1. BEST Cluster Project: Principles of Learning and Teaching in Action
scrap-booking
BEST Cluster Project: Principles of Learning and Teaching in Action
Jan Joyce PoLT Endeavour Hills Campus

2. 4.6 uses strategies to foster imagination and creativity
1. What was the teaching and learning challenge to which you responded? Which PoLT did you address?
PoLT No 4.
Students are challenged and supported to develop deep levels of thinking and learning
4.6 uses strategies to foster imagination and creativity
The decision to undertake scrap-booking as an elective was a response to the lack of engagement of many students, particularly those of low ability. The art of scrap-booking combines many elements which lend themselves to these students:
It would involve hands-on activities
There would be no need for extensive text and strong literacy skills
It would satisfy their creative and independant thought
It could possibly improve their self-esteem by high-lighting positive aspects of their live and showing them off

3. 2. What was the focus of the unit of work. i. e
2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions?
The aim to include all design elements which are included in art work forms:
research
selection
application
evaluation
Within these guidelines, the content was organised into the general categories of:
line shape pattern colour texture 3D effect
The lesson format was to be based on content:
LAYOUT BORDERS
HEADING JOURNALING
PHOTOS EMBELLISHMENTS

4. 3. What could the students already do alone
3. What could the students already do alone? What did the students already know?
Very few students had heard of it, particularly the boys. Some of the girls had a scant knowledge, mainly through female relatives or acquaintances who enjoy it as a hobby.
From the KWL chart, I was able to determine that although they knew that it vaguely involved photos, themes and colours, the other essential elements and terminology were lacking in their knowledge

5. 4. How were the students assisted. eg
4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence.
Students were assisted in several ways via modelling and scaffolding
I removed and laminated over 30 examples of scrap-book entries
I invited Karenne Clausen (teacher aide) to bring along her scrap-book and show examples of different techniques
I allowed the students to flick through the scrap-booking magazines that I’d bought and encouraged them to pick a style or layout that they liked the most. By finding a good example they could legitimately copy the style or theme of the lay-out.

6. Other assistance:
Students were provided with a Rubric and worksheets for each content area, each giving detailed notes regarding the six main steps, room for self-evaluation and enough sketching room for several design drafts
Watch this space for worksheets to be scanned

7. Other assistance (cont)
Students were given assistance to improve their organisation via means of a checklist. This would enable them to keep track of their progress by marking the shapes in order.

8. 5. Review. How successful was the learning sequence
5. Review. How successful was the learning sequence? What will the students do next?
I had originally planned this activity with 8A, as a low-level literacy class. I felt that they would benefit from the creative aspect as well as the fact that it was hands-on and involved only a limited amount of writing.
After a few lessons, it became evident that the class, with limited time, space and staff, found it difficult to keep on task and engaged. Many of them needed strict supervision with the use of glue, scissors, stamps etc.
Therefore I abandoned this for year 8 and offered it to 9A which has students of varied ability. For many of the students it was a welcome relief to their normal class-work and a chance to highlight the more positive aspects of their lives.
Many other students from years 9 or 10, showed interest when they discovered what 9A were doing, hence several requests for it to be available as an elective in year 9/10, or even as another dimension to the photography elective

9. 6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work.
Bloom’s Taxonomy: Six Thinking Levels
Knowing
Understanding
Applying
Analysing
Creating
Evaluating
Verbal
I enjoy reading, writing & speaking
Look at examples making lists of techniques and vocabulary
Outline individual themes chosen
Choose a theme
from a list developed from magazines and pictures
Separate each technique into step form
Apply techniques
taught via DVD, teacher or guest speaker
Judge other’s work
determining preferred style
Mathematical
I enjoy working with numbers & science
Know costs of paper, embellishments, time limits
Describe and list equipment and materials needed
Explain this information in point form for each task
Organise the lay-out and collection of materials
Design lay-out to fit dimensions and placing within given dimensions
Decide which of the layouts is best and discuss why
Visual/Spatial
I enjoy painting, drawing & visualising
Finding examples of preferred style
Understand the difficulty and feasibility of various techniques
Gather information as to how to complete the steps for each technique
Select materials, tools and colours necessary for applying technique
Complete each technique according to design, following the steps learnt
Evaluate the finished product, suggesting future improvements
Kinaesthetic
I enjoy doing hands-on activities, sports & dance
Locate chosen techniques to be used from observing a range of material.
Outline the type and method of each selected technique.
Show technique in class following the steps learnt in draft form.
Arrange technique on paper according to design.
Review each technique separately,
suggesting future
improvements
Musical
I enjoy making & listening to music
Find examples using musical themes.
Interpret artist or words by selecting photograph or wording
Choosing personal theme based on musical theme
Identify the link between the music and the students, via lay-out
Compose musical insert
Recommend any further music
Interpersonal
I enjoy working with others
Tell the teacher, aides or class what you plans are.
Restate the techniques to teacher, guest speaker, aides
Use assistance of other students, aides to help complete task
Show how the technique is to be applied
Perform the task according to written step forms
Argue reasons for evaluation choices
- for own work and that of others
Intrapersonal
I enjoy working by myself
Write down possible themes, from observing range of material
Describe proposed outline, explaining theme and techniques
Show several plans, outlines, and methods of intended technique
Identify which method is to be selected from the draft forms
Create the chosen task and complete as per instructions
Discuss why this model is chose from the others

10. FOLIO YEAR 9 FANTASTIC! GREAT ! PREPARATION OVERALL APPEARANCEOK
COULD IMPROVE
PATHETIC!
PREPARATION
Fully detailed notes, thoroughly prepared, grammatical and legible
Includes all elements of design in detail including:
Research, selection, application and evaluation
Notes are detailed and neatly prepared. They are mostly grammatical and legible
Includes most elements of design in detail including:
Notes contain some detail and prepared. They are mostly grammatical and legible
Includes some elements of design in detail including:
Notes contain limited detail and prepared. They are grammatical and legible
Includes few elements of design in detail including:
No notes or detail shown.
No elements of design demonstrated.
OVERALL
APPEARANCE
Outstanding layout
Excellent use design elements;
line
shape
pattern
colour
texture
3D effect
Very good layout
Very good use design elements
Good layout
Good use design elements;
Fair layout
Fair use design elements;
D effect
Poor lay-out
Limited design elements
TECHNICAL SKILL
Uses a wide variety of different techniques which are:
Very detailed
perfectly executed
transferred faultlessly to page
Uses a variety of different techniques which are:
detailed
carefully executed
transferred neatly to page
Uses a small different techniques which show:
- some detail
reasonable execution
transferred to page
Uses a limited range of different techniques which show:
- insufficient detail
poor execution
- poorly transferred to page
No rang of techniques shown
Incorrectly executed
CREATIVITY
Highly relevant, personal and connected theme
Demonstrates extremely creative ideas, in terms of both theme and application
Theme is well connected and relevant to their lives at home or at school
Demonstrates strong creative ideas, in terms of both theme and application
Theme is connected and relevant to their lives at home or at school
Demonstrates some creative ideas, in terms of both theme and application
Theme is loosely connected and relevant to their lives at home or at school
Demonstrates few creative ideas, in terms of both theme and application
No relevant theme
USE OF CLASS TIME
Always begins promptly and
uses all class time efficiently and productively.
Always asks questions when unsure, helps others and follows instructions.
Usually begins promptly and
uses most class time efficiently and productively.
Sometimes asks questions when unsure, and follows most instructions promptly.
Sometimes begins promptly and uses some class time efficiently and productively.
Needs to ask more questions when unsure, and follows some instructions promptly.
Rarely begins promptly or some class time efficiently and productively.
Never asks questions when unsure, and follows few instructions promptly.
Completes an insufficient amount of work

11. Student work
This is coming!