Teaching Analysis

For MGED 3015, we will use the following as our rubrics

Teacher Focused Instruction
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Name: Elle Cornett

Evidence of . . . who is doing, how many are doing, parts or whole, and adolescent friendliness

Student Focused Instruction

Students answering questions from the teacher Students working in their table groups to create the abstract art pieces Students explaining terms to the class or answering the questions of other students

Beginning instruction of how the activity would work Asking the class questions about different terms we would cover General explanations of different terms to the class as a whole

Whole Class Instruction

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Individual Instruction
- As the students worked, if I saw one student

Any time a student asked about a specific term, I would explain it to the whole class just to make sure everyone was on the same page. A few times, students answered their peers questions as well. I also asked the whole class questions, as outlined in my lesson plan.

struggling, I would approach the table and ask what his or her plan was to make sure he or she understood the concept.

Fragmented Instruction
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Integrated Instruction
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Most of the instruction was fragmented, since the art piece was made from directions given in terms of academic language pertaining to visual arts

In my description of the organic shapes, I told the students to think about an amoeba, which relates to their previous life science education

Developmentally Responsive, Challenging, Empowering, Equitable

This lesson was developmentally responsive because it allowed students to interact socially and academically. This lesson was challenging because the students had to rely on prior knowledge and apply it to the creation of an abstract art piece This lesson was empowering because the students had creative freedom in which colors they chose and which shapes or lines they transformed based on other instructions. This lesson was equitable because it helped the students practice the principles and elements of art in a fun, interactive way.

Teaching Analysis

Content Vocabulary Taught

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Academic Language Task Related

Some common AL words (bold each that is used): Explain Compare Contrast Order Classify Summarize Analyze Infer Persuade Justify Solve Synthesize Evaluation

Line Form Elements of Art Principles of Art Shape Value Texture Pattern Symmetrical balance Asymmetrical balance Three-dimensional Two-dimensional Color Warm colors Cool colors Blending Movement Implied texture Actual texture Abstract Geometric shape Organic shape

Other AL words used in this lesson: Variety Choose Illustrate