Hamburger analogy

My head teacher came into my Year 11 Senior class today to do an observation lesson. I also asked my co-worker who wanted to do a peer observation to come in at the same time. The purpose of the observations is to allow them to give me feedback on my teaching practice and for them to see the level of engagement in the classroom. At my school, every teacher must do an observation and also have someone seated in their class to provide feedback.

I spent a quarter of the lesson going through the hamburger analogy. I adapted this from a shared resource on the 'Relief Teaching Ideas Community' Facebook group. I improved on this resource by using words from my own marking criteria and by picking out desirable and non-desirable behaviours exhibited from my students during the first 9 weeks of the term.

After the hamburger analogy, I went through the requirements of HSC Visual Arts. I wanted students to understand why the preliminary program and assessment tasks were designed in a certain way. I also asked the two teachers with more than 20 years of teaching experience to answer questions relating to HSC Visual Arts. They supported what I was saying by providing insights to the quality of work expected from students in Stage 6 Visual Arts.

Hamburger

Imagine ordering a burger. You will have expectations with your purchase.

A~All that AND a bag of chips with a drink (Goes above and beyond what you’re required to do!)

-Works independently.

-Project finished with originality. Concepts are strong.

-Technically sensitive and refined.

-Experiments with ideas.

-Uses VAPD to convey ideas and reflects on every action taken.

-Tries again and again.

-Excellent classroom behaviour. 

B~The deluxe (You met all the requirements. You did all that was asked).

-Mostly works independently.

-Occasionally requires teacher direction.

-Concepts are strong for some parts of the artwork and weaker in other parts.

-Technically sensitive with some minor flaws present. Some parts may be overworked.

-Project finished with hard work but lacks some details.

-Uses VAPD to convey ideas and reflects on the process.

-Excellent classroom behaviour.

C~Plain burger

-Requires more teacher direction.

-May need to be prompted to get to work.

-Concept is sound but there could be improvements.

-Technically sound but not very sensitive or refined. Lacks some craftsmanship and work can be messy.

-Uses VAPD to convey ideas and reflects on the process but requires more reflections.

-Good classroom behaviour.

-Needs to consider time management.

D~Where’s the beef? (Do the bare minimum and ask, Is this good enough?)

-Requires teacher direction at most steps.

-Needs to be prompted to get to work.

-Concept and meaning may be too restricted and presented in obvious ways.

-Project finished with minimum effort.

-Messy and lacks craftsmanship.

-Believes that artworks can be done quickly without thoughtful considerations.

-Little evidence of thought process.

-Does not utilise the VAPD to the best of their capability.

-Classroom behaviour may need work.

-Needs better time management. Not leaving enough time to consider presentation or making the overall work stronger.

E~That’s a nice plate (Work may be incomplete. You started but you dropped the ball).

-Requires teacher direction almost all the time.

-Concept is simple, immediate. Meanings are registered in simple ways.

-Slight technical skills demonstrated.

-Work is incomplete. Can’t finish work or very messy.

-Believes that artworks can be done quickly without thoughtful considerations.

-Little or no evidence of thought process.

-Does not utilise VAPD.

-Does not care. Gives up.

-Classroom behaviour needs work.

-Needs to think about using time more effectively inside and outside of the classroom.