[zjcoar]

in reply to: 5.6 Choice Board Peer Review #10177

https://docs.google.com/presentation/d/1mwVXYYocfJQMO4N4fgvu_pitM3ZvU0QgvupMBS1HlXA/edit?usp=sharing

I already do a lot of choice based and student centered learning in my classes in person. For fiber arts, students have 3-5 choices for each unit. Attached are the options for the first unit which involved yarn/cording. The choices vary by difficulty and I explain this when I introduce the assignments an give examples of each.

[zjcoar]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10176

I think the biggest hurdle would be not being able to monitor these students while they are working. I also have many of these students in person who do not ever ask for help, which makes it more difficult to know if they are struggling or not.

[zjcoar]

in reply to: 4.7 Creating Engaging Virtual Activities #10175

For art, we do in class critiques after every project. I’d like to find a good way to display work at once if I was to hold an online art critique.

[zjcoar]

in reply to: 4.6 Classroom Meeting Activities #10174

At the end of each project, students participate in a class critique. It is a great way for them to communicate among each other and build connections while talking about things related to class.

[zjcoar]

in reply to: 4.4 Fostering Student Relationships #10173

At the beginning of the year I have students go around the room and introduce themselves. They have to say their name, grade, and something interesting about them. It is used as an icebreaker, but it is the only time of year that I do this. Other than that, I try to foster relationships best by simply talking to students. Some are more quiet than others, but having a positive classroom environment helps students feel more welcome and receptive to making connections.

[zjcoar]

in reply to: 3.5 Your Hyperdoc #10172

I created a hyperdoc of a surrealism art lesson I do with advanced painting. We start by looking at and talking about surrealist art. Then I play a video discussing famous surrealist artists and talk about how to come up with surrealist ideas. Students then create a painting and have a class critique to share and get feedback o their work.

https://docs.google.com/document/d/12VR8uhSulyV1AQ_VDcWDPGeFVUrpCopQPn1wNEtXX24/edit?usp=sharing

[zjcoar]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #10171

I have used Kahoot and Quizlet a lot to help students study for tests. I have also used Canva a lot to make handouts for classes such as my Painting 1 final project. I like that there are many templates to go through and the creative freedom when making handouts, different from just using a Google Doc.

https://drive.google.com/file/d/1Plf2IfEguTWMKlggV5FyZ18yh-Ciq6wa/view?usp=sharing

[zjcoar]

in reply to: 2.9 Digital Lesson and Reflection #10170

https://docs.google.com/presentation/d/1m_8NBNP0L3Lv6GdQ9j6R43Qg1COY-2D9RS0YKxw4M1g/edit?usp=sharing

This is a lesson I have previously used both in person and in an online classroom setting. They choose an image and then use Google Drawings to create a digital mosaic. I feel like it works well with teaching students about digital art and being able to follow directions. Typically I begin the assignment alongside students and then once they are comfortable with the tools, they can continue on their own.

[zjcoar]

in reply to: 2.4 Your Digital Home Base #9853

https://docs.google.com/document/d/1FMSanKe_7bkTCdZFZv9PWCj4BoYilKLMdvNgMtyVXik/edit?usp=sharing

We use Canvas. My homepage has my contact info and an introduction of myself. On the side tabs, students can see the class expectations which shows my grading policies and and class rules. I try to stay on top of Canvas as much as I can so students have all the recourses and due dates for each lesson done over the semester.

[zjcoar]

in reply to: 1.8 Challenges of Teaching Online #9845

The biggest challenge I found was student engagement. Students weren’t required to be present when we went online for Covid, so it was difficult to get any actual work out of them. Because of it, I felt like I had much more reteaching than necessary when we returned to in person, as well as an influx of low grades.

[zjcoar]

in reply to: 1.6 Streamlining Your Digital Workspace #9841

The biggest organizational tools I use are folders for emails, and bookmark tabs for websites. I have so many tabs that need opened each morning when I get to school, so having them bookmarked helps the process go smoother.

I always struggle with my email inbox being full-even with opened emails, so folders help when I have time to go through them and keep/delete what isn’t needed.

[zjcoar]

in reply to: Expanding Your Tech Toolbox #9837

I looked a little bit into Crevado. I would like to eventually teach my students how to create a digital portfolio of their artwork, especially those that continue art throughout all of high school and potentially after graduating as well.

[zjcoar]

in reply to: Establishing Relationships #9830

The best way that I get students talking more and engaging with one another is during our art project critiques. I teach secondary art and students are required to do a class critique at the end of each project. The first two are usually quiet as students are still learning one another, but they have always been a positive experience. Students are able to comment on peer work, ask questions and give advice, and I have seen students be much more talkative and willing to volunteer suggestions when continuing into the next project.

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