Learning from our own Questions!

Being an Affective Teacher includes knowing

How to research ideas and find answers to questions

regarding student learning.

But finding the question is the answer?

                 Or I mean the answer is to find the question!

To help me find the question I’d like to answer I found the book “What Works?” by Chiseri-Stater and Sunstein very helpful. I used the Prepwork Exercises in Chapter One to help me hone in on my quest.

Chiseri-Strater, E., Sunstein, B. (2006) “What Works? A practical guide for Teacher Research” Heinemann. ISBN#0-325-00713-6

 
Exercises from Chapter One, “What Works?” by Chiseri-Strater and Sunstein

Prepwork: Write about what bothers you.

These were the two topics I chose.

1.   Some schools want teachers to follow set curriculum and tested lesson plans in an effort to achieve good outcomes. This attitude doesn’t allow for the teacher to take risks or try new ideas. It also doesn’t allow for student directed learning and is certain to decrease student engagement and learning. Educators get to know the students in their class and what works with one class may not work with another but with some adjustments they can achieve the same learning objectives.

To help students connect with their community and surroundings lessons can be used that look at the Art in the community or have students draw or paint a local landmark. They could identify with the natives that  resided in their area like studying local pottery or baskets made in the past.

Prepwork for Scratchwork: Make a list of research questions that interest you. When you cluster them, what themes or topics appear?

1.   Student Learning? How do you know what age or development level is best to introduce a particular learning like studio skills or is succession of skills more important?

2.   Curriculum? Objective driven with objectives mandated by the school or studio skill driven with objectives included, which is better?

3.   Teaching Strategies? Is it better to require students to follow rigid steps or should they be allowed to explore their own ideas for how to do something? Maybe after a certain skill level?

4.   Evaluation or grading or reflection? Grading in Art should be based on involvement and motivation in learning or evaluation based on improvement and how students own self reflection has inspired learning.

5.   Subject Matter? Should lessons be written so students can pick their own subject matter? Like about a hero in their life? Something that means something to them will create more engagement.

6.   The culture at large or the culture of the school? Student engagement along with other objectives are met when students are able to reflect about their culture and voice their opinions on what they would like to change involve students in shaping their future society.

My common theme has to do with involving students in their own learning and allow practice in studio skills at the students pace. I don’t believe there should not be grades but I don’t want to make their experience as a creative person negative or cause them fear in being creative in the future. Students should be judged more on involvement and effort in their work. The final project can be a learning tool for self reflection on their own work. A student may be asked to grade their own final piece they created but they should be asked on what basis they chose the grade.

Great ideas for learning!!!

  

Prepwork for Bridgework: Write about what you already know about your topic, and brainstorm what you might want to find out.

Drawing from my own experiences I could list types of Professionals I think would be helpful in my research. Historical accounts and research done by other professionals can be looked at to help answer my question. Art Education theories have changed through history and these changes can be used to relate differences and outcomes caused by these differences.

Prepwork for Headwork: Think about yourself as a researcher.

I am interested in doing this research as I am a Student of Art Education working towards my Masters Degree. I have experience with many different schools in different states that include Minnesota, Iowa, Colorado, California, and Missouri. I also have seen changes that have taken place since I went to school in the 60’s and 70’s to when my children attended school from the mid 80’s to now.

Prepwork for Legwork: List for yourself the data sources you already have that could support your question.

1.   What would count as evidence? Known statistics like test scores compared by areas.

2.   How do you as a teacher create data sources? I have always kept a lesson plan book with enough room for self reflections and comments.

3.   What among your students records, materials, and class work constitute appropriate data? Students grades, involvement and class work that reflects appropriate learning objectives were understood.

4.   Which people might you interview? Teachers, Students and Professionals in fields that use learning.

5.   Which public or private archives might you consult? Historical test scores in relationship to types of instruction given. Areas that are known to have many people that excel in the skill may have records about curriculum offered and teaching theories that may be responsible for why this area excels when other areas don’t.

6.   To what professional experts might you turn? Educational and developmental research authors, Educational experts, Curriculum experts.

7.   What material artifact might contribute more texture and information to your data? Sculptures done in history that give us clues to importance of 3-D design and human development.

Prepwork for Eyework: Think about your process for solving problems in your daily life. What methods and combinations of methods do you use?   Short and Long term problem solving:

Short-term: I wanted to purchase a mattress at a Big-Lots store and I had a coupon that saved me 20%. The only problem was they don’t deliver and I don’t own a truck. I asked one of my daughters if she new anyone that owned a truck and could help me. I would pay them of course. It didn’t take long before she had found someone wanting to make some easy money. A win-win proposition. I saved money on a mattress and they made some.

Long-term: Right now I’m looking at the problem of what I’m going to be doing next fall. I had planned to continue in my schooling but I missed an application deadline and now I have decided to open up my options. What I mean by this is when I look at a long-term problem I usually have many plans I can fall back on. For instance, I can still apply for the Educational Specialist program and may be able to continue until I’m accepted in the Graduate Program. Of course that means if I don’t get accepted I would complete the Specialist program. Or another possibility is to find a job teaching, I would love to get back to teaching and with finishing my Masters I have much more opportunities out there for me I’m sure. Then depending on where the job is located and the logistics of continuing with my schooling I may decide to concentrate on the teaching job at first. Anyway, as a long-term solution I am applying for the Specialist Program,
The Doctoral Program, any Assistant Teaching Positions that may become available, and all and any job openings I find that I am interested in, and of course any scholarships I can. If all of these plans fall through my final backup is to substitute teach until I can find a teaching position. I’m sure I will end up saying I’m doing exactly what I wanted to no matter which option pans out, I’m just that kind of optimist. If I stay where I’m at and substitute I will be able to continue to help with my grandson. If I move away from family for a job, I will pledge to visit them often and help them come visit me. A future summer camp at Grandma’s for my grandkids! Sounds wonderful!

Prepwork for Homework: It’s sometimes easier to begin a project by working backward. Think about the outcome. What do you want to accomplish?

I would like to complete a blogsite contributing to professional development for Art teachers as well as other teachers responsible for teaching art. Research and groundwork for the importance of 3-D design and sculpture in relationship to the development of spacial awareness in children would add importance to the site. My calendar spans through the semester and will take detailed planning. At this time my ideas are still rough and I am still organizing them and deciding how I want to present them.