Take Home Quiz

1. What is the 4-Part Mission? Why is it important for you to understand? What are the four
parts? Provide an example of each that you can use in your planning and delivery of the lesson?
The 4-Part Mission is a list of ideals every teacher should take into their practice. The 4-Part
Mission includes:
Equal Access- every student has equal rights and access to public education regardless of race,
sex, religion, background, economic status, etc.
Stewardship- learning is a long term process through a series of stages according to
development.
Nurturing Pedagogy- the learning environment in the classroom is interactive and reflective
practices are encouraged.
Enculturation- Culture is learned in the classroom through observation and experience, skills
are developed in the classroom to encourage students to participate in a communal, cultural
society.
It is important that we, as teachers, understand the 4-Part Mission to ensure that we are providing
students with the best education and assimilation into the real world. We know that society
outside of the classroom influences the culture inside of the classroom, and we also know that we
can use our classroom culture to eventually influence the society in which we live.

Equal Access is something that remains incredibly important to Art Education. We are diligent
to ensure that each student, regardless of ability, race, sex, and so on, has access to making art.
Last year, I was a teacher for a group of adults with physical and cognitive disabilities. When
planning lessons, I took into account physical limitations that might come up, such as fine motor
skills, sensory issues, and visual impairments. I proceeded with providing accessible materials
like adaptive scissors, pre-cut paper, a variety of art supplies, gloves, and multiple options when
possible (like glue sticks and tape). The decisions I made when planning my lessons provided
students a much more accessible and fulfilling experience.
Stewardship is another aspect that I very often take into consideration while lesson planning. I
always reference Dr. Viktor Lowenfeld’s book “Creative and Mental Growth,” which highlights
the six clear stages of development witnessed in the artworks of children ranging from 1-16
years old. Just as we develop mentally and physically in stages, we also develop artistically. For
example, between the ages of 1 and 3, children are in the “Scribble Stage,” where no form shows
representation in the drawing. However, during ages 3 to 4, the “Preschematic Stage,” children
start to make connections to shapes they draw and the physical world around them. A circle
drawn could represent a person in their life. Taking this into account in lesson planning, I use
these stages to frame my expectations for what the students should be learning and be able to do.
For example, if I were to be planning a lesson for a group of 13 year old students, I would
understand that they are in the “The Pseudo-Naturalistic Stage,” learning the concepts of value
and light, and determining their artistic success on the level of realism they achieve. I can plan a
lesson on learning how to use value and light to make a drawing appear more realistic.
Nurturing Pedagogy, revolving around reflective practices and interaction, is one of my favorite
tools to use in the classroom. I try to create every lesson with the intent that students can learn
bit by bit to become more self-sufficient, like allowing them to make decisions about their pieces
like concept, subject, or material. Additionally, I prompt students to reflect on their artwork and
the decisions they made in the process. Being an artist is a lifelong evolving process where we
constantly reflect on what we did and the decisions we made along the way. In my recent lesson
at Rocky, I gave my students open choice on the shape and color of their tunnel drawings. This
way, they were actively involved in their own learning. After finishing the lesson, some students
opted to hang up their drawings on the pinboard, and we could all see and reflect on how each
student made different choices and how that gave different outcomes.
Enculturation, in my opinion, should be integrated into every art classroom. Because art is such
a diverse practice that is prominent in every culture throughout history, it is important that art
teachers cover a vast variety of art styles and ways that humans have created art. Art teachers
also teach art techniques to introduce cultures, movements, or events. For example, if I were
teaching an elementary lesson on paper or textile weaving, I would use this opportunity to
introduce students to Asante (West African) Kente cloths, and how Kente weavers use color and
pattern to tell stories and express meaning.

2. Why is it important to reflect on one’s own practice?

Self reflection is a really important process of being an educator. It helps teachers to enhance
their professional development by identifying areas for improvement and developing strategies
to improve their teaching skills. Reflecting on our teaching helps us identify areas for
improvement, adapt our teaching to help students learn better, and learn more about ourselves as
teachers. This also encourages teachers to take responsibility for their students' learning and to
continuously improve their teaching methods.

3. Briefly describe two of the instructional methods we have discussed. For each method,
provide an example of the use of the method within your content area.
One instructional strategy we’ve discussed is Socratic Seminars. Thai discussion-based learning
activity helps to increase shared student learning and understanding, as well as confidence. In
my content area, I see this strategy similar to an art critique. With a singular piece of art as the
topic of discussion, the teacher should be a facilitator of discussion, but leave it up to the
students to lead the conversation.
Another instructional strategy we talked about is Inquiry Lessons. To me, this process seems
similar to the scientific method. Questions are asked at the beginning of the lesson and students
are to investigate the topic and experiment. After producing a product, the last important step is
metacognition, or reflection. In my classroom, I would use an inquiry lesson to teach a new or
strange art method or material, like using food to make art. I would lead the class in
experimenting with the material so they can grasp an understanding of the properties of the
material before making their art, then taking the time to really reflect on the process, as well as
the pieces that students made.
4. When setting up an alternative assessment, what does the student need in handouts/rubric
from the teacher? Why are checkpoints important?
With alternative assessment, students need handouts in process, product, and curricular content.
Handouts in process contain communication, checkpoints, and time management. With product,
organization and professionalism are included. Handouts in curricular content contain standards
and goals. Checkpoints in alternative assessment are important because they allow students to
stay on track without getting lost or behind, and they hold students accountable for the work they
are doing.

5. What is the difference between criterion-referenced measures and norm- referenced measures?
What is a common educational tool used to evaluate criterion referenced measures?
Criterion-referenced measures have to do with the determination of a student’s success based on
preestablished standards, whereas norm-referenced measures are determined by the student’s
success based on classroom expectations and other student’s performance. Generally, we use
rubrics when evaluating criterion-referenced measures, equipped with state standards to
determine student success.

6. We discussed approximately 11 lesson-planning components (components included in an

effectively written plan and an effectively executed lesson). Choose three of the lesson planning
components and briefly describe each: 1) what the component involves and 2) why it is an
important part of the lesson plan (what does it make you as the teacher do and what does it
allow the students to do?). (6 Points—1 Point each for the 3 components and 1 Point each for
the “why”)
1: Introduction in lesson planning is one very important component. This component guides
student attention and motivates them for the upcoming lesson. The introduction contains the
“what,” what students will be doing, the “how,” how they will do it, and the “why,” why are they
learning this? This component is important because it sets students up to have a good
understanding of what the upcoming lesson is all about and how they will be spending time in
class, as well as what they are learning.
2: Independent practice is another important component and is generally a crucial part of student
understanding. This component consists of students doing work without teacher guidance,
generally through homework or other independent activity in class. This is an important
component because it allows students to take initiative without prompting and builds confidence.
This also allows teachers to assess whether their teaching reached students fully.
3: Closure is also an important component of lesson planning. Closure generally happens at the
end of the lesson, but could also happen throughout the lesson. This determines whether
students grasped what they were taught. Closure is important because it allows students to take
their learnings and store them to demonstrate mastery and use them to learn even more.
7. Explain what it means to plan utilizing the backward planning method. Consider three parts
one should consider, and the order they should be considered.
The backward planning method allows teachers to first identify the expected outcome of the
lesson, before moving onto planning the assessments to determine understanding of the lesson,
then finishing with instructional strategies of the lesson to help students achieve these learning
goals. This method in this order helps teachers create more focused and effective lessons that
stick to the point of the learning goals and outcomes.

8. In your lesson planning, what are two ways you could accommodate for diverse learners in
your classroom?
One way that I accommodate diverse learners in my classroom is by recognizing that every
student is different. I understand that some students may not understand English very well, or
have processing difficulties that may make verbal instruction difficult to understand. In my
lesson planning, I try to provide layered instruction that accommodates this, by giving verbal
instruction, written instruction, and visuals to make it as easy as possible for students to
understand what I expect. In my most recent lesson at Rocky, I read the project expectations to
the class, as well as showing photos and videos, and left the written expectations on the board
throughout the class. I think that this really helped each student grasp what I was expecting from
them.
Another way of accommodating diverse learners in my classroom is by keeping implicit (and
explicit) bias in mind throughout the lesson. This is something that I really value and is
something that I think slips from teacher’s minds a lot as time goes on. It is important to not
only understand, but acknowledge that each student comes from a different background,
experience, and set of values, so I need to ensure that I build a relationship with my students so I
can truly understand them. Hypothetically, if I had a student acting out in class, things could go
one of two ways. If I were to ignorantly punish the student without trying to understand what
they were reaching out for, I could harm the relationship between myself and the student. If I
were to dig a little deeper and find out that maybe they were having trouble at home, or were
going through a tough time, I could use this to build a deeper connection with the student, and be
able to help them. Something I learned recently that I have taken with me is a quote along the
line of, “every person’s action is a reaction influenced by their personal experiences, emotions,
and circumstances.” This reminds me to have empathy even when I don’t know what someone
is going through.

9. Give two strategies you can use to engage students in the lesson.
One good strategy from Making Thinking Visible that I’ve found really helps engage students in
a lesson is a See-Think-Wonder chart. This strategy is really helpful because it allows students
to engage with the lesson in a much deeper way. Additionally, it aids in observation , critical
thinking, and communication skills to enhance the effects of the lesson.
Another strategy that I like is Think-Pair-Share. Similarly to See-Think-Wonder, this method
engages students because it allows them to actively take part in their learning, as well as
collaborate with other students. This strategy builds confidence and active participation.

10. Explain the data analysis process and why it is important.

The data analysis process is a process of collecting, analyzing, and interpreting data from
students to advise instructional decisions. Teachers will take formative and summative
assessments, test scores, classroom behavior, and student background into consideration to
determine the best ways of instruction to ensure student success. This process is important
because it focuses more on each individual student and what they need to be successful in the
classroom. This also allows the teacher to reflect on themselves to improve their practice.

11. Grading for Equity-What It Is, Why It Matters, and How It Can Transform Schools and
Classrooms text by Joe Feldman. Answer those three questions.
Grading for equity is an approach that aims to eliminate bias in the assessment of student
learning. It recognizes that traditional grading practices contain biases influenced by factors like
race and socioeconomic status. Grading for equity focuses on clear and transparent grading
practices and opportunities for students to demonstrate their learning. It considers the different
learning needs of students and aims to create an inclusive and supportive learning environment.
This matters because it allows students to receive an education that is more fair, inclusive, and
values students from all backgrounds. This method of grading can transform schools through
multiple facets. Better relationships between students and teachers increase achievement. Self
reflection and accountability fosters a growth mindset, recognizing that everyone is still learning.
This can carry into the future, where students will do better outside of school.