Day 3

Blog

  In Lesson Plan Three, we had a particular focus on three key areas. Firstly, students honed their developing craft using materials such as cardboard, construction supplies, or clay, translating their sketches into intricate 3D forms through reflection and guidance from demonstrations. Additionally, students stretched and explored by short crafting narratives around their envisioned superpowers. Following this, they will divide into three groups to work at designated stations for cardboard, clay, or construction and fabric, fostering collaborative learning and hands-on experience.

•  How did you plan and implement Social Emotional Learning (SEL) benchmarks into lesson three? 

In lesson plan three, the students did a wonderful job collaborating and sharing materials. The students demonstrated waiting patiently in line until their rows were called for their turn to acquire materials and patiently picking materials out from stations. All students demonstrated self-management toward personal artistic goals and managed effectively during art projects. This also showed relationship skills through their communication with one another whether verbal or nonverbal that they were willing to take turns without conflict.

•  Did your students meet the learning objective(s) of the lessons?

The students demonstrated exceptional elaboration in their designs by skillfully integrating short stories. These narratives not only enriched their designs but also illuminated the full range of capabilities their creations would possess. The student's sketches were much more detailed this time around since we only focused on one sketch as opposed to having the students draw 3 at once. In addition, the short story helped personalize their designs. Last, every student began to construct their design off of their sketch using the materials we went over in class.

• List the assessments you used to come to that conclusion. 

The students and I did a demonstration together,  we started with a spiral technique using construction paper. I started to demonstrate, and the students simultaneously followed my steps. They held their spirals up in the air when they were done and all students made a successful spiral. This lesson was duplicated but with the x-slot technique using cardboard. The students inevitably all successfully created an x-slot using cardboard, but additional help (one-on-one instruction) was needed along the way for a few students. The subsequent assessment involved providing students with a sketch as a foundation for their designs, which they successfully built upon. By 11 a.m. Most students finished their short stories to elaborate on their designs. However, for the one student who did not, I will be giving him extra time next class to finish it.  He was still efficient enough to start creating his design, which was the main objective for lesson plan three.

• Analyze and discuss how students met or did not meet the learning objectives by citing evidence from your assessment of student learning.

                All students met the learning objectives since lesson plan one. The students could comprehend their strengths and how they relate to a superpower characteristic. The students also made symbols out of clay based on the superhero power they picked. Then drew sketches to create a design from the symbol and their superpower. Fast forwarding to the present, the students have expanded upon their sketches, applying techniques covered in class and experimenting with various materials. In essence, thus far, all students are demonstrating progress and successfully achieving their goals.

• In what ways did you provide feedback, both planned and in the moment, that supported students’ learning and encouraged active participation? Provide specific examples.

One student was struggling time-wise with his narrative about the design of his superhero powers. I told him, “I want you to finish it because it looks like you are doing a really good job and I’m excited to see it done but we have to move on to creating your design because of time.” This student completely understood, and I could tell by his facial expressions he was happy that I noticed the extra time and detail he was taking on his narrative and that I genuinely wanted to see it finished. He promptly moved on to the next activity. The next in-moment planned strategy in teaching included an observation of students not having my full attention. Consequently, after my quiet signal I waited for everyone to calm down and then had them hold up the materials that we were working with, so the students were less fidgety and more focused. Both of those tactics combined worked well.

• How did you ensure that this feedback was helpful, constructive, and meaningful to students?

The student who was struggling timewise was able to move on to the next activity and ended up making great progress. The collective cooperation of the class, signaled by their attentiveness and adherence to instructions, solidified the progress we've made thus far.

• How did you address the following principles of culturally responsive and sustaining education in your planning and instruction?

By integrating culturally relevant stories (Marvel comics), symbols, and themes into my lessons and making it more engaging and meaningful for students by adapting the lesson plans to their characteristics. I used examples of real-life heroes and role models from diverse cultural backgrounds to inspire students and highlight the contributions of different communities to society by relating their qualities to make the world a better place. Next, I was responsive to the needs and interests of students, adapting the lesson to accommodate diverse learning styles and abilities. I provided scaffolding and support as needed to ensure that all students could participate fully and succeed in the activity.