Students demonstrated social awareness through empathy and respect for others' perspectives and emotions. They understand social norms and demonstrate an appreciation for diversity. During the gallery walk the students expressed two things they liked about each other’s work.
Did your students meet the learning objective(s) of the lessons?
In lesson plan two, yes a successful symbol was created based on their unique superpowers. The students made three sketches of what they wanted to design, and listed materials needed, and techniques used based on the instructional boards we went through as a class.
List the assessments you used to come to that conclusion.
Worksheet: List what materials were used to create this costume. (picture of child in costume).
Sketches: Three sketches of designs using cardboard and construction techniques are shown.
Making symbols out of clay
Worksheet on unique characteristics of student and worksheet on unique characteristics of superhero.
Worksheet on circling areas of contrast, line, texture, and shape on pictures of superheroes.
In summary, the class performed admirably, successfully achieving the objectives outlined in lesson plan one by uncovering their unique strengths. Through extensive class dialogue, they delved into the strategies that assist them in navigating challenges and identified the essential qualities we all possess to overcome obstacles. Their insightful responses and selection of impactful adjectives vividly demonstrated their comprehension of these concepts. As I previously mentioned in 6B the utilization of assessment tools in the lesson plans on these tools helped my assessment of their learning. Through these tools, I was able to gauge by their answers if they were comprehending the direction of the objective of the lesson plan. Several examples would be their responses to my question in my handout, “What superpowers would you use to make this plant grow?” I received answers such as, “Sunshine Superpower, Water Wizardry: The power to summon and control water, allowing the plant to receive just the right amount of hydration to flourish.” “What helps you get through obstacles during the day?” Response: “Being funny, caring, being smart.” I also checked the student’s unveiling of their superpower answer on their watercolor paper. I saw words like, “ smart, optimism, nice, caring.” These were all words that corresponded with the ideals implemented in my lesson plan.
In what ways did you provide feedback, both planned and in the moment, that supported students’ learning and encouraged active participation? Provide specific examples.
I really prioritized scaffolding instructions by making complex assignments into smaller manageable ones for the third graders. Providing an option to draw their symbols before they made them from clay helped the students visualize the steps before molding the clay into a symbol. Furthermore, molding the clay helps the students expand on their superpowers by making their superpowers more concrete. One of my favorite techniques out of the many techniques that I incorporated was the gallery walk. I was so pleased the students took the time to look at each other’s sketches and sculptures. Another technique that was utilized was having the students tell their friends next to them two things they liked about each other’s artwork. This created a sense of community in the classroom and personal feedback and reflection. Another opportunity to help a student arose when a student did not want to make a full-body design. I compromised with him to design gadgets instead. This made him happy and fulfilled the requirements of this assignment. Then transitioning from the desks to the carpet in front of the projector helped students focus better when moving on to a new assignment.
How did you ensure that this feedback was helpful, constructive, and meaningful to students?
The responses on the worksheets reflected the imaginative and intuitive nature of the student's thinking, as they often conceptualize superheroes and their powers in creative and fantastical ways. These questions encouraged them to explore and articulate their ideas fostering critical thinking and imaginative expression. I did not move on to the next part of the lesson cycle until I received feedback from all students that was compatible with the lesson’s objectives.
How did you address the following principles of culturally responsive and sustaining education in your planning and instruction.
Welcoming and Affirming Environment: Throughout the entire class, I will prompt everyone to share their opinions. Creativity is welcomed and ideas are respected among their peers.
Inclusive Curriculum and Assessment: I will expect students to raise their hands and be respectful when other students are talking and wait until their turn.
High Expectations and Rigorous Instruction: I will foster high standards and rigorous instruction by communicating clear objectives for each lesson plan. This sets the standard for what students should achieve and helps them understand expectations. I will have challenging projects that challenge student’s creativity, technical skill, and critical thinking abilities and challenge them to push their boundaries. I will also create a positive learning environment by fostering a positive and supportive classroom atmosphere where students feel safe to take risks, express themselves creatively, and learn from mistakes without fear of judgment.
