Standard Reflection- P3

November 16, 2012

P3 – Practice standards-based assessment.

On Thursday, November 15th, I presented a lesson on 6 of the color relationships during our small unit on color theory. I lead students in a discussion about the 6 relationships; Monochromatic, Analogous, Complementary, Split Complementary, Primary, and Secondary. By using a slide presentation that presented each of these relationships and also using student discussion and responses, I could formatively assess some of the group and how they understood the lesson. I attempted to include this more formative focused lesson in light of some suggestions I received from my coordinator on my previous lesson. When students were asked to identify the color relationships, I asked students to raise their hand if they could summarize to the class one of each of the color relationships. Most students were unsure and did not raise their hands, but could participate more effectively when one of their classmates explained it in terms they could understand. We also split into groups during this lesson to assess the color relations in 4 different magazine colors. Each group tried to determine what each color relationship was, and then we came back together to discuss what we had learned. During the discussion I talked to various groups to assess their understanding of the color relations so that I could better tailor the rest of the discussion toward addressing the issues they may be having understanding the color relationships.

Color Wheel Questions

After discussing these ideas together, the groups split apart into individuals and we started work on an assignment that they could each apply the color relationships to.

During the discussion, I had particular things I was looking for from the students. If they didn’t meet these objectives, I would help lead their questions to make their learning more effective. In this way, I had to use different strategies to help them understand the objectives and concepts that we were discussing.

A big part of the P3 standard is using standards based assessment to help teachers learn how they can implement better strategies to help their students learn more effectively. By using formative assessment, teachers can measure the progress of each student. If a student doesn’t learn effectively from a certain strategy, it helps that the teacher understands and adjusts the lesson to be better and more effective.


Standard Reflection- E1

November 14, 2012

E1 – Exemplify professionally-informed, growth-centered practice.

An important part of effective teaching is being able to reflect on one’s curriculum and how to make improvements to it. I attended a meeting in October with the other teachers at Lindbergh High School in Renton that sought to improve how teachers approach using feedback and assessment effectively in their classes. This meeting tied in with a meeting earlier in the year on checking for understanding, an important part of any teacher’s skill kit.  By checking student’s understanding of concepts, teachers can seek to improve how their students learn and what they’re taking away from lessons and assignments. While we were assembling to talk about effective methods, the teachers leading the meeting handed out a rubric that included examples and descriptions.

Those leading the meeting started by presenting a Powerpoint presentation that helped lead discussion. At certain points, we broke into small groups and discussed what methods we had applied in our classrooms, and what changes could be made to improve our checks for understanding. I found this extremely helpful as different perspectives can provide helpful insight that we as teachers can use to help our own practice. After discussing these methods, we referred to the handouts, one from the previous meeting and the one from this one, and how we could better integrate these methods into the classroom.

My mentor teacher admitted to having challenges with checks for understanding given his subject matter and how it is taught to the class, but was extremely enthusiastic about improving his assessment to better help his students. This was extremely motivating and inspirational as I also find some of the methods for assessment difficult to implement into the classroom. The rubric that was provided was extremely helpful in forming some idea of how to improve, particularly the chart that provides examples of unsatisfactory to distinguished assessment. As an art teacher, I think it is sometime difficult to check for understanding on a group level, but it is much easier individually. Applying these individual assessments or checks for understanding in an art class would be extremely beneficial in a myriad of ways.

Being able to examine and reflect on how to improve is an important skill for any teacher to have. By utilizing  researched tools, a teacher can seek to improve their practice to improve how their students learn and create effective learning environments.