- Great way to work collaboratively with other educators to improve student performance
- Focus is on learning, not teaching
- Different ways PLC's work in each district: Can collaborate through grade levels, subject, or entire school
- Identify which students need additional help early on
- Provide students with help and no longer use summer school, retention, or remedial courses
- Tutor centers available to help mentor and assist students with homework
- Teachers collaborate and reflect to improve classroom practices
- Continuous learning throughout the teaching experience and reflecting on how teaching goes and what can be changed
- Establish goals in achievement and work together to find success in goals
- Work continuously to identify level of student achievement
- Provide evidence of progress
- PLC must have evidence that progress is proven
- Creates accountability within district
- Curriculum
- Approach to early identification of understanding students
- Pyramid system with percentages: Universal interventions>
- Universal screening, progress monitoring, multi-level prevention system, data-based decision making, grounding
- Use good instruction on going assessment, tiered instruction, and parental involvement
- Art could be a strength to these students
- Use RTI as differentiated instruction
- Students may be pulled out of the art classroom
- Helps students who are in gray areas and middle teir
- Helps students to pass and stay in the same grade as their peers
- Gives students the help that they need
- Helps students find success
- Teachers then know more about their students
- Learn and work from other teachers
Understanding by
Design
For Art Education
Stages of Backward Design
- Identify desired results
- Consists of four components
- Content standards
- Understandings
- Essential questions
- Knowledge and skills
- Key: Focus on Big Ideas!
- Determine acceptable evidence
- What are key complex performance tasks indicative of understanding?
- What other evidence will be collected to build the case for understanding, knowledge, and skill.
- How will students self-assess?
- Plan learning experiences & instruction
- A focus on engaging and effective learning, “designed in”
- What learning experiences and instruction will promote the desired understanding, knowledge and skill?
- How will you best promote the deepening of insight and interest?
- How will you prepare students for the performance(s)?
Responsive Classroom (RC)
- Teaching strategy
- Produces engaged students
- Educators create safe, challenging, and joyful elementary school
- Daily Morning Meeting: Gives positive approach to the discipline, teaches social and academic skills, allows students to reset, restart and become ready to learn
- Safe calm environment
- Helps students make their own goals
- Giving students choices in learning: allows students to be more positive and engaging
- Teachers: sets the tone for the day, engages students, develops a communal classroom
- Students: Individualism and community, learn to be inclusive and kind, engaged and purposeful
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