top of page

Learning Outcome 9

Observe and reflect on the impact of strategies and resources on learners (teacher talk, text books, technology, manipulatives, transitions, success criteria, timing, planning, assessment etc.)

Over the course of the semester, I had the opportuntity to learn and observe different teaching strategies, plans for a day/week/unit, timing, assessment, behavioural strategies and equipment/technology that is used on learners. Student work is displayed throughout each classroom and is regularly updated so students can display their most recent work across the classroom. Students sit beside one another or share a table arranged in alphabetical order to encourage collaboration and also quiet conversation amongst their peers in small groups. I noticed my mentor teacher would call out inappropriate behaviour in the class (ex. talking over others, students using inappropriate language, students not in uniform etc.), praising good behaviour in class (saying good morning and apologizing when late, working hard and effort shown despite struggles, etc.) as well as taking students out in the hallway to talk them privately when students appear to be struggling in the classroom. My mentor teacher establishes the rules of the classroom, gives warnings when students are disrupting the class in ways that impacts the learning of others and when needed, gives consequences such as reduced hallway privileges. I also noted that my mentor teacher would give ample time for students to clean up when working on their art (10-15min) so they can spend time cleaning their desks and supplies before moving to the next class. My mentor teacher would provide clear instructions that are broken down step by step which makes it easier for everyone to follow along with and she would asking questions to check for student understanding throughout her lessons. Her questions would relate to concepts learned previously and tie it into a new concept to think about ways students can make connections from previous knowledge and knowledge being taught that day. My mentor teacher and I would also collaboarate on plans for the week over email to ensure that we were on the same track and my mentor teacher would also discuss plans with other art teachers teaching the same grade to ensure they are also working towards the same goals.

In terms of technology and equipment, the main form of grading and communication is completed through Google Classroom where assignments, materials and private message to the teacher is recieved. I learned how to navigate Google Classroom in order to post my own assignments, grade student work and view who has turned in assignments and who was missing them. Using Google Classroom, my mentor teacher and I can make private comments such as feedback or asking questions for students to view and also allows students to contact us privately. Students are able to view their feedback on Google Classroom and have opportunities to resubmit their work if they were incomplete or not handed in by the due date. I also learned how to work with Photoshop on a Windows computer which every student had access to in the computer labs. In terms of equipment, students buy an art kit for $10 and includes everything they need for the course (ex. sketchbook, art pencils, eraser, ruler, etc.) while any other external art materials such as clay are provided by the art department for students to use. If students do not have an art kit, other materials could be borrowed and return by the end of class. Safe and equitable practices when handling new materials are discussed first with students and may require teacher assistance (ex. using spray paint, handling resin, ready to fire their sculptures etc.). In terms of other resources, students have access to the library which is connected to the art room as well as a bookshelf filled with art history books, art techniques and teaching practices.

Below I have listed some examples of lesson plans, PowerPoints, rubrics and unit plan that I have taught. Teaching these lessons, creating the rubrics and planning out a unit was a very valuable experience to me as a young educator to see what was helpful to the students and what was not working. When I first started, my lessons were more dense and while at times it is required, it is hard for students to remain engaged for a long period of time. After observing my mentor teacher teach a similar lesson, I noticed that I had to break down my instructions further and I had to rework my lesson plans and approaches so students could remain engaged. I took examples from my mentor teacher by breaking down instructions into words that were easier to understand and having students follow along with me during art demonstrations. I also ensured to have check in points throughout with the students to ask them questions to observe their learning so far and find out areas of improvement. While I was not able to get to everything I was planning to do for teaching block, I learned to be flexible and accommodating to the students' needs to work at the pace that was suitable to them but also still remained on track for the direction I wanted the students to go. I was able to recieve great feedback from my mentor teacher who helped identify areas of strength in my lessons and areas of improvement, as well as identifying ways to support students who may be struggling in the class with new concepts or following instructions. I made sure to take the time to slow down, break down new concepts for every student to follow along with and spend extra time with a student one-on-one during work periods to support them in their learning. Over the course of the semester, I made sure to plan lessons and activities that incorporated various manipulatives such as technology, well-being exercises, responsible practices, critical analysis and creative processes to improve their learning, draw connections to other subjects and connections beyond the classroom.

Sample Lesson Plan I Created for Photography:
Lesson Plan 11_12 Aperture
.pdf
Download PDF • 145KB
Sample Rubric for Assessment I Created for Photography:
Aperture in Portrait Photography Rubric
.pdf
Download PDF • 107KB
Sample PowerPoint I Created to Introduce Watercolour:
Grade 10 Unit_ Watercolour Intro
.pdf
Download PDF • 4.01MB
Sample for Watercolour Worksheet provided by mentor teacher:
Water Colour Methodology Charts
.pdf
Download PDF • 118KB
Sample Unit Plan I Created for Watercolour:
Watering the Garden Grade 10 Unit Plan
.pdf
Download PDF • 184KB

Below are other images that demonstrate this learning outcome. Please click on the images for more details.

Gallery

bottom of page