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Assignment 2 Muhammad Ali

EDPROF 701 - Assignment 2


Analyse and use data to make judgements about learners and determine next steps in learning

(1) What does the data set tell you about the achievement of your class?

Overall Variations

- Overall average reading level of the - Quentin scored the highest overall in
class is 3A which is under the the class and is the only student at
expected NZ Curriculum level of 5P the expected level of 5P.
by the second quarter of the year - 4 students scored the lowest at 3A.
(Term 2). - Those who scored higher (4A and
- Out of all the areas assessed, the above) overall believe they can read
processes & strategies and ideas well with higher attitude scores (3
levels on average in the class were and above).
low at 3A. - Pasifika students on average have
- Overall on average the students in the highest score (2.9) in attitude
the class feel they cannot read well towards reading.
looking at the attitude score average - On the other areas, there isnt much
of 2.7. difference between the ethnicities in
- Overall the girls scored lower than the class.
the boys on average on deep level, - Some students may not have
processes and strategies and ideas. understanding of what reading is and
- Majority of the classs overall score is so have got a high attitude score but
3P with 8 students. low overall scores.
- More students scored higher (4B and - The Pasifika students on average
above) deep level than surface level. and the one NZ European student
- The overall averages of other areas scored higher on ideas at 4B
and the overall scores between boys compared to the other ethnicities in
and girls remain the same at 3A. the class.
- The lowest score in the class was 2A
in the areas of processes (4
students) and strategies and ideas (5
students).

(2) What would be an appropriate set of goals to establish and work towards?

Teacher Goals Student Goals

- Incorporate literacy into the art - Students will be able to use text to
programme from junior level. develop concepts.
- Aim to increase reading levels to at - Students will be able to read and
least 5B. critique each others work and feel
safe to do so.

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Assignment 2 Muhammad Ali

- Introduce art literacy to students - Students are able to understand and


through vocabulary, conventions, follow processes in creating artwork
established practice (artist models), - Students are able to develop and
images and symbols. refine ideas.
- Utilise culturally responsive artist - Students will be able to develop
models that students can read practical knowledge.
about, relate to and research
- Differentiate learning for the three
levels of reading.
- Areas needing improvement that
can be achieved at a high level in
art; processes and strategies and
ideas.

(3) Given the NZC and your departments scheme, what would be some valuable
skills or learning your learners need to master to achieve these goals?

- Investigate and consider the relationship between the production of art works and their
contexts and influences.
- Apply knowledge of selected conventions from established practice, using appropriate
processes and procedures.
- Generate, develop, and refine ideas in response to a variety of motivations, including the
study of established practice.
- Compare and contrast the ways in which ideas and art-making processes are used to
communicate meaning in selected objects and images.
- Develop ideas
(Visual Arts Achievement Objectives, New Zealand Curriculum)

(4) Identify the L.O.s and S.C. appropriate to achieve these goals.

Learning Outcomes (Students are learning to...) Success Criterias (To be successful, students...)

Recognise connections between verbal and - Will be able to read about artist models,
visual text and comment on them. briefs and descriptions of work and make
connections to the artwork.
- Will be able to make connections
between artists work to their own
artwork,
- Will be able to comment on the links
made between what they read and what
they are drawing.

Know the different meanings of words, symbols - Will be able to learn art vocabulary.
and visual parts of a text. - Will be able to Identify conventions and
techniques in an artwork.

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Assignment 2 Muhammad Ali

Select and use important information to show - Will be able to be selective while reading.
understanding. - Will be able to identify keywords.
- Will be able to make decisions about
what is important to their own artwork
and what isnt.

Develop ideas from texts, motivations, - Will be able to develop their own ideas
influences and own experiences. further from what they have been
exposed to.
- Will be able to relate to their
surroundings and bring context to their
work.

Consistently read to Identify and understand - Will be able to pick visual clues from a
visual clues in a piece of text. piece of text and use it to draw from a
description.

Evaluate the cultural-historical-literary-social - Will be able to understand the relevance


worth or significance of a text. of artists work.

Understand meanings or ideas in contemporary - Will be able to understand modern,


texts. contemporary art.
- Will be able to understand meanings of
abstract art.

Apply knowledge to own body of work. - Will be able to develop their own ideas
and utilise what they have learnt in class
into their own art work.
- Will be able to apply their research in
creating original artwork.

(5) Elaborate on several ways in which you can motivate and engage your
students in order that they might experience success with these L.O.s

I have identified two ways in which I can motivate and engage my students; questioning and
relevancy. Here I have explained from research and this course how these two ways will create
motivation and engagement to succeed in achieving the learning outcomes I have listed above.

Questioning
Questioning enhances motivation and engagement because good questions can motivate student
learning and fuel curiosity, foster intellectual development and stimulate critical thinking, assess
student understanding, guide discussion and shape a positive learning environment (Cline, n.d.,
para. 2). When students are more interested in a topic or subject area, they are more likely to want
to achieve more and stay focussed. Questions also help guide the learning process by encouraging
active processing of material and activates the learners larger network of knowledge (Hattie &
Anderman, 2013). Therefore when students are asked questions, they are expected to provide
answers from what they already know and this knowledge is then reestablished with the new
information or experience provided in the classroom. For example when trying out new media in

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Assignment 2 Muhammad Ali

art, new artist models and in a critique session. Hattie & Anderman (2013) go on to further explain
that learning then occurs when there are inconsistencies between the new information and the
content the learner already knows. When students respond to questions, you also gain insight into
how well they are learning the material (Davis, 2009, p. 82). Ayers - Arnone (2012) talks about
using questioning as a tool in her art class that invokes students understanding of why an artist
has done a design in a certain way by using the artists background information. From this, the
students were able to analyse their own work based on their own experiences. Questions should
integrate content that creates links between understanding and components in the new materials to
be learned (Hattie & Anderman, 2013).

Relevancy
As the teacher, I must evaluate the content being taught by seeing whether it is meaningful and
fulfils the goals of the learners in my classroom. Students who find the content they are learning
useful for both the lesson and their future job tend to be more excited and try harder to complete
the tasks given to them. Research also shows that these students show more motivated behaviour
and come out with better results compared to those students who find the lessons only relevant in
the classroom (Crumpton & Gregory, 2011). Therefore in order to enhance motivation and
engagement, it is important for teachers to create links in what they teach to show relevancy
beyond the classroom. Killen (2013) states that all learning should be relevant to all students
regardless of their academic, ethnic or cultural differences. This promotes motivation which in turn
promotes pleasure. A student is able to get pleasure from what he or she is learning in the
classroom because they feel the learning directly relates to their everyday life in a practical and
direct way (Luukkonen, 2003). The relevance of what is being learned is what primarily creates
cognitive effects leading to motivation (Crumpton & Gregory, 2011). Students require this
motivation to continue to be engaged in a class which enhances their learning. In art, it is important
for the students to find meanings in the designs and works of art that they see in order to be able to
express their own ideas themselves. To find these meanings, students need to see how the
content is relevant to their lives. This then allows these learners to discover and do more to
succeed in what they are doing (Ayers - Arnone, 2012). This allows them to be engaged in the
learning that takes place. Teachers have to guide the learning experiences of students with
relevancy so that they are able to engage with these new ideas and explore its relationships (Killen,
2013). Therefore through relevancy the students are motivated and engaged as they are able to
understand how the important ideas introduced to them in class are part of a bigger picture. Both
the central ideas and their relationships must be taught explicitly and their importance in the field of
study must be explained to learners (Killen, 2013, p. 63).

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Assignment 2 Muhammad Ali

(6) What approaches, strategies and deliberate acts of teaching might you
design to support the learning of students achieving at each of three levels
of achievement within the class (i.e. lower/middle/higher).

ACHIEVEMENT LEVELS
Approach / Strategy
Lower Middle High

Literacy Activities
So far in my practicum, I have noticed that there is not much literacy in the junior art program at all.
I would introduce some literacy activities that would allow the students to do some reading and
have fun with it, incorporated into the artwork and skill building. Based on the students reading
levels, I would differentiate the learning activities and offer support in completing tasks and
understanding what is required from them. I could demonstrate and model each activity or part of
the activity so that the students are able to understand what is required from them and can ask
questions too. Here are a few of my ideas:

Words to Life Students at this Students at this The paragraph


Each student is given a level would be level will be given a given to the
paragraph of text that is given a shorter text paragraph of text students at this
describing an image. The that clearly that would describe level do not actually
objective of this activity is to describes the an uncommon describe a drawing
draw what the text is describing. features of a character or but rather have
Once the students have character like a well scenery with visual clues within a
completed the drawing within a known cartoon medium level of text/story. This will
given time frame, they will be character for details describing allow students at
given/shown the actual image example that the character or this level to read
and they can compare how they includes specific scenery. the text carefully
had interpreted the image. facial details and and identify
directions of objects descriptive text that
in a scenery. This will help them draw
will allow students the
at this level to read character/scene.
straightforward
descriptive text that
helps them to draw
exactly what is
required.

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Assignment 2 Muhammad Ali

Drawing Steps Students at this Students at this Students at this


Students are given a set of level would be level would be level would be
instructions and must follow given instructions to given instructions to given instructions to
these instructions carefully to draw something draw something draw something
draw an image. The image is simple with that has shapes, that challenges
then shown at the end to check straightforward, textures and them with not so
how well they interpreted and easy to follow formations. detailed
followed the instructions. instructions. They instructions. They
could be drawing a must make
combination of connections on
shapes with clear their own.
size and position
instructions.

What do you see? Students at this Students at this The students at this
In pairs, one student is given an level could be given level could be given level could be given
image and the other a piece of to draw a well to draw a scenery to draw an abstract
paper and a pencil. The student known cartoon with objects lying piece of art. The
with the piece of paper must character with about such as a students here must
draw the image the other some added childs playroom. be able to describe
student is holding but they are changes such as So the students in detail what they
not allowed to look at the image. costume. must question see and ask
The student with the image positioning, size, questions to get
must describe the drawing to proportion etc. proportions correct.
the other student to draw. The
student drawing must ask
questions from the describer to
help them clarify and draw
accurately (questioning). At the
end the student shows the
drawing and they compare the
actual image to that drawn.
Students can then swap roles
with a new image provided from
the teacher.

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Assignment 2 Muhammad Ali

What next? Students at this Students could be Students at this


In this activity, each student is level could be given given cultural level could be given
given a different image that they to draw something patterns here that a harder image to
cannot show to other students. that they would find they would be able draw with multiple
The first part of this activity is relevant and easy to identify and layers and
that each student must jot down to write instructions could easily write positioned
within a time limit, all the out for with simple out instructions for. shapes/imagery.
elements of an image they see. shapes.
They must write this out as
instructions. After the time is up,
the teacher collects all the
images from the students and
gives them a blank piece of
paper each. The students must
swap their instructions with
another student in the class and
draw using the instructions
provided.

Reciprocal Teaching
From my experience, reciprocal teaching is not practiced in the art class. I would like to bring this
approach into art and give students to follow the steps in reciprocal reading and look at texts like
artist profiles, visual clue texts, scene descriptions etc. I would be able to differentiate within this by
providing different levels of text and offering my support accordingly. Here is an example of a type
of text I could approach with Reciprocal Teaching:
Artist Model Profiles
This is a research activity where students are given information about the different artist models the
class is using for their projects. These artist models could consist of local artists and those who
practice cultural art the students can identify with. Students find out more about how the artists
established their practice and style. This gives students background information and help them to
understand the decision making and strategies the artists utilised in their work.

Learning Logs
A great idea that I learnt from this paper in a lecture by Dr Jennifer Glenn is using learning logs in a
class. I think this would work really well in an art class as students would be able to log their
progress of their artwork and the feedback/feedforward they would be receiving from me. By
tracking their progress, they would be able to see how they reached a point in their artwork. I think
a simple version of the learning logs could be used with this class at a Year 10, junior art level. This
would allow me to be able to comment on everyones work in the class and not run out of time in a
period to be able to get around to all students in the class. I would be able to offer extra support,
scaffold and talk in person to those who need it from what I can read in the learning logs. This also
sets the students up in an early stage in their academic life to establish a habit of writing logs.

(7) How will you assess progress in relation to the goals?

- Student voice
I would utilise exit cards to know what the students have learnt and know what I need to
cover in order to achieve the goals.

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Assignment 2 Muhammad Ali

- Online assessment tools


I would utilise online tools such as Socrative or Kahoot to test students in an interactive and
fun way to see their progress and establish what needs more learning time.
- Measure engagement
See how engaged the class is in doing my proposed activities in relation to achieving the
goals. I could use class continuums, student survey, see behaviour in the class and how the
students react to tasks in general.
- Critiquing student work
I would have critique sessions where I would critique student work and check progress.This
would allow me to see the quality of student work and check for understanding. Students
could also learn to critique each other's work.
- Learning logs
In the learning logs I would be able to see how the students are progressing and how they
feel about their work. This would help me to comment on what they need to do and what the
class need to work on as a whole.
- asTTle test
At the end of a term I could do have a customised asTTle test to check progress and see if
there are any improvements in reading levels and whether or not my approaches have been
effective.

(8) What strategies might you employ if students do not achieve the desired outcomes?

- Co-construct learning outcomes


If I can see that students are not achieving the desired outcomes then I could review these
and co-construct some of them with the class. This would give the students an opportunity
to take ownership of what needs to be learnt in the classroom to achieve the goals.
- Student feedback
Get feedback from students on what is and what is not working for them. What are some of
the barriers for them in achieving the goals? What would the students like to draw/paint?
- Planning
I should plan my lessons so that I can create an overview of the time I am with the students
and how in a timely manner we would be able to achieve the goals. I would plan lessons in
advance and see how it all fits in within the syllabus and art programme.
- Change strategy
If I can see that clearly my strategies are not working then I must change them. In order to
do this I might seek help from other teachers in my department, head of the department or
ask a curriculum specialist. However I may sometimes just need to give some strategies a
bit more time to work and be persistent. Sometimes I may need to change strategy within a
period if I can see something is not working. This is where I must have some backup plans.

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Assignment 2 Muhammad Ali

Bibliography

Ayers - Arnone, R. M. (2012). Culturally relevant teaching in the art classroom. University of Iowa.

Retrieved from http://ir.uiowa.edu/etd/2816

Cline, B. (n.d.). Asking effective questions - Chicago Center for Teaching. Retrieved October 13, 2016,

from http://teaching.uchicago.edu/teaching-guides/asking-effective-questions/

Crumpton, H., & Gregory, A. (2011). Im not Learning: The role of academic relevancy for

low-achieving students. The Journal of Educational Research, 104(1), 4253.

https://doi.org/10.1080/00220670903567398

Davis, B. G. (2009). Tools for teaching (2nd ed..). San Francisco, CA: Jossey-Bass.

e-asTTle Help. (n.d.). Retrieved from http://easttlehelp.vln.school.nz/

Glenn, J. (2016, January). Using learning logs to improve NCEA achievement. Presented at the

EDPROF 701: Accelerating Achievement of Priority Learners, Kohia Education Centre, University

of Auckland.

Hattie, J., & Anderman, E. M. (2013). International guide to student achievement. Florence: Taylor and

Francis.

Jordan, R. M., & DiCicco, M. (2012). Seeing the value: why the visual arts have a place in the English

language arts classroom. Language Arts Journal of Michigan, 28(1). Retrieved from

http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1928&context=lajm

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Luukkonen, J. (2003). Relevancy in the classroom: bringing the real world into school. Language Arts

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http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1283&context=lajm

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