Instructional Strategies File

Lit. Strategies aligned with Universal Constructs

Amy Palmer

1. Admit Slip:
This technique is a short write up that has the students reflect on something they
did before they come to class; this could be a reflection to a reading, video, or
combination of the two as in a flipped lesson plan.
For this particular technique, I find it would be useful in introducing an art
assignment based on a specific cultural place such as the Mexican sculpture called an
Oaxacan folk art. I will send them to this link http://www.fofa.us/folk-art/ and require that
they read the main page on Oaxacan Folk Art as well as picking an area that interests
them such as ceramics or textiles under the same link. I will have students bring a short
right up of what they found interesting about folk art and what particular area they prefer
and group them to discuss further the similarities and differences about each time of
Oaxacan folk art. (Beginning Literacy Technique)
Universal Construct: Productivity and Accountability:

-Acquiring knowledge before class (prepare_

-Motivation and commitment

2. Give One- Get One:

This literacy technique allows students to write down an important idea or detail
about the text. They will take turns sharing their ideas with a partner to be able to
generate more ideas as well as elaborate on ideas/details that are not fully sound.
I will use this literacy concept to help students build a graphic organizer on a
particular artist they are given. I will include this graphic organizer for them to fill out
during their research of the artist to help generate ideas. The students will be picking their
artist from a hat and there will be a repetition slip for each artist; this way students will
have someone to generate ideas with while formulating their own papers on the artist.
This can be used before, during, and after readings.

This image includes headings

such as: physical features,
actions, major life events,
famous art works, and more.

Universal Construct: Creativity

Finding creative ways to connect deeper meaning.

3. Save The Last Word:

You have students select one sentence (or phrase) to share with a peer or the class
and read only the actual quote, not elaborating on why they picked it or what it means to
them. Everyone else in the class then is able to responed to the quote that the student
chose. When the class is done commenting on the quote or phrase, the student(s) who
chose the line can have the last word, remarking on any comment or the quote
themselves.
Freeland, Cynthia A. But Is It Art? : An Introduction To Art Theory. Oxford: Oxford University
Press, 2001. eBook Academic Collection (EBSCOhost). Web. 30 Nov. 2014.
Chapter 7: Digitizing and Disseminating
I will use the above chapter from the book to have students choose their phrase or
sentence from. Since this particular reading gets students really thinking on what it means to
have a work of art remain original, I feel that this literacy concept will capitalize on the flow of
ideas and concepts that can come from the chapter. This literacy technique will then be used after
the reading is completed.
Universal Construct: Embracing Change in response

4. Video Response:
This technique has students watch a video that teacher chooses and then write a response
that the teacher wants them to focus on. This can either be students generating their own
response posed from a question that is posted before the video begins or a graphic
organizer with blanks that the students create.
For this technique, I will use the video: https://www.youtube.com/watch?
v=cTsIqS_H7Jg
I will then have students answer two questions:
-What is sculpture?
-What types of sculpture are there? (Materials used)
This will be done at the beginning on the unit and then can be revisited during the completion of
the unit if students who are not understanding what comprises a sculpture.
Universal Construct: Thoughtful Response

5. Jigsaw:
For this technique, you have either different texts based on the same concept or one text
split into different areas. You will then have the x amount of students read the same text
or part of the text, and this is called your home group. After all the students in the home
group have finished reading, they begin to confer with each other and hit on the
highlights of that reading. Once they have synthesized their portion of the reading, they
are split again dividing one member from each group to form expert groups. Each person
in this group will share out the main points from that text. (The teacher will more than
likely need to figure out these groups ahead of time and post them on the board).
For this concept, I would use the principles of design. I have yet to determine if I
would use this before or after a short assignment. If used after, I would have students
complete a work of art (one class period) and open the next class with this reading:
http://char.txa.cornell.edu/language/principl/principl.htm dividing the five principles up. I
would then use the Jigsaw method to get students the information that they would need to
participate in a classroom wide critique of their art work. This technique could also be
used by having students read the article and discuss before they begin to do the
assignment.
Universal Construct: Collaboration:
-Productive group interactions
-Enhancing productivity
6. Graffiti:
Students will read different articles based on the same concept (or different entities of the
concept) and draw out key words or phrases on a large white sheet of paper or white
board. Students can literally draw out images or use words or a combination of the two.
(It would also be neat to allow the students to use three dimensional objects if working on
large white sheets of paper for a collage effect.)
For this, I would use a photography unit. There is so much about photography on
how to take the image, what makes an image, as well as how to collaborate those images,
I feel that the best way to accomplish such as wide range of reading in a way the students
find interesting is to have students use the graffiti technique. I will have students read
from the readings below and then in then their groups create their own graffiti wall and
discuss them in class. This technique can be used while reading as well as after reading is
completed.
http://photoinf.com/General/NAVY/Contrast_and_Framing.htm
http://www.photographymad.com/pages/view/10-top-photography-compositionrules
http://www.photography.ca/photography-tips/background-awareness/
An extra if needed with lots of additional articles on it:
http://www.photography.ca/photography-tips/

Universal Construct: Complex Communication

Collaboration
-Effective group processes to solve problems
-Non-hierarchal leadership based on individual skill set

7. Track Your Thinking:

This technique is basically used to get the students thinking about what it is they are
reading; they are interacting with the text. Students will use a highlight and begin to
highlight key words or phrases they find important. They can also write on the margins
question marks for things they do not understand, starring items they already knew, and
jotting down connections between ideas. It will be important to let to students know this
copy of text is theirs to keep and give them purposes for their reading for students that
begin to get stuck.
This strategy can be used for any text and will be visited regularly. I have decided
to use it first with the taping into the Bronze Age art. This particular writing will be used
with AP art history courses, but any text will fit the bill when wanting students to interact
with the text. http://www.jstor.org.cowles-proxy.drake.edu/stable/j.ctt5vj92r.6

Universal Construct: Reflective Process

8. Double Journal Entry
This literacy concept is used when re-reading the text to pull out difference purposes. It is
a type of graphic organizer split into two columns, the first could be notes taken while
reading and then second could be how you re-act to that specific passage or notes on the
reading in general. If there is more than one purpose the teacher is trying to get the
students to understand from one reading, this form would be best to use and heading each
column with what it is you want the students to do with the text.
This is another technique that will be used frequently with my students;
scaffolding a lot at first and then allowing them to do their own thinking about important
areas of text as the semester moves on. If I find a text that is somewhat above reading
levels but gets the point across of what it is I want to students to know, this will also be a
good one to use. Adding on an additional column in the beginning such as predictions
about the text will allow for student engagement before, during, and after reading. (This
will be a modeled strategy used throughout the semester.)

Universal Construct: Analysis and synthesis of multiple sources and points

of information
9. I Wonder(Stems):
This is a type of way to get students to think and help scaffold ideas for different

levels of thinking. There is a sheet of paper with different writing prompts that they can
complete before, during, or after the reading that gets students synthesizing the text
without even knowing they are doing so. The students do not need to feel out every box,
but if you have students in your class that will not do any, you may need to give
suggestions on how many to complete.
An area of study that would go great with this topic is Illusions. Many students already
have some kind of concept they have formed of what illusions are and can be before they
will even begin reading. I feel that I will find different forms of texts for this such as an
interview with an artist that works with the form of illusion, as well as videos that
showcase what illusions are. (Example: Accordion Art Illusions)

Universal Constructs: Productivity and Accountability

-Self-sufficiency as required in a complex environment
-Identification of available opportunities
10. Write Around (Speak Silently)
This is a concept that gets the discussion going about a topic but does so silently;
which is good for groups that get loud or off topic when you do think, pair, shares. You
pose a question/ reflections for students to write about for 2minutues, and then they pass
their writing clockwise and respond to that persons writing; here you would give and
additional two minutes. You could continue this process as many times as needed/ wanted
adding two additional minutes each time you pass to a new student.
Since this one is done almost entirely silently. I will have student complete this
activity both before and after a reading. I would use this particular strategy with students
combing art and ecology; a unit that gets a lot of students talking about more than just art,
but also how art impacts the world from the types of materials that are used all the way to
the places these arts are showcased. Since there are many different directions this unit can
go into, I will use this unit towards the end of the semester when I know my students a
little better and pose readings that get them thinking about the materials they use and
effects they have on the environments. (It would also be a good strategy to use on how
political affairs affect art works in different time periods. An example of this would be
combining how Hilters movement to conquer certain areas of the world is closely related
to works of art in the particular area of the world.)

Universal Constructs: Complex Communication

-Selection and Integrations of various communication processes
-Negotiation process (in writing)
-Generating ideas for solutions