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**Standard 2**
** Teachers know how children grow. **  The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

Booklet explaining Illuminations. [] Create an organizing template. Template format; “Inspiration”, a KWHL type chart or [] Lesson Plan:
 * Evidence 1: Unit: Illuminations**

Art–I, a high school foundation art class includes a Unit about Illuminations. Students visited the computer lab and accessed an informative booklet about illuminations. The booklet presented information about the history and creation techniques of this illustrative art form. Then students create an organizing template using a bubble chart found on the web site; []. Students answer four basic questions about illuminations within the bubble template. The final project in this unit is a student created illumination using historical fonts and designs. The online access of the illumination booklet proved to be more engaging for students than a black and white photocopy as was used in the previous school year.
 * Rationale 1:**

For myself this was the first lesson I presented in the computer lab and it went well and was quite successful and strengthened my self-confidence with the online experience. The bubbl.us web site was presented by another student in my Marian University Cohort and it was well received by my students and I would have not known about this without the Marian class. The change of environment from the traditional classroom to the computer lab was appreciated by the students and made the experience more memorable for the class. Presentation of traditional art history can be rather dull, the online portion of the unit engaged students in the experience and made it more memorable. In addition, student artwork demonstrated greater historical inspiration adding depth to the finished project, because students were exposed to greater resources online.

The online illumination book integrates learning through written information and nonlinguistic colorful images, appealing to a variety of learning strategies our students possess. Using the bubbl.us web site provided a fun and clear organizational tool. I let students work in pairs while summarizing and note taking providing an opportunity for cooperative learning.
 * 2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities. **

As a class we discussed illuminations and using bubbl.us as a means to record information. Students critiqued illuminations created in previous school years to help strengthen their ideas and understand what creates a strong design elements and how these factors will improve their artwork.
 * 2.S.3 The teacher assesses students’ thinking and experiences as a basis for instructional activities (i.e., encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing). **

Students design a draft for the project based on prior critiques and learned information. I individually discussed with students their ideas and approved designs. Later students said this was one of their favorite projects and many students were very pleased with the result.
 * 2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence. **