3a. Communicating with students
To keep students engaged and on task, I feel it is important to share with students the daily agenda, and requirements for projects. Additionally, I provide demonstrations of tips and helpful techniques to ensure students confidence and ultimate success.
Elements of Component 3a are:
Indicators include:
Component 3a: Artifact List
Visual Arts Classroom schedule
- Expectations of learning: The goals for learning are communicated clearly to students. Even if not conveyed at the onset of a lesson (for example, an inquiry lesson in science) by the end of the lesson students are clear about what they have been learning.
- Directions for activities: Students are clear about what they are expected to do during a lesson, particularly if students are working independently or with classmates without direct teacher supervision. These directions for the lesson activities may be provided orally, in writing, or in some combination of the two.
- Explanations of content: Skilled teachers, when explaining concepts to students, use vivid language and imaginative analogies and metaphors, connecting explanations to students' interests and lives beyond school. The explanations are clear, with appropriate scaffolding, and, where appropriate, anticipate possible student misconceptions.
- Use of oral and written language: For many students, their teachers' use of language represents their best model of both accurate syntax and a rich vocabulary; these models enable students to emulate such language, making their own more precise and expressive.
Indicators include:
- Clarity of lesson purpose
- Clear directions and procedures specific to the lesson activities
- Absence of content errors and clear explanations of concepts
- Students understand the content
- Correct and imaginative use of language
Component 3a: Artifact List
Visual Arts Classroom schedule