Begin with the End in MIND… WE HAVE NO ART; WE DO EVERYTHING THE BEST WE CAN. Balinese Saying

Making Teaching Visible… Lesson Planning Concerns Challenges Celebration! Better Teachers…WHY? Making Teaching Visible…

Making Your Learning Visible… Art Portfolio: 5 BookArts Documentation Aesthetic Operations Drawing Explorations Color Theory Work Weaving a World Final Reflection: See next slide Organized in the “BookBag” with Name Tag Due Date: By Friday, December 10th Making Your Learning Visible…

Final Reflection: BookArts Documentation What I have learned as an ARTIST SEE! There is knowledge, skills and artistic dispositions you have learned to think and work as an Artist in this class. Look at your work…what have you learned? Create a final work of art – a composition in some medium that we used in class - that reflects your learning. Final Reflection: BookArts Documentation

Weaving a World An Artist’s Statement Write a statement about the work you created in this Weaving Documentation BookArt. What did you discover about yourself as an Textile artist, as a Weaver? Use art language! Discuss what you are trying to communicate through your artwork and artistic choices. Speak to your strengths as an artist. Look for patterns in your work, colors, feelings, texture, or images that are repeated. Be Positive! Weaving a World

Making Student Learning Visible… Documentation of Student Learning A Learning Story which critically reflects and creatively documents your impact on student learning Based on multiple sources of student data and samples Includes an analysis and interpretation of significant artistic learning across the three visual art lessons Due Date: BY Friday Dec. 10 Making Student Learning Visible…

Documentation is… evidence of learning Most documentation shows evidence of the learning process as well as product, and isn't just a record of what happened, but an interpretation or analysis of the learning that took place. @ 2006 Making Learning Visible Project ~ Harvard Graduate School of Education

Documenting Student Learning For using documentation in the class with your students and mentor: Does the documentation focus on learning, not just something we did? Does the documentation promote conversation or deepen understanding about some aspect of learning with your mentor or students? Does the documentation help me to address a particular question I have about learning? Does documentation focus on the process and product(s) of learning? Does the documentation clearly communicate the aspects of learning you consider most important and an interpretation by mentor and/or students? Does the documentation include more than one medium? Is the documentation presented in a way that draws the viewer in? Does the documentation add to our collective body of knowledge and promote conversations about learning? HIDE

COMPONENTS OF MLV Check your Handout (green) on Documentation TITLE CONTEXT: two or three short paragraphs SUPPORTING ARTIFACTS: Selected from the experience YOUR ANALYSIS OR INPRETATION FORMAT: Present things in a way that allows the viewer to take in the key information in roughly five-ten minutes WATCH OUT FOR…..(in handout!) COMPONENTS OF MLV