Analyzing test data on my PDS school

1. What percentage of students are achieving in any content area?
Only fifteen percent of students are achieving mastery in Social Studies.
2. Provide brief explanation of the learning need.
Students need to identify with other cultures, customs, and be able to identify geographical locations.
3. Find an Instructional Intervention that you might use to address the learning need.
Graphic organizers, Anticipation Guidelines, and Reciprocal teaching all would benefit students.
4. Write down three pieces of evidence that the strategy works.
For Recprocal teaching,

"Summarizing

the text. Students begin by summarizing sentences, and with time and practice, progress to summarizing

paragraphs and passages.

Question Generating

substance for a question. They can teach themselves to ask questions in which they must infer and apply

new information from the text.

Predicting

then called upon to predict what the author will discuss next in the text. Reading to prove or disprove their

prediction becomes a new purpose for reading. The students also learn that text structures provide clues to

what might happen next, through the use of headings, subheadings, and questions imbedded in the text."causes students to activate their background knowledge and set a purpose for reading. They arerequires students to decide what information is important enough to providegives the student the opportunity to identify and integrate the most important information in

Action Research Preview Review

1. What is the title of the project?
Chemistry in Art: Crossing the Curriculum

2. What is the problem?
Chemistry scores in the high school were very low. The instructor, Mr. Kopchains, felt that what would help to improve these scores was to make new connections between curriculum, primarily through art and chemistry.

3.Describe the instructional intervention.
Mr. Kopchains relied heavily on research done by Barbara Greenberg and Diane Patterson in their book, “Art in Chemistry; Chemistry in Art" to design lesson plans to be implemented into the classroom. He relied mainly on personal insights and journaling to gather information on progress during the course. He also asked his students to respond to questionnaires at different times.

4. What kind of strategy is the instructional intervention?
Cues, Questions, and Advance Organizers is the instructional intervention implemented.

5. What evidence is presented that the strategy will work?

"Advance organizers, including graphic ones, help students learn new concepts and vocabulary (Stone, 1983). Presenting information graphically as well as symbolically in an advance organizer reinforces vocabulary learning and supports reading skills." (Brookbank Grover, Kullberg, & Strawser, 1999; Moore & Readence 1984).

6. How will data be collected to determine if the strategy will work?

Mr. KopChains gave various assessments throughout the year and also kept track of absences to determine students interests in the topic.

 

7. How was the data analyzed?

Mr. Kopchains compared his students grades and attendance to students from the past year who also took the class. He also talked about his observation and opinion of the students interest and moral; however, because these things cannot be directly measured they are purely speculative.

8. What were the results?

"My most important insight was that the curriculum took much longer to teach than I had planned.  From the beginning I missed planned dates on the calendar and fell behind trying to cover the topics that are required to be covered for the Regents examinations.  I had fallen so far behind by March that I had to decide whether to keep to the curriculum or close down the art connection.  I chose to concentrate solely on covering the remaining material in the traditional manner.
The students generally liked the art projects and their connections with the science.   Motivation remained high throughout the year. The art projects kept many students coming to class.  I noted a general decrease in the number of cuts and absences as compared to a year ago."

Lesson Plan

Teacher Name:Noah Shaffer

Subject: Art I

Title: Expressionists and their Work

CSO's

VA.O.VAI.3.2 -employ subjects, themes, symbols, and ideas in artworks.

VA.O.VAI.3.3 -apply problem-solving skills in the creative process selecting subjects, symbols, and ideas for use in their own artwork.
 

VA.O.VAI.4.1- examine the historical and cultural backgrounds used of various artwork within the media.

Theme:

            Students will benefit by learning valuable information as to the history and the ideas that were implemented in a broad range of art movements and their artists. Students will also gain technological experience through first hand experience in dealing with Microsoft Powerpoint, MLA formats, and various researching techniques while searching for electronic data online. This lesson will put emphasis on teaching about the history of art rather than individual production of art.

Supported Objectives:

-         Students will use the internet to search for articles relating to specified art movements.

-         Students will use Microsoft Powerpoint to create a presentation based upon the information that they have gathered.

-         Students will also research three separate works that relate to their individual art movements.

-         Based from information gathered on the three works, students will write a formal critique of the work.

Daily Schedule of Activities:

Day 1

-         Students will receive a lecture about expressionism with supporting visual examples of famous expressionist artists.

- With remaining time, students will be given an opportunity to search for images and or names of expressionist artists. If there are not enough computers in the classroom for all of the students, then the class will be taken to a computer lab or the library, wherever the school has their computers set up.

Day 2

-         Students will be asked to find three expressionist artists who interest them and ask the instructor which, if any of the three artists would be acceptable to do further research. The instructor should only refrain students from researching artists that may be difficult to find information on, or if their work were to be predominately inappropriate.

-         Students will spend the rest of the period taking notes or saving information that they find on their particular artist.

Day 3

-         The instructor will demonstrate how to make a powerpoint slide. The instructor should demonstrate how to insert pictorial references, change backgrounds, and input information.

-         Students should continue gathering information on their artist, but also they should complete at least one slide before the end of class.

Day 4

-         Students should continue working on their powerpoint presentations being that they should have all the information that they need to complete their presentation.

-         The instructor should give out a packet of information to his/her students explaining and demonstrating MLA formatting for their sources.

-         Students will also be given an out-of class assignment to write a formal critique of three works that their artist composed. They are permitted to use information they have gathered for their presentation. The critique will be due the same day as their presentation and should simply be a compare and contrast critique of elements of design previously discussed in the semester.

-         Day 5

-         Students should finalize their presentations.

-         Days 6-7

-         Students will present their artists to the class and turn in their critiques. Students will be chosen to present alphabetically based on their own last name.

            In this lesson, students will create a powerpoint presentation based upon an expressionist painter and his/her work. This is strictly a historical lesson that is meant to inform students of a style and different influential artists. Students will identify elements and principals of design that their artist used in several pieces of their work as they gather information and create their presentation. Students will give a presentation to their classmates to give them diverse knowledge of a different time, place, and culture.

Materials:

-A visual presentation (powerpoint) that displays an example of what students will be expected to create.

-Access to several computers.

This is the formative assessment that I would give to the student:

 

Instructions: Read each statement carefully. Choose one of the five buttons for each statement indicating how well that statement describes you. 1 = Statement does not describe you at all 2 = Statement describes you very little 3 = Statement describes you somewhat 4 = Statement describes you pretty well 5 = Statement describes you exactly   1 2 3 4 5   1. I know a great deal about the Harlem Renaissance. 2. I have prior learning experiences involving Jacob Lawrence. 3. I am familiar with Romanticism. 4. I have studied about Pablo Picasso. 5. I have looked at cubist art before. 6. I have seen Salividor Dahli's work. 7. When Andy Warhol is mentioned, I immediately think of Campbell soup cans or Marylin Monroe. 8. I have learned about pop art.

Driving Question/video

http://www.youtube.com/watch?v=kgYcZp00ZwI&feature=related

How has the emphasis on form and subject matter changed in art over the course of the last four centuries?

From what I understood, we were supposed to tell our top three learning styles, then create a power objective that both supports a CSO(s) and the three learning styles.

My top three learning styles were: Musical, Spatial, and Language.

CSO:
VA.O.VAI.2.3 - create two-dimensional and three-dimensional artworks based on elements of art and principles of design using appropriate media, processes, and techniques to solve specific problems.

VA.O.VAI.2.4 - critique art works to demonstrate an understanding of elements of art and principles of design.

Power Objective:
Students will create a two- dimensional artwork using a variety of geometric shapes of different sizes to fill the page. Students will use a form of onomatopoeia during the lesson. Students will intepret the mood of the music into their two-dimensional artwork by implementing the elements of art and principals of design. (Such as Rhythm, Pattern, Color etc.) Lastly, students will create a written critique of another student's work and then share it orally.

Where I'm From Video