So my action research project is based on giving students choice, which, for me, translates into creating projects that don't require students to follow a process directed lesson the whole time. From what I think I learned about you in our first class is that you lean toward student directed lessons, so my question is: do you think that there are any units or reasons that you would see a process oriented/strictly teacher driven lesson necessary? My mentor also suggested that the more loose you are with your lessons, in terms of not standardizing them, the more likely you are to have parents gripe about why one student got an A for the project and why their child got a B (for example). Do you find this to be true? Do you have parents often questioning your grading methods and what is the best way of objectively assessing students who are all doing different projects?
How I approach a student choice model is somewhat different from middle school to high school. Even in high school, skill levels vary widely until you get to the advanced art level.
ReplyDeleteRegardless of grade level, my lessons all have three common components: an overarching conceptual framework with which they working in (for example, the seven deadly sins, destroy your idols (a great one I recently came up with), nature, etc), a single element we focus on, and a medium. How they address the concept is entirely up to them, but each session starts with a pretty hardcore brainstorming/words that fight/what to pursue progression. The medium is solitary at the beginning of the term, but as different mediums are demonstrated and build a set of skills to draw from, they may either try the newest medium being presented OR use one of the ones used in prior lessons. So, to say I have 100% student choice would be untrue. I want them to be set up for success, and having success means they must have a set of skills to draw upon. Why do I restrict and then open up gradually? One word: splashpainting. When I tried, more than once, a competely open, student choice method, kids immediately return to what they know, or have done in the past. They don't push forward. So, I'd get twenty kids that would go straight for the paint. Start splashing around in all the colors they could get in a day, and probably throw in a hand print for good measure. To push them beyond their comfort zone, they need to feel empowered by the "other coolness" to show them in good demos.
In a high school advanced art class, the rules are loosened a bit. They can choose whatever medium they want.
Yes, students also do independent research all term long. This is true in both high school and junior high. However, as of this term, for my teaching style, kids must pass the gauntlet of several check in points where I feel they've demonstrated the privilege of doing a completely independent project, because yes, I fear the splatterpaint.
The key here again, is a well developed rubric (which I just relized I never sent you the bad a good versions). Kid friendly, and easy to reference. As a project progresses I can reference back to the rubric (handed out at the beginning of the lesson) and have them read this over as well if I see a potential issue arising.
As for parents, I rarely have issue regarding the grades for projects. My issues usually come from how I grade clean up. If I have issues, I've always brought out two projects that AREN'T their kids project, and ask them to grade them based on the rubric I provide them. Then, I bring out their kids project, and ask them to do the same thing.
With this being your action research project, don't be afraid to ask for some further clarification if I missed something. I was in a race against the kid waking up to get this done!