My little happy corner




A simple picture to sum up what teaching means to me. Quote found online and letters arranged by myself on my 'Typo' board. The cactus plants in the glasshouse are for my classroom garden (still planning it out).

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ALARM

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During period 3 today, I tried teaching the ALARM Matrix to my Year 11 Visual Arts students. ALARM is A Learning And Responding Matrix developed by Max Woods. It is used to provide a framework for writing, learning, deconstruction of tasks and provide students with feedback. Reflecting on my lesson today, I probably confused my students more. I made students highlight certain passages using colours that correspond to the ALARM Matrix. It was hard for students to differentiate between 'explain/discuss', 'analyse' and 'evaluate'. We ended up using yellow to cover the 'identity/outline/describe' sections and we used purple to cover the 'Interpret' sections. Students found these two areas easier to identify in passages. I decided that there must be an easier way to teach students. I asked students if other classes were using the ALARM Matrix and only one student put her hand up. The rest of the students have been using PEEL strategies. The s...
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Hamburger analogy

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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...
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I have been marking like crazy and sometimes wish the papers could grade themselves BUT I am happy about being proactive this holidays instead of lazing around like a sloth. If I don't use my time wisely, I am likely to have a heart attack. Yesterday, I finished marking another set of Year 7 Case Studies (essays). I still have to cross it off my To-Do List. I have one more set of Year 7 Case Studies to mark then a handful of Year 11 piles to KO. While marking their essays, I realise that students still need more practice with 'Art Critique'. I have been teaching students how to 'describe', 'analyse', 'interpret' and make a 'judgement' with unknown artworks using games that I have made up (mentioned in my previous April blog post - 'Make Theory Fun'). The games prepare students for their Case Study. However, I feel like I need a variety of methods to effectively teach them how to critique artworks.  In between marking, ...
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