Teacher dial sessions 10/19, 11/19, 4/6

Big Ideas and Understandings for the Art Studio JoAnn Gray

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Big Ideas and Understandings for the Art Studio JoAnn Gray

  • Artists are motivated and inspired by stimuli on the inside and the outside.
  • Visual information in the way of symbols and icons are used to convey meaning (emotion, information, ideas).
  • Art materials undergo physical change when employed in a piece.
  • Art materials and tools offer the artist opportunities and challenge the artist with limitations.
  • Artists make deliberate decisions about elements, principles, and materials in their work to convey meaning and emotion.
  • Important historical conclusions about people and culture can be drawn from the study of art.
  • Throughout the creative process, an artist may stop to evaluate, revise or set new goals to improve the work.


  • Understanding
  • Presumes Knowledge.
  • Knowledge
  • Does Not Presume
  • Understanding.

Understandings and Essential Questions involve“Big Ideas”

  • Is it a Big Idea? Does it –
    • have lasting value/transfer to other inquiries?
    • serve as a key concept for making important facts, skills, and actions more connected, coherent, meaningful, and useful?
    • summarize key findings/expert insights in a subject or discipline?
    • require “uncoverage” (since it is an abstract or often-misunderstood idea)?

Understandings Serve as…

  • Velcro
  • ..."adhesive" in the brain...
  • ...so the facts
  • have something
  • to which to
  • stick!
  • Know
  • Understand
  • Do
  • Understand
  • Know
  • Know
  • Let’s Play
  • “KUDos”

Play K-U-D (2 - 4 people)

  • Shuffle the cards in your envelope.
  • Read each statement and decide whether it is knowledge, understanding or skill.
  • Create the headings K-U-D on a piece of paper then sort the cards placing them under the correct heading:
  • K - know: facts and vocabulary
  • U - understand that: big ideas, concepts
  • D - be able to do: skills of the discipline

Checking your KUDos

  • After you fill in each separate Know, Understand and Do, draw a line from each Know and Do statement to the corresponding Understand statement. If you have a Know or Do statement that does not relate to any Understand statements, either eliminate it or add an Understand statement that gives it meaning and content.
  • Know
  • Understand
  • Do
  • Stage 1- Desired Results
  • Stage 2- Assessment Evidence
  • Stage 3- Learning Plan
  • Standard(s):
  • Understandings Essential questions
  • Knowledge Skills
  • Performance-based Task + Rubric
  • Other Evidence (quiz, write up, report, etc.)
  • Self assessment/self monitoring
  • Daily lesson plans
  • Should NOT be
  • differentiated
  • May be
  • differentiated
  • May be
  • differentiated
  • Should be
  • differentiated
  • if assessment data
  • tells you there
  • is a need
  • Some teachers
  • talk about---
  • Some teachers
  • talk about---
  • VS.
  • Can these two coexist peacefully?
  • Should one receive emphasis over the other?

Assessment in a Differentiated Classroom

  • Assessment drives instruction. (Assessment information helps the teacher map next steps for varied learners and the class as a whole.)
  • Assessment occurs consistently as the unit begins, throughout the unit and as the unit ends. (Pre-assessment, formative and summative assessment are regular parts of the teaching/learning cycle.)
  • Teachers assess student readiness, interest and learning profile.
  • Assessments are part of “teaching for success.”
  • Assessment information helps students chart and contribute to their own growth.
  • Assessment MAY be differentiated.
  • Assessment information is more useful to the teacher than grades.
  • Assessment is more focused on personal growth than on peer competition.

assessments serve different purposes…

  • Why Do You Assess?
  • With your group, take 5 discuss the reasons you assess students.

How do we define ASSESSMENT ?

  • Assessment & Differentiation...
  • What's Different?
  • It’s about guiding students, not judging them.
  • It’s about informing instruction, not filling grade books.
  • It’s about before, during, & after—not just after.
  • It’s about teaching for success—not gotcha teaching.
  • Tomlinson 08
  • “Assessment is today’s means of
  • understanding how
  • to modify
  • tomorrow’s instruction.”
  • Carol Tomlinson

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