assessment & Reflection

Build a Checklist Create or review Rubrics Collect Evidence: o Responses o WeVideo through Google o Artwork How to access the Knowledge & Doing?

Group Brainstorm On whiteboard or large sticky group brainstorm key indicators

Other thoughts and ideas to share…

Planning – Doesn’t have to happen from the standards

Examples from LPS teachers: Create

Examples from LPS teachers: Present/Respond

Examples from LPS teachers: Respond

Examples from LPS teachers: Connect

Rubrics and Checklists: