Student Teaching

Self-Created Unit Plans with Lesson Plans and Teaching Materials

 

IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

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IPTS (2013) STANDARD 5 - Instructional Delivery - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. The teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

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Henry Senachwine High School

Perspective Unit

Description: This unit covers one and two-point perspectives for the Intro to Arts class. The class has 13 students. The unit starts with a one-point perspective demonstration with students following along in their sketchbooks. After the demonstration students use what they learned to find the horizon line, vanishing point, and converging lines using examples from their visual culture. Students then had a day to combine perspectives in a personal practice. The following day covered two two-point perspectives. The last demonstration included fence lines in perspective.  Students then worked on their final project where they demonstrated both perspectives and one non-building object in perspective. 
Rationale: This lesson demonstrates competency in the content area as perspective requires precise measurements and methods. Including student's visual culture creates a meaningful and relevant lesson. During lessons, I label, explain, and rephrase vocabulary to reach all students. I scaffold lessons to build upon and enhance students' knowledge. Aside from including vocabulary, I used prediction such as asking what should come next. The various ways of practice, such as following along, looking at visual culture, and personal practice support students in their continuous growth. I provide feedback during practice and on their final project so students can continue to improve. 
Evidence: Drive Link

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Fairview Elementary

Jogakbo Unit

Description: This lesson focused on the traditional Korean patchwork technique called Jogakbo. It was taught to 4 sections of around 25 4th-grade students. The lesson started with the history of the technique and how it is used today. Students answered subjective and critical thinking questions. Students then practiced the running and whip stitch. After learning the stitches, students designed a patch using at least 3 different fabrics. The fabric used was recycled from fabric swatch packs, tying into Jogakbo's ideas of reusing scrap fabric. Students use their designs as a pattern to cut out their pieces. Students could use the stitching method they like best to sew their patches and appliques. 

Rationale: This was an ambitious lesson that all the students enjoyed. I used my in-depth understanding of sewing and researched the technique to teach the students about diverse artists and infrequently taught skills. I used a variety of techniques and strategies to teach the students how to sew. I used demonstrations, physical examples, written instructions, and diagrams. Critical thinking was important in this lesson as many students haven't sewn before. I constantly changed instruction to better help students. Although challenging, all students enjoyed exploring a new medium. 

Evidence: Drive Link

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Assessment Methods Portfolio

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IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

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Henry Senachwine High School

Perspective Unit

Description: Formative assessment for the perspective unit included guided and self-practice. The summative assessment was the final project which was graded by a rubric. The formative practices involved following along with a demonstration and free practice. The lesson was split into one-point perspective and two-point perspective as well as how to do a fence in perspective. The final project included one and two-point perspectives as well as at least 1 piece of construction paper. 
Rationale: The practices were an effective way of gauging student understanding. When asked to sketch using both perspectives, students struggled. This led to me doing a demonstration with me using both. Something else students struggled with was what point to connect their lines to. While working with the whole class or individuals, I emphasized what point I was connecting to and why. The final project allowed me to see who still struggled with the concept and those who understood it. I would then modify my teaching next time to better help those who struggle by adding more practicing and identifying. 
Evidence: Drive Link

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Fairview Elementary

Jogakbo Unit

Description: Formative assessment for the Jogakbo unit included practice sewing. The summative assessment was their final patch. Two days were spent learning the stitches in their practice. They were given 3 rectangles of fabric and sewed them together using the running and whip stitch. Their work was kept in a bag that made it easy to check who understood the concept and who didn't. The final project involved at least 3 pieces of fabric that were sewn together using their preferred stitch. They could sew the background or add applique designs. 
Rationale: The formative assessment was a practice and allowed me to see what students were struggling with. I was able to change instruction to be more effective for individual and whole-class instruction. Having their work in bags made it easy to tell who was on task and who needed additional help. The final project made it easy to see who gained skills compared to their practice and who was struggling with what. Many students would wrap their thread over the background and applique while doing a whip stitch. This led to me demonstrating how to do the whip stitch on an applique design. These assessments showed growth in their work and provided the students with a unique experience.
Evidence: Drive Link

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Leadership Pal 1
Professionalism, Advocacy &
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Description: I attended the Illinois Art Education Association conference. I went to many helpful sessions such as "Multicultural Art Education for Improving Mental Health of Immigrant Children," "Fractal Curriculum: Bringing the Natural World to your Classroom" and more. 
Rationale: I was professional and represented ISU students. I participated in sessions and took notes to benefit my students. I gained knowledge in SEL and building relationships. One session also discussed standards-based grading. Participating and incorporating lessons into my teaching is evidence of my drive to benefit and advocate for my students.
Evidence: Drive Link
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Professionalism, Advocacy & Leadership Pal 2
Illinois Professional Teaching Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession. 
7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).

Description: I presented my pin-making unit at the Illinois Art Education Association conference. I have taught this lesson multiple times and perfected the unit to be fun, engaging, and educational. The unit focuses on folklore and charter creation. Students research and summarize 3 folklore stories. They pick 1 story to expand on by creating a character. The conference presentation was about my time teaching the lesson with the Henry-Senchwine students. 
Rationale: This was a leadership opportunity that advanced my and the audience's development in art education. I benefited the community by sharing my lessons, materials, and experience.  
Evidence: Drive Link
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