If you have an electronic material to share (such as a PPT), please post it here.
:) Aubrey
Wednesday, July 8, 2015
Monday, June 29, 2015
MIT Special Projects- June 8th
Who? This assignment pertains only to Masters level students. This project will be due June 8th, since we will not have a regularly scheduled class June 13th.
Maximum value: 100 points
Assignment: Imagine you are a teacher at a local elementary school. Attending this class, Arts & Movement, was part of your professional development. It is good practice for educators to train educators and your school principal has requested that you plan a 10 minute in-service training.
Grading: This is the list that will be used to assess your project. The scale used is 1-10, with 10 points as highest quality work.
* Accuracy of information
* Relevant data is shared
* Sharing resources & tools
* Sharing strategies
* Modeling
* Interactivity of the in-service
* Appropriate for timeframe (10 minutes)
* Take-away list provided (a list of resources and tools teachers can reference later)
* Time (20-30 minutes)- within this time period and engagement throughout
* Q & A: At the end of the in-service, provide Q&A time and be prepared for questions that may be presented.
Please send your instructor an email with any questions you may have regarding this assignment. Have fun with it! This is great practice, as you will have opportunities as a classroom teacher to share your learning in a professional way.
Maximum value: 100 points
Assignment: Imagine you are a teacher at a local elementary school. Attending this class, Arts & Movement, was part of your professional development. It is good practice for educators to train educators and your school principal has requested that you plan a 10 minute in-service training.
Grading: This is the list that will be used to assess your project. The scale used is 1-10, with 10 points as highest quality work.
* Accuracy of information
* Relevant data is shared
* Sharing resources & tools
* Sharing strategies
* Modeling
* Interactivity of the in-service
* Appropriate for timeframe (10 minutes)
* Take-away list provided (a list of resources and tools teachers can reference later)
* Time (20-30 minutes)- within this time period and engagement throughout
* Q & A: At the end of the in-service, provide Q&A time and be prepared for questions that may be presented.
Please send your instructor an email with any questions you may have regarding this assignment. Have fun with it! This is great practice, as you will have opportunities as a classroom teacher to share your learning in a professional way.
Blog- Due July 13th - Last Blog
Search the internet for a website that is particularly interesting and is related to art, music, movement, etc. It could be a site that hosts music you could use in your classroom, an interactive tool, a teacher resource, etc... Give a brief 3-5 sentence description and then embed the link.
To respond: Visit the resource shared by three of your peers and provide a response.
Remember to respond to anyone who responds to your post as well. :)
Hope you find some great stuff to share!
To respond: Visit the resource shared by three of your peers and provide a response.
Remember to respond to anyone who responds to your post as well. :)
Hope you find some great stuff to share!
Integrated Lesson Details & Dates
Integrated Lesson- 100 points maximum
Your integrated lesson should blend an academic core content area objective with at least one or more of the following: drama, visual arts, music, dance, or movement. A lesson plan is required and is due with your presentation. As you plan your lesson, consider student engagement.
Lesson Plan-20 points
* Title of lesson
* Common Core standard for academic content area
* Arts standard
* Student friendly learning target: this is shared with students so they know what their goal is. It is written in child - friendly terms in first person. Example: I can show that I understand the theme of my novel by creating an artistic cover for the novel. Or, I will use movement to demonstrate positive and negative numbers. These targets are generally started with: I will, I can, etc. Using this student - centered target statement helps students to take ownership and understand what is expected of them. During our stations, this piece was the one area that needed some more attention.
* Background: Age or grade level, prior knowledge required, background of learners (general education, gifted or advanced placement, special education, mixed levels), demographics (economic, language learners, etc.).
* Anticipatory set: How will you hook student interest in the beginning of the lesson?
* Formative assessment: How will you know if students are on track throughout the lesson?
* Direct instruction: Typed up plan for your direct instruction. This should last approximately 8-10 minutes. Don't forget to engage learner participation even during direct instruction.
* Directions for learning activities.
* How will you check for understanding through out the lesson?
* How will you differentiate for the diverse learners in your class?
* Assessment: include a rubric to students before the activity, so they understand what is expected of them.
* Summary/conclusion of lesson: lessons should not just end when time is up. Include a strong wrap-up for your lesson, which includes restating the learning target and summarizing the lesson. This should also include students.
* Next time: brief overview of what your next lesson would be if things went well and if there were signs that students meet standard on their learning goals.
Integrity of academic content area: 10 points
* It is essential that the lesson does not compromise the integrity of the academic content.
* Integration of the arts should enhance the learning experience, not distract from it.
Integrity of arts area: 10 points
* It is essential that the area of arts being applied to your lesson is not a filler activity, such as a coloring worksheet.
* The core academic area should have clear connections with this area of the arts. It should be a natural match.
Direct Instruction: 20 points
* Clarity of voice and volume
* Clear instruction on academic and art core areas
* Includes student target (students need the "I can..." statement...More official goals are for educators)
* Expectations are clear
* Students are engaged during direct instruction
* Introductory instruction should last between 5-10 minutes
* Summary instruction should last between 3-5 minutes
Activity: 15 minutes
* The activities must be student - centered
* Clearly connected and integrated with a core academic area and an art
* The activity should last approximately 15-20 minutes
Visuals, Props: 10 points
* All materials for the lesson are prepared before the lesson
* There are props that enhance the lesson (music counts as a prop)
Assessment:15 points
* The rubric clearly assesses the academic content area
* The rubric clearly assesses the arts area
* The rubric is written in child - friendly terms
...The rubric may be written as a chart or list form
Time:
* You have 30 minutes to present your lesson, including your direct instruction, activities, and summary. The lesson must conclude in 30 minutes and you will use a timer to track your time. In a regular lesson, you would be confined by bells or by other time commitments such as recesses, lunch breaks, and enrichment classes.
Time:
* You have 30 minutes to present your lesson, including your direct instruction, activities, and summary. The lesson must conclude in 30 minutes and you will use a timer to track your time. In a regular lesson, you would be confined by bells or by other time commitments such as recesses, lunch breaks, and enrichment classes.
Integrated Lesson July 6th
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Integrated Lesson July 8th
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Grad Students
Robin Jenny Tana Audrey Shauna Taylor Kelsey |
Undergrad Students
Cybil Alana Stephanie + 1 Grad: Tanya
(Time saved for MIT Projects)
|
Graphic Organizers
Graphic organizers are one of Marzano's High Yield Strategies. Many graphic organizers naturally lend themselves to the arts, especially visual arts. You begin by providing students with graphic organizers, but eventually students can create their own!
Graphic Organizer Resource: Click me
Graphic Organizer Resource 2: Click Me
What is a graphic organizer?
What is a graphic organizer? Click Me
Graphic Organizer Resource: Click me
Graphic Organizer Resource 2: Click Me
Doodling, actually good for learning?
Doodling is not as off-task as once believed. There is research that shows learners retain 29% more when they doodle compared to their non-doodling peers (Cloud, 2009). This is for adults and children alike. What's astonishing is that the doodles don't necessarily have to be related to what a person is learning.
The one benefit to doodling that I recognized before researching this was that I noticed my students with ADD and ADHD had less distracting behaviors when allowed to doodle. I even put a "doodle box" on any assignment I anticipated could cause any stress, such as tests and quizzes. I didn't give any requirement that the doodles had to be related. Sometimes they were and sometimes they weren't. If I ever forgot to include a doodle box, my 5th graders were fast to remind me! Reading through the research, I realize this may have had even more of a positive impact than I noticed.
Doodling can reduce stress, help learners focus, engages different networks in the brain (Gasca, 2015), and it doesn't even matter if the individual is using words, pictures, or designs (Cloud, 2009).
So, allow and encourage students to doodle! This may actually help with classroom management and your ultimate goal of increasing student learning.
Here are some other resources shared in class, which discuss the merits of doodling:
Print Article 1
Print Article - 3 Ways by Gasca
Video 1
Video with article
Here are some resources shared in class, which show us how to begin doodling:
References
Gasca, Peter. 3 Ways Doodling Will Help Your Focus and Creativity. (n.d.). Retrieved June, 2015, from: http://www.inc.com/peter-gasca/3-reasons-doodling-will-help-your-focus-and-creativity.html
The one benefit to doodling that I recognized before researching this was that I noticed my students with ADD and ADHD had less distracting behaviors when allowed to doodle. I even put a "doodle box" on any assignment I anticipated could cause any stress, such as tests and quizzes. I didn't give any requirement that the doodles had to be related. Sometimes they were and sometimes they weren't. If I ever forgot to include a doodle box, my 5th graders were fast to remind me! Reading through the research, I realize this may have had even more of a positive impact than I noticed.
Doodling can reduce stress, help learners focus, engages different networks in the brain (Gasca, 2015), and it doesn't even matter if the individual is using words, pictures, or designs (Cloud, 2009).
So, allow and encourage students to doodle! This may actually help with classroom management and your ultimate goal of increasing student learning.
Here are some other resources shared in class, which discuss the merits of doodling:
Print Article 1
Print Article - 3 Ways by Gasca
Video 1
Video with article
Here are some resources shared in class, which show us how to begin doodling:
Doodle triangles: Doodle Triangles
Doodle 1 Spirals: Doodle Spirals
Doodle 2 Fibonacci: Doodle Fibonacci
How to Doodle: How to doodle
30 Patterns for Doodling:
Patterns for doodling
Fidgets: Just as students get in trouble for doodling
although it actually helps them learn, they also often get into trouble for
fidgeting. What solution could you try
in your own classroom that meets the child’s needs without interrupting others?
References
Cloud, J. (2009, February 26). Study: Doodling Helps You Pay Attention -- Printout -. Retrieved June 29, 2015, from http://content.time.com/time/printout/0,8816,1882127,00.html
Gasca, Peter. 3 Ways Doodling Will Help Your Focus and Creativity. (n.d.). Retrieved June, 2015, from: http://www.inc.com/peter-gasca/3-reasons-doodling-will-help-your-focus-and-creativity.html
Wednesday, June 24, 2015
Make up class content and assignment
Go to the following link: OSPI- arts standards
Select one of the four categories- dance, music, theater, or visual arts
Read the standards for the category of your choice
Post a summary of the standards...
What was an affirmation of what you already believed was important?
What was surprising to see included?
Which standards need to be on their own and which would compliment another content area well? Include two for each example.
How will you integrate this particular category of the arts into your classroom?
4-5 paragraphs. You should revisit the blog and read the posts of two classmates who chose a different category from the one you chose. Provide a response to each of those two posts. Don't forget to cite your source.
Your post will count as your learning log grade and assignment. Your two responses to classmates will count towards participation. I will check the blog for this on Monday morning, so post and reply by 10 am Monday morning.
Have a great weekend and take vitamin C :) I hope you avoid this bug as it is not fun at all.
See you Monday.
Aubrey Steedman, M.Ed / M.S
Select one of the four categories- dance, music, theater, or visual arts
Read the standards for the category of your choice
Post a summary of the standards...
What was an affirmation of what you already believed was important?
What was surprising to see included?
Which standards need to be on their own and which would compliment another content area well? Include two for each example.
How will you integrate this particular category of the arts into your classroom?
4-5 paragraphs. You should revisit the blog and read the posts of two classmates who chose a different category from the one you chose. Provide a response to each of those two posts. Don't forget to cite your source.
Your post will count as your learning log grade and assignment. Your two responses to classmates will count towards participation. I will check the blog for this on Monday morning, so post and reply by 10 am Monday morning.
Have a great weekend and take vitamin C :) I hope you avoid this bug as it is not fun at all.
See you Monday.
Aubrey Steedman, M.Ed / M.S
Tuesday, June 23, 2015
No class Wednesday June 24th
There will be no Arts and Movement class Wednesday June 24th. I am under the weather and lost my voice to top it off. Please reply to this post, so I know you have seen this message. I also emailed you via your SMU account.
Tomorrow I will post make up for the class. You will have until Monday to complete the readings and respond.
Please spread the word about this class cancellation.
Have a great day :)
Aubrey Steedman, M.Ed / M.S
Monday, June 22, 2015
July 13th Assignment Alternative
Many of you have expressed concern that our course goes through July 13th. This last Monday class was a make-up day from missing May 25th. However, I understand your predicament with having made other plans. So, here is our alternative:
By July 13th, provide a response to the following and artifacts showing you attended an arts-related exhibit or event. Artifacts could include a picture of something you take while at the exhibit or event, an entry stub, etc. (Just something that shows you actually attended...) Your artifact and response to the eight parts below will replace your participation, learning log, and assignment grade for July 13th, which is a maximum value of 20 points.
Reply to this post with your response to the following questions (and artifact- if you can...otherwise email the artifact to your instructor through SMU email):
1. Name of exhibit or event (Ideas: Hands on Children's Museum, Museum of Glass, Arts History Museum, Washington Center for Performing Arts- specify showing). This can certainly be a free event. HOCM has a free Friday. The next one is in Olympia on July 3rd from 5-9pm: HOCM The Museum of Glass also has a free night, but that is the third Thursday which has already passed.
2. Location and Hours
3. Themes
4. Age levels appropriate
5. Cost for entry - A. General B. School Rates
6. Any special school programs or connections available? If so, what are they?
7. Core area connections
8. Would you recommend this exhibit/event for a school field trip? Why or why not?
* Don't forget your artifact.
By July 13th, provide a response to the following and artifacts showing you attended an arts-related exhibit or event. Artifacts could include a picture of something you take while at the exhibit or event, an entry stub, etc. (Just something that shows you actually attended...) Your artifact and response to the eight parts below will replace your participation, learning log, and assignment grade for July 13th, which is a maximum value of 20 points.
Reply to this post with your response to the following questions (and artifact- if you can...otherwise email the artifact to your instructor through SMU email):
1. Name of exhibit or event (Ideas: Hands on Children's Museum, Museum of Glass, Arts History Museum, Washington Center for Performing Arts- specify showing). This can certainly be a free event. HOCM has a free Friday. The next one is in Olympia on July 3rd from 5-9pm: HOCM The Museum of Glass also has a free night, but that is the third Thursday which has already passed.
2. Location and Hours
3. Themes
4. Age levels appropriate
5. Cost for entry - A. General B. School Rates
6. Any special school programs or connections available? If so, what are they?
7. Core area connections
8. Would you recommend this exhibit/event for a school field trip? Why or why not?
* Don't forget your artifact.
Thursday, June 18, 2015
Wednesday, June 17, 2015
White Paper Requirements- Paper Due via email June 29th
White Paper Requirements
Total Point Value Maximum:
100 points
Due Date: June 29th, 2015
Format: Typed
Submission: Electronic- Email through SMU Email System
Topic: 15 points
·
Topic is relevant to this course: arts,
movement, music, integrated learning, dynamic learning experiences…
·
The paper has a clear point
·
The paper stays on topic
Research: 45
points
·
Inclusion of notable research, which is
referenced as support (see below breakdown)
·
3-5 Resources referenced within the body of the
paper (15 points)
·
Resources are cited at the end of the paper
using APA format (15 points)
·
Research presented includes some pieces which
are within the last 10 years (5 points)
·
Research supports topic (10 points)
Length: 25 points
·
The paper is no shorter than 3 pages and no longer
than 5 pages long
·
The paper is engaging throughout each page of
the document and points are not repeated except for emphasis, that is repetition is not for the sake of filling up
space
Engaging the
Reader: 15 points
·
There is a hook in the introduction to grab the
reader’s attention
·
Research included makes the reader go “aha!”
·
The voice of the paper is professional, yet
engaging.
Ideas/topics: (Not limited to this list- just ideas to get
you thinking)
·
Learning and the brain
·
Thematic instruction
·
Historical timeline of arts/music/movement in
the classroom
·
Differentiation- Practical Use
·
The whole learner/Well rounded teaching
·
Using arts/music/movement to reach students with
ADD, ADHD, Autism, etc…
·
Using arts/music/movement in the gifted
classroom
Note: I am not
grading your conventions, but please write professionally. Spell check, etc. Thank you!
Type size- 12 size font, any font except windings J as I need to be able
to read what you write. The font should
be easy to read.
Tuesday, June 16, 2015
Monday, June 15, 2015
Your Blog- Assignment
Create a link to each of your learning station materials.
In Google, go to "My drive," where you should have your station materials loaded.
Click on the little share button. It looks like a person with a plus sign. Then select "Get shareable
link." Copy that link.
Log into your blog.
Create a post to your blog and title it "My Learning Stations."
Insert each link and name each link with the title of the stations from class.
Insert link button at top of your blog screen- name the link your station name
Repeat for all three of the stations you completed.
In Google, go to "My drive," where you should have your station materials loaded.
Click on the little share button. It looks like a person with a plus sign. Then select "Get shareable
link." Copy that link.
Log into your blog.
Create a post to your blog and title it "My Learning Stations."
Insert each link and name each link with the title of the stations from class.
Insert link button at top of your blog screen- name the link your station name
Repeat for all three of the stations you completed.
Interview Question
Imagine you are being interviewed for an elementary school teaching position. One of the questions is: What does an effective lesson look like in your classroom? Respond to this questions as the interviewee and then to your colleagues as a member of the interview team in thought mode (as interviewers may not respond to you an interview).
Tuesday, June 9, 2015
Montessori Jobs
Class, I found this job site and thought I would share it with you. As you learned in class, Montessori schools integrate arts, music, and movement as a regular part of their approach to a whole person experience. If you are at all interested, you can click the link below to find and search for open positions. Of course, you can bring your excellent teaching skills to any kind of school and just make that environment better by bringing your "A" (Arts, Music, & Movement) game!
Montessori Jobs
Have a great day and see you tomorrow!
Aubrey
Montessori Jobs
Have a great day and see you tomorrow!
Aubrey
Monday, June 8, 2015
June 8-June 14th Blog Post Assignment
Explain how grants could play a role in integrating dynamic learning opportunities in your classroom. Then choose one of the grant opportunities below to summarize. In your summary, include what the grant is for, who can apply, requirements, and deadlines. Some of these resources provide more than one grant opportunity, so narrow it down to just one grant. Make sure the grant you choose is still open and available in Washington State.
Arts:
Art Works Grants
Arts Every Day
Arts WA
Crayola
Fund for Teachers
Grant Wrangler
Target Grants
The Grant Helpers
Wallace Foundation
Movement:
Good Sports
Let's Move Active Schools
Phit America
Music:
Mr. Holland's Opus Foundation
The Mockingbird Foundation
Music For Everyone
Stringed Instruments Grants
The Foundation for Bluegrass Music
VH1 Save the Music Foundation
Arts:
Art Works Grants
Arts Every Day
Arts WA
Crayola
Fund for Teachers
Grant Wrangler
Target Grants
The Grant Helpers
Wallace Foundation
Movement:
Good Sports
Let's Move Active Schools
Phit America
Music:
Mr. Holland's Opus Foundation
The Mockingbird Foundation
Music For Everyone
Stringed Instruments Grants
The Foundation for Bluegrass Music
VH1 Save the Music Foundation
Homework: Subscribe to Education Weekly
This is a great resource for education news, which will be emailed to you if you subscribe. Here is the link to subscribe.
Not every article is about the arts, but some are and all articles are related to education!
It's always good to be "in the know."
Have a great week!
Aubrey
Not every article is about the arts, but some are and all articles are related to education!
It's always good to be "in the know."
Have a great week!
Aubrey
Monday, June 1, 2015
Timer Tool
Using a timer tool is a great way to teach your students time management. You are welcome to use this tool I found online, but there are many out there!
Timer Tool
Timer Tool
Sunday, May 31, 2015
Homework Blogs: Due June 7th
For this week's posts and response, consider specific concepts that lend themselves particularly well to integration. We have discussed blending two areas in a lesson, but I want you to think of something that can blend three or more. You do not need to write a full lesson, just describe how you could integrate three or more disciplines. You can use two core content areas and integrate music, movement, art, etc. You can also decide to use art and movement with one core content area, etc. Mix and match and be creative. In your post, explain the concepts being covered and give a summary of what would be done.
This should take some reflection, since it is so important that students experience connections between disciplines, learning, and their world.
Length- this should be between 3-5 paragraphs. It may end up being a brainstorm for your integrated lesson later in this course.
Aubrey
This should take some reflection, since it is so important that students experience connections between disciplines, learning, and their world.
Length- this should be between 3-5 paragraphs. It may end up being a brainstorm for your integrated lesson later in this course.
Aubrey
Tuesday, May 26, 2015
Reminder Learning Stations - Mondays June 1st, 8th, & 15th
|
|
June 1st
|
June 8th
|
June 15th
|
|
ARTS
|
Tanya (Round 1)
Cybil (Round 1)
Alana (Round 2)
Jenny (Round 2)
|
Taylor (Round 1)
Stephanie (Round 1)
Kelsey (Round 2)
Robin (Round 2)
|
Tana (Round 1)
Audrey (Round 1)
Shauna (Round 2)
|
|
MUSIC
|
Audrey (Round 1)
Robin (Round 1)
Shauna (Round 2)
Stephanie (Round 2)
|
Cybil (Round 1)
Alana (Round 1)
Tana (Round 2)
|
Tanya (Round 1)
Kelsey (Round 1)
Jenny (Round 2)
Taylor (Round 2)
|
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MOVEMENT
|
Taylor (Round 1)
Tana (Round 1)
Kelsey (Round 2)
|
Tanya (Round 1)
Jenny (Round 1)
Shauna (Round 2)
Audrey (Round 2)
|
Cybil (Round 1)
Alana (Round 1)
Robin (Round 2)
Stephanie (Round 2)
|
Monday, May 25, 2015
Weekly Blog Prompt due May 31st- Post early Post often
Note: post early and post often. This will reduce last minute anxiety and ensure your classmates have a chance to read and respond to your posts.
Directions: Unfortunately, there may be times when you will need to justify integrating arts, music, and movement. Below are three scenarios. Choose one. Respond to the prompt as if you are in that situation. Cite sources. In each scenario, you are a professional educator and your response has to be professional. When you respond to your peers' posts, you should take on the identity of the critic described in the prompt. This is role playing, but still show professionalism. The best arguments are respectful.
Prompt Scenarios:
1. You are a third grade teacher at Imaginary Elementary School. You integrate arts, movement, and music in your lessons. You have just received a scathing email from a parent of a gifted student. The parent states that you are wasting time with pointless activities and that you need to cut the frill. How do you respond?
2. You are a music teacher and there are budget issues. You have a chance to address the school board regarding the importance of your program. What do you say?
3. You are on a grade level team with other teachers. One of your partner teachers tells you that she's heard you are wasting time and tells you that you should focus on the skills that will be tested on the Smarter Balance test that is coming up. How do you respond?
Wednesday, May 20, 2015
Homework: Teaching Channel-Subscribe
Please subscribe to the teaching channel . Additionally, when you subscribe, select all the areas that you want more information on. Minimally, you should select "engagement."
After subscribing, go to the left side of the page and click on "Arts." View 4-5 arts videos of your choice.
Type in a synopsis (in the comments section below and on your own blog so it will show up in your blog portfolio) of the ideas and points you gathered from the videos you watched. Of the 4-5 videos, choose 1 to highlight most and cite your source (APA style). Here is a citation generator you can use, if you want to use it.
P.S. To include a link as I have above, highlight the term where you want to embed the link. Then click the "Link" button on your toolbar for the blog and copy/past the link as prompted. This is a professional way to include a link in your blog. You can use this on your own blog, when opportunities arise. :)
Have a great long weekend! See you again May 27th, Wednesday.
After subscribing, go to the left side of the page and click on "Arts." View 4-5 arts videos of your choice.
Type in a synopsis (in the comments section below and on your own blog so it will show up in your blog portfolio) of the ideas and points you gathered from the videos you watched. Of the 4-5 videos, choose 1 to highlight most and cite your source (APA style). Here is a citation generator you can use, if you want to use it.
P.S. To include a link as I have above, highlight the term where you want to embed the link. Then click the "Link" button on your toolbar for the blog and copy/past the link as prompted. This is a professional way to include a link in your blog. You can use this on your own blog, when opportunities arise. :)
Have a great long weekend! See you again May 27th, Wednesday.
Tuesday, May 19, 2015
Attendance Policy
Note: If you have a legitimate reason for being late or missing class, please contact the instructor as soon as possible via text message. (In your text identify yourself as an SMU student.) You should contact the instructor prior to the missed class, if at all possible. There can be no more than two absences during this course. Each class is four hours long, so missing two classes means 8 hours of instruction lost. If you have an important meeting to attend, you are encouraged to come late to class and join in wherever we are in the lesson. It will be your responsibility to catch up.
It is up to you to initiate this and follow through with the "make-up" work, which should be equivalent to the instruction and activities missed. I would rather you come late than not come at all. If you come late and actively engage, participate, make up missed work, and have a legitimate reason, then it is possible that your participation points will not be impacted. This is up to instructor's judgment.
If you miss a full four hour class, then earning full participation points, assignment points, and learning log points will need to reflect four hours of your effort. You will be responsible for writing a rubric for the instructor to assess your make-up work. However, adjustments to the rubric may be made by instructor's discretion. It is encouraged that your make-up work include sharing something with your classmates, since your colleagues in this course missed out from not having you in class to help with group work, activities, and discussions. Remember, type up a brief proposal and submit to the instructor prior to completing the make-up work.
Monday, May 18, 2015
Sunday, May 17, 2015
Homework: Watch Kinesthetic Learning Video
Prior to our next class on Wednesday, May 20th, watch the following short video:
https://www.youtube.com/watch?v=41gtxgDfY4s
https://www.youtube.com/watch?v=41gtxgDfY4s
Saturday, May 16, 2015
Welcome to your Arts and Movement course blog!
This course promotes student engagement through the integration of arts and movement. We will use this blog as a forum for professional collaboration and communication. Please review the syllabus for this course.
Create your own blog for this course and please use the same blog host site as I am using for the sake of consistency. You may continue to use the blog you create to collaborate with other professional educators. The posts you make within my blog count towards your blog communication grade. The posts you put in your own blog count towards your portfolio blog grade.
To earn maximum points for your blog communication grade, you need to:
* Create your own blog using blogger.com
* Subscribe and follow this blog as well as the blogs of each of your classmates
* Respond thoughtfully to weekly blog prompts in this room
* Create a dialog within that weekly prompt by responding to your classmates' responses by making at least three comments to peer responses
* Provide at least one relevant resource or tool either in your blog response or following blog discussions each week
Your blog portfolio requirements will be provided step by step and explained as assigned. You will need to provide professional dialog for the blogs of your classmates and your classmates will in turn make comments on your blog posts.
After you have created your blog, respond to this post with your blog address. Your first blog assignment is to set up your blog, provide your blog address below, subscribe to this blog and your classmates' blogs. This first blog assignment is due May 27th.
Remember these blogs are professional forums. All SMU policies and expectations apply.
Create your own blog for this course and please use the same blog host site as I am using for the sake of consistency. You may continue to use the blog you create to collaborate with other professional educators. The posts you make within my blog count towards your blog communication grade. The posts you put in your own blog count towards your portfolio blog grade.
To earn maximum points for your blog communication grade, you need to:
* Create your own blog using blogger.com
* Subscribe and follow this blog as well as the blogs of each of your classmates
* Respond thoughtfully to weekly blog prompts in this room
* Create a dialog within that weekly prompt by responding to your classmates' responses by making at least three comments to peer responses
* Provide at least one relevant resource or tool either in your blog response or following blog discussions each week
Your blog portfolio requirements will be provided step by step and explained as assigned. You will need to provide professional dialog for the blogs of your classmates and your classmates will in turn make comments on your blog posts.
After you have created your blog, respond to this post with your blog address. Your first blog assignment is to set up your blog, provide your blog address below, subscribe to this blog and your classmates' blogs. This first blog assignment is due May 27th.
Remember these blogs are professional forums. All SMU policies and expectations apply.
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