Engaging Students in the Classroom
- Point of Entry: I loved the example of students entering the classroom with a basic hands on activity that they could start right upon entering the classroom with minimal instruction (archeology of Mayan and Egyptian art). Perhaps not every class period will start out this way (depending on the age group), but probably every lesson and at least every unit should begin with a "point of entry" class period where we engage the subject, often with art making, but also with not strictly "art making" activities (field trips, guest professionals, interdisciplinary research, viewing and discussing artwork, etc).
Taking Responsibility for Their Own Learning and Engagement
- Allow Enough Time: Though this variable depends on the age and ability of a student, it is important to use discretion in the amount of time given for activities, making especially. Though often necessary, deadlines can stifle the freedom to explore and experiment and invest in work. Even so, too much time, especially with younger groups or projects where not enough scaffolding can be or was provided, can make a project quickly boring or irrelevant. To decide the appropriate amount of time it is vital to know your audience and your project (make prototypes, using smaller preparatory projects, etc.
- Reflection: At the beginning of a unit enable students to reflect on their own expectations for the class, unit, etc. and then how they will achieve those expectations and what I can do to enable them. In the middle of the unity reflection can enable them to adjust accordingly, and final reflection can be an opportunity for self-assessment and evaluation. In collaborative work, students can rate each other.
Kinds of Learning Experiences
- Personalized Projects: Though different students will require different levels of scaffolding or specificity I think the most obvious and effective way for students to feel and be accountable for their own learning and engagement is to feel ownership over their work. Projects and assignments that are relevant, purposeful, and leave enough room for personal application can be allow the student to explore what they feel is important and interesting.
- Variety: The chapter includes a great variety of types of learning experiences (p. 79, etc.) which I believe is in itself a vital strategy to include as many different students as possible.
- Collaboration: In supporting assignments (not usually final projects) can allow for idea sharing and development, expanded perspectives and different angles or opinions, "testing" ideas or how something will be communicated. Though I may not design any final projects to be strictly collaborative I think it can be helpful to allow students the freedom to work collaboratively if desired
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