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TS1: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
1.1: The educator uses an understanding of learning theory (in areas such as cognitive, linguistic, social emotional or physical) to design appropriate learning experiences.
Evidence 1: Book: How People Learn: Brain, Mind, Experience, and School.
Description: Required text for graduate level course: Introduction to Art Education: Issues, History and Research that I read in order to prepare for this course. This resource covers the research behind how people learn, and the themes that changed the conceptions of learning.
Analysis: Knowing how students learn is a big piece of becoming an effective educator. Having an understanding of development and the ways in which students can be best supported in school, this book presents research on what we know on how to do just that. The five themes presented by this book that changed conceptions of learning are:
1) Memory and structure of knowledge underlies the effective comprehension and thinking. 2) Analysis of problem solving and reasoning can be ascertained by looking at expert learners, we are able to assess how novice learners problem solve. 3) Early foundations - Scientific studies have revealed the connection between infant and toddler experiences to learning later in life. 4) Metacognitive processes and self-regulatory capabilities - People can learn self-regulatory skills in order to plan and access background knowledge. 5) Cultural experience and community participation - Participation in social practice is a fundamental form of learning. This learning begins well before entering school and is essential to a person's search for understanding. Having this understanding moving forward, as I prepare to become an art educator, is essential for my own understanding of what will be happening in my classroom and how best to attend to my students' needs while delivering my curriculum.
Resource: Cocking, Rodney R., Brown, Ann L., & Bransford, John D., (2000). How People Learn: Brain, Mind, Experience, and School. National Academies Press.
Evidence 2: Webinar Certificate for: Supporting Students Emotional Needs Through Art Therapy: Practical Everyday Techniques for All Art Educators.
Description: This webinar was presented by an art educator who has done work around social emotional learning and art therapy. Topics covered were: terminology, explanation of student behaviors, how to do repair work in the art classroom, movement exercises, art projects, how the arts can support students' social emotional learning, and further resources for teachers and families.
Emotional Needs Certificate Leyden.pdfAnalysis: In order to best support students in their learning, it is imperative that educators are well-versed on how students learn, as well as obstacles that might impede learning. This webinar addressed the effects that trauma can have on the brain and what happens when people enter "survival mode" rather than being inside a "window of tolerance". When students are inside of the "window", they are able to learn and process new information. When they are focused on the internalized fear, or are outside of the "window", they may demonstrate behaviors that do not allow them to be successful in class. They may be outwardly upset or may shut down.
The presenter gave several examples of projects that can be done in the art classroom to help students process trauma with the goal of supporting coping strategies and therefore, student learning. Many additional resources were also given such as this book: The Body Keeps Score, as well as this website: Trauma Informed Practices & Expressive Arts Therapy Institute. When educators have this important understanding of learning, they can then shape their curriculum to serve all students.
1.2: The educator uses an understanding of developmental theory (in areas such as cognitive, linguistic, social emotional or physical) to design appropriate learning experiences.
Evidence 1: Book: Yardsticks.
Description: This book gives clear descriptions of children's development, ages 4 to fourteen. Designed for parents and educators, Yardsticks explains what the basic necessities are for children to succeed in school and in their lives. It breaks down the physical, social-emotional, language, and cognitive stages of development for each age as well as what can be expected in the classroom and what age appropriate curriculum should look like for each stage of development. It is a user-friendly reference that is accessible to any adult wanting to learn more about children's development at incremental stages.
Analysis: Yardsticks is a perfect companion for the National Core Arts Standards. Much like the Standards, this book is divided by age / grade so that educators can reference developmental abilities and create educational goals that are appropriate. I use Yardsticks to refer to what I might see in the classroom at certain ages to best prepare myself for lesson plans and expectations of the students. One drawback is that it does not include high school student ages as it ends at age 14.
Resource: Wood, Chip. (1994). Yardsticks. Stenhouse Publishers.
Evidence 2: Certificates for professional development course: Basic Specialized Care.
Description: These certificates depict my attendance of the professional development course: Basic Specialized Care. This course is designed to be an introduction for early childhood providers who work with children and families requiring additional support. Topics covered include: typical child development, the impact of stress and abuse on development, working with families and the system, working with children with special needs, as well as mandated reporting responsibilities.
Analysis: Attending this course was an incredibly important step in my professional development working with children and families. I believe that all educators should attend this course or one similar as it is informative and provides a deeper understanding of how a child's learning can be affected by their life experiences. It is essential for educators to remember that each child is coming from a unique wealth of experiences when they walk into the classroom each day. For students who have experienced trauma, educators must have an awareness that special care must be taken with these students in order for them to have successful educational practice.
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