Collaborative Learning Does Not Just Exist Between Students & Peers !
The most valuable note I have taken from my experiences thus far in the classroom (in relation to collaborative learning) is that this process is not a process that simply exists between teachers and faculty, or students and peers. Rather, it is a reciprocal style of learning that should be fluid across spectrums. As a graduate of a self directed learning program, I understand the importance of student/ teacher negotiated learning - as well as the value of dialogue that is formed between teacher and student throughout this process.
Throughout high school, and into University, the courses, and assignments that I learned the most from were ones where an opportunity was available to collaborate with my teacher, in addition to other classmates. I believe that no project should be done independently, rather preliminary ideas should always be consulted with a teacher, parent, or peer.
As a teacher I see the value in stepping back and allowing students to voice their ideas without over stepping their creativity. However, I think as teachers we can ignite higher level thinking through ongoing student/ teacher consultations. Through developing such dialogue we are able to provide students with constructive criticism - as well as allow for an opportunity for students to voice their ideas (which often, helps them organize their thoughts, and gain a conceptual understanding of their own learned ideas - as we all know we all learn the most by teaching.)
Education is giving or receiving knowledge, developing the powers of reasoning and judgement, using inspiration, tapping into creativity, taking risks and developing emotional and intellectual resilience. In our society, education implies school and whether you teach others or are in the process of learning yourself, education focuses on knowledge and on the intellect. Through the fine art of bringing out what is latent in a person, we learn as we teach!
I worked with my students to create cross curricular art projects based on transformations - that is - geometric transformations, as well as visual transformations, and linguistic transformations. Students were able to form a conceptual understanding of what it means to transform something - across all realms. I asked students to create an artwork (incorporating the elements and principals of design) that conveyed a variety of transformations. These transformations were encouraged to incorporate a mix of interdisciplinary course material - as well as convey metaphorical transformative ideas (political art etc.) - that voiced a concern they have in relation to social justice.
The students consulted with me over a two week span, which motivated them to take charge of their own learning, develop diverse and original thoughts from those of their classmates around them, and ultimately motivated them to put more effort into their assignments. This effort took place because students were creating something that they had designed - not something the teacher has asked them to do. I think it is extremely important to give students this sort of freedom when it comes to assignments. Allowing them to take ownership of their own learning is vital to the overall esteem/ engagement of the student.
Throughout high school, and into University, the courses, and assignments that I learned the most from were ones where an opportunity was available to collaborate with my teacher, in addition to other classmates. I believe that no project should be done independently, rather preliminary ideas should always be consulted with a teacher, parent, or peer.
As a teacher I see the value in stepping back and allowing students to voice their ideas without over stepping their creativity. However, I think as teachers we can ignite higher level thinking through ongoing student/ teacher consultations. Through developing such dialogue we are able to provide students with constructive criticism - as well as allow for an opportunity for students to voice their ideas (which often, helps them organize their thoughts, and gain a conceptual understanding of their own learned ideas - as we all know we all learn the most by teaching.)
Education is giving or receiving knowledge, developing the powers of reasoning and judgement, using inspiration, tapping into creativity, taking risks and developing emotional and intellectual resilience. In our society, education implies school and whether you teach others or are in the process of learning yourself, education focuses on knowledge and on the intellect. Through the fine art of bringing out what is latent in a person, we learn as we teach!
I worked with my students to create cross curricular art projects based on transformations - that is - geometric transformations, as well as visual transformations, and linguistic transformations. Students were able to form a conceptual understanding of what it means to transform something - across all realms. I asked students to create an artwork (incorporating the elements and principals of design) that conveyed a variety of transformations. These transformations were encouraged to incorporate a mix of interdisciplinary course material - as well as convey metaphorical transformative ideas (political art etc.) - that voiced a concern they have in relation to social justice.
The students consulted with me over a two week span, which motivated them to take charge of their own learning, develop diverse and original thoughts from those of their classmates around them, and ultimately motivated them to put more effort into their assignments. This effort took place because students were creating something that they had designed - not something the teacher has asked them to do. I think it is extremely important to give students this sort of freedom when it comes to assignments. Allowing them to take ownership of their own learning is vital to the overall esteem/ engagement of the student.
Field Trip To The World Press Photo Exhibit !
Gallery Walk! (Wine & Cheese)
Today - my students shared their second big art projects with me. This time we had a wine & cheese gallery walk. The students each picked another students artwork to critique, and review based on the rubric they made with me, and an elements and principles of design worksheet. The Students all dressed up as artists, some as themselves, some wore top hats, some with mustaches, or decided British accents would make them seem fancy and more mature (haha). This was such a fun afternoon, which happened to play out better than I anticipated, so I thought I would share. I think planning to have a fancy gallery walk got the students excited, and they put a lot more effort into the work (knowing it would be displayed / appreciated in class.)
Here are a few snaps of the variety of work in yesterday's gallery all based on the same rubric/ outline. My favorite day in placement so far.