Begin with the End in MIND

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Begin with the End in MIND

• WE HAVE NO ART
  WE DO EVERYTHING THE BEST WE
  CAN.
• Balinese Saying

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Making Teaching Visible

• Lesson Planning
• Concerns
• Challenges
• Celebration!
• Better TeachersWHY?

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Making Your Learning Visible

• Art Portfolio 5 BookArts Documentation
• Aesthetic Operations
• Drawing Explorations
• Color Theory Work
• Weaving a World
• Final Reflection See next slide
• Organized in the BookBag with Name Tag
• Due Date By Friday, December 10th

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Final Reflection BookArts
Documentation

• What I have learned as an ARTIST

• SEE!

• There is knowledge, skills and artistic
  dispositions you have learned to think and work
  as an Artist in this class. Look at your
  workwhat have you learned?

• Create a final work of art a composition in
  some medium that we used in class - that reflects
  your learning.

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Weaving a World

• An Artists Statement
• Write a statement about the work you created in
  this Weaving Documentation BookArt.
• What did you discover about yourself as an
  Textile artist, as a Weaver?
• Use art language! Discuss what you are trying to
  communicate through your artwork and artistic
  choices.
• Speak to your strengths as an artist. Look for
  patterns in your work, colors, feelings, texture,
  or images that are repeated.
• Be Positive!

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Making Student Learning Visible

• Documentation of Student Learning
• A Learning Story which critically reflects and
  creatively documents your impact on student
  learning
• Based on multiple sources of student data and
  samples
• Includes an analysis and interpretation of
  significant artistic learning across the three
  visual art lessons
• Due Date BY Friday Dec. 10

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Documentation is evidence of learning

• Most documentation shows evidence of the
  learning process as well as product, and isn't
  just a record of what happened, but an
  interpretation or analysis of the learning that
  took place.
• _at_ 2006 Making Learning Visible Project Harvard
  Graduate School of Education

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Documenting Student Learning

• For using documentation in the class with your
  students and mentor
• Does the documentation focus on learning, not
  just something we did?
• Does the documentation promote conversation or
  deepen understanding about some aspect of
  learning with your mentor or students?
• Does the documentation help me to address a
  particular question I have about learning?
• Does documentation focus on the process and
  product(s) of learning?
• Does the documentation clearly communicate the
  aspects of learning you consider most important
  and an interpretation by mentor and/or students?
• Does the documentation include more than one
  medium?
• Is the documentation presented in a way that
  draws the viewer in?
• Does the documentation add to our collective body
  of knowledge and promote conversations about
  learning?

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COMPONENTS OF MLV

• Check your Handout (green) on Documentation
• TITLE
• CONTEXT two or three short paragraphs
• SUPPORTING ARTIFACTS Selected from the
  experience
• YOUR ANALYSIS OR INPRETATION
• FORMAT Present things in a way that allows the
  viewer to take in the key information in roughly
  five-ten minutes
• WATCH OUT FOR..(in handout!)

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