Lesson Evaluation: Video 2
Teacher Candidate: Courtney Cashell Lesson/Grade Level:
Mirror Etching
(9th – 12th
Grade)
Lesson Plan
Mirror/Glass Etching
Lesson: Mirror/Glass Etching
Grade: Arts and Crafts (9th-12th)
Date: November 11th, 2016
1.) Purpose,
Student Understanding, Instructional Objectives:
·
Exploration of
the art elements line, shape and space
·
Development of
an understanding of how originality and creative freedom and significant to
artists and enhancing their skills to do so.
·
Utilizing the applications
and techniques of mirror etching while enhancing skill.
·
Understanding
the history and significance of acid etching and its history
2.) Anchored
Instruction (Lesson based on K-12 Learning Standards including Common Core):
·
1. Generate and conceptualize artistic ideas
and work. (h) a ninth through twelfth grade student will develop plans for creating
art and design works using materials and methods rom traditional to
contemporary practices
·
3. Refine and
complete artistic work. (h) a ninth through twelfth grade student will complete
works or design incorporating relevant criteria as well as personal artistic
vision.
·
5. Develop and
refine artistic techniques and work for presentation. (h) a ninth through twelfth
grade student will apply appropriate methods or processes to display artwork in
a specific place.
·
10. Synthesize
and relate knowledge and personal experience to create art. (h) a ninth through
twelfth grade student will incorporate knowledge of personal, social, cultural,
and historical life to create artworks.
3.) Danielson’s
Domains/Components Addressed:
·
Domain 1: (1a) Demonstrating Knowledge of Content and
Pedagogy (content knowledge, prerequisite
relationships, and content pedagogy)
·
Domain 1: (1b) Demonstrating Knowledge of Students (child development, learning processes, specific
needs, student skill, knowledge and proficiency, interests and cultural heritage)
·
Domain 1: (1c) Setting Instructional Outcomes (Value, sequence, and alignment, clarity, balance,
and suitability for diverse learners)
·
Domain 1: (1d) Demonstrating
Knowledge of Resources (for classroom, to extend content knowledge, and for
students)
·
Domain 1: (1e) Designing
Coherent Instruction (learning activities, instructional materials and
resources, instructional groups, lesson and unit structure.
·
Domain 1: (1f) Designing Student Assessments (congruence and outcomes, criteria and standards,
formative assessments, and use for planning)
·
Domain 2: (2a) Creating an
Environment of Respect and Rapport (teacher interaction with students and
student interaction with students)
·
Domain 2: (2b) Establishing a Culture for Learning (importance of content, expectations for learning
and achievement, student pride in work)
·
Domain 2: (2c) Managing
Classroom Procedures (instructional groups, transitions, materials and
supplies, non-instructional duties, supervision of volunteers and
paraprofessionals)
·
Domain 2: (2d) Managing Student Behavior (expectations, monitoring behavior, response to
misbehavior)
·
Domain 2: (2e) Organizing
Physical Space (safety and accessibility, arrangement of furniture and
resources)
·
Domain 3: (3a) Communicating
with Students (expectations of learning, directions and procedures,
explanations of content, use of oral and written language)
·
Domain 3: (3b) Using
Questioning and Discussion Techniques (quality of questions, discussion
techniques, and student participation)
·
Domain 3: (3c) Engaging
Students in Learning (activities and assignments, student groups,
instructional materials and resources, structure and pacing)
·
Domain 3: (3d) Using Assessment in Instruction (assessment criteria, monitoring of student
learning, feedback to students, student self-assessment and monitoring)
·
Domain 3: (3e) Demonstrating
Flexibility and Responsiveness (Lesson adjustment, response to students,
and persistence
·
Domain 4: (4a) Reflecting on Teaching (accuracy, and use in future teaching)
·
Domain 4: (4b) Maintaining Accurate Records (student completion of assignments, student
progress in learning, and non-instructional records)
·
Domain 4: (4e) Growing and Developing Professionally
(enhancement of content knowledge/
pedagogical skill, receptivity to feedback from colleagues, and service to the
professionalism
·
Domain 4: (4f) Showing Professionalism (integrity/ethical conduct, service to students,
advocacy, decision-making, compliance with school/district regulation
4.) Materials/Resources
Needed:
·
X-acto Knife
·
Glass
·
Contact Paper
·
Transfer Paper
·
Pencil
·
Design for
Glass
·
Mirror
·
Design for
Mirror
·
Tape
·
Glass Cleaner
·
Paper Towels
5.) Technology
Used and Rational for its Use:
·
Students may
use iPads to research designs and ideas for glass and mirror etching
completion.
6.) Instructional
Method/Teaching Procedure:
a) Introduction/Anticipatory
Set:
Ø
Prior to Unit
Introduction, students will be given a Mirror Etching History handout along
with a questions worksheet to help in introducing the unit and develop their understating
of mirror etching and its significance.
Ø
Teacher will
begin lesson with an introduction to unit and unit expectations. Teacher will
explain the guidelines and expectations of the projects apart of the unit and
show examples of both completed and in-process work by previous students.
b) Development
of Concepts:
Ø
Model-First teacher led demo will introduce applying
contact paper to glass. Teacher will demonstrate cleaning the glass and the
steps to take in applying paper to the glass. The next teacher led demo will include
transferring their design onto the contact paper, and using an X-acto knife to
the cut out the image to prepare for etching process.
Ø
Check for
Understanding-Teacher will
regularly check for student understanding during each demo. Student
understanding will be displayed over a number of days as each demo takes place
on a separate day. Teacher will also provide an assignment outline to help aid
in student understanding, which will outline the expectations of the unit along
with the grading components of each project apart of the unit. Students will demonstrate
and enhance their understanding of the art elements line, shape and space.
Ø
Guided
Practice- After the teacher
led demos, independent practice will be provided to the students unless
otherwise asked by students to teacher. Prior to independent practice, Teacher
will check on student understanding and whether or not guided practice must be
implemented to the students, or if they may continue into independent practice.
·
Independent
Practice
·
Due to the
complexity and length of the lesson, independent practice after each demonstration
may be fairly lengthy, especially during the time of students finding their
design, transferring it onto their contact paper, and then cutting out the
desired areas for etching with their X-acto knife. Practice Glass should take
about three days and final project of Mirror Etching should take at least five
days for each student to complete.
c)
Closure/Summary: As I have been able to introduce the unit to the
students, more co-teaching methods will be brought into this lesson to help
with the transition of my takeover of the class to my cooperating teacher’s
full takeover of the class after conclude my student teaching. By the end of
this unit, students will have further developed their understanding of line,
shape, and space and also enhanced their knowledge and skill in glass and mirror
etching as well.
7.) Accommodations
Required to Support the Learning of Exceptional Students:
·
Any accommodations needed in class for any
students will be addressed prior to the lesson either through the
accommodations set in their IEP’s and 504 Plans or in talking with the students
one on one.
8.) Inclusion
of Indian Education for All:
·
With this
lesson, there is not an inclusion of Indian Education at this time, unless
students choose to work with images pertaining to the American Indian heritage.
9.) Assessment
Procedures:
·
The assessment
of the student understanding will take place with the completion of the
assignment. Once the assignment is completed by the students, the teacher will
be able to assess their success based off of how successful both their practice
glass and final mirror etching pieces are by the expectations of originality,
effort/use of time, and use of line, shape and space.
10.)
Reflection:
·
This glass and
mirror etching unit allows for students to explore the ideas of originality and
creative freedom along with utilizing the art elements of line, shape and
space. These expectations allow for adequate guidelines to help enhance the
creative process and in turn allow the student creative freedom while producing
a successful art piece. Although I will not be able to see the final outcomes
of these pieces, I am excited to see the beginning stages of both their
practice glass and final projects, because the amount of personality and
creativity within these arts and crafts classes is truly stunning, and I
believe this lesson will allow them to produce some very brilliant artworks.
Charlotte Danielson’s Framework for Teaching:
1.) Planning and
Preparation:
a.) Demonstrates Knowledge of
Content and Pedagogy- Prior to this lesson, my
content knowledge on glass and mirror etching had been somewhat limited, but
after discussing the lesson with my cooperating teacher, researching the
history and significance of acid etching, and enhancing my own personal
understanding of the unit by creating my own teacher sample to help with my
demonstrations as well.
b.) Demonstrates Knowledge of
Students- As depicted in my video, creating my own “in-the-process”
teacher sample, I am able to show my students not only my knowledge of the subject
but also my knowledge of the fact that although I can explain the information
to them, that some of my students are hands on learners as well, and do better
actually seeing the steps explained to them rather than just being told.
c.) Sets Instructional Outcomes- During
the introduction (as videoed) and throughout the unit I will be reinforcing the
guidelines and expectations of the assignment by encouraging originality,
effort and the implementations of the elements of Line, Shape and Space with the
students. I emphasize this so much with them due to the fact that these are the
key points that they will be grade on with both their practice and final mirror
project.
d.) Designs Coherent
Instruction- Prior to my video lesson, I handed out a
history handout on acid etching along with a worksheet of questions related to
the handout, I was able to reference both the history and the questions by
reinforcing some of the questions from the handout during my videoed lesson.
This enabled me to get an idea of the students’ understanding of the unit so
far along with development of an understanding of how well they are perceiving
the information given to them prior to my full introduction of the unit.
2.) Classroom Environment:
a.) Creates an Environment of
Respect and Rapport- To help with classroom
management and behavior for this unit, I reviewed some safety procedures we had
previously explored with our unit on Stained Glass we had at the beginning of
the school year. By reviewing these safety procedures, I was able to relate a
previous subject they had encountered to the students to help in their
understanding of the unit. Prior to this unit, I did implement a behavior
contract to help with behavior management, I do not believe that will be needed
for this unit, but I did explain to them that I expect them to show the same
respect with the mirror etching unit as they did with their clay unit.
b.) Manages Classroom
Procedures- At this point in the year, the students have
gotten more used to the classroom procedures implemented by my cooperating
teacher, but even so, we routinely go over cleanup assignments and what each
cleanup assignment means along which was no different from this unit. In my
video I explained the new cleanup assignments for the unit, who was assigned to
each unit, and the expectations of what a successful cleanup would be. Along with
the new cleanup assignments, I also assigned them specific numbers for their
X-acto knives so that we can keep order in who is using which X-acto knife and
ensuring their return at the end of the class.
c.) Manages Student Behavior-
Also this was not a factor I specifically addressed
during my video, based off of the procedures set in the classroom by my
cooperating teacher, we have certain set rules outlined in the disclosure
documents given to the students at the beginning of the class, warnings are
given to students and based off of the misbehavior certain actions are taken
place, like confiscating a cell phone because they are not permitted in class.
The students are aware of these procedures as well, from both their disclosure
documents and them being posted in two separate areas of the classroom.
3.) Instruction:
a.) Communicates Effectively
with Students- During my instruction time, I routinely check
on student understanding to help effectively communicate with them, as can be
seen in my video. Typically if I notice my students getting the “glossed over”
look, I will change my approach to help bring them back to the discussion, and
make sure they are truly understanding the instructions given.
b.) Uses Questioning and
Discussion Techniques- As I used different
techniques with my students, I like to check in on their understanding of
instruction and the overall unit. I like to use different methods like thumbs
up and thumbs down, or once I explain a step that needs to be repeated I have
them guide me to show me their understanding of the pervious step which is
something I used repeatedly in my demonstration.
c.) Engages Students in
Learning- Although this aspect was not videoed, during
independent practice for the students I made sure to walk around the class and
check in on their progress and understanding of the lesson, I am usually
approached by several students at once having questions or needing some
guidance on the project its self. Hearing “Ms. Cashell” and seeing a hand shoot
up is a very typical thing within the class especially at the introduction of a
new unit like this one.
d.) Uses Assessment in
Instruction- Due to this unit taking place at the end of my
student teaching experience, the assessment or grading rubric of the assignment
will be implemented by my cooperating teacher but a pre-assessment used were my
mirror etching questions I handed out to the students prior to the unit
introduction which was collected the following day. Post-assessment will
include a grading rubric on the students’ practice glass (20 points) and final
mirror (100 points). Both will be graded on originality, effort/use of time in
class, and displaying the art elements of line, shape and space.
e.) Demonstrates Flexibility
and Responsiveness- Based off of in class progression and success,
tentative timelines have been established to help the students understand how
long each project should take. It was stated to them that generally it should
take them about 3 days at least to complete their practice glass and at least 5
days to complete their final mirror, I emphasized this within my videoed
lesson, and will continue to do so in the final days in the classroom as well.
We emphasize the word tentative because as usual in an art class, timelines can
easily change based off of the class progression of a project.
4.) Professionalism
Responsibilities:
·
With this being a evaluation on a videoed
lesson, this is a difficult is a different domain to assess for me personally
because it’s hard to say that of all the factors associated with this domain
that they were adequately approached in the short time that this video took
place. But I do believe that this is an aspect that I have I have successfully
achieved throughout my student teaching experience. I’ve maintained records for
myself and my cooperating teacher, met with families at parent teacher
conferences, actively participated in my professional community through my
volunteer experiences and simply making sure I am active within the community
as well. And I do believe that this experience has truly allowed me to grow and
develop professionally.
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