Saturday, January 21, 2012

Chapter 2 Reflections

As a K-5 art teacher, the planning of an integrated lesson comes easily because I already have the obvious hands- on aspect of learning by using different materials and tools to create works of art. There is also the project-based approach that is implemented with each lesson. The integration of using computers to help solve a problem would be a new and interesting concept for both me and my students. As the text states " The next step in the design of the integrated lesson is specifying a problem the students will investigate and solve as part of the instructional process." (p.34) I have many thoughts and ideas of how to incorporate a problem into my lessons. For example, take color theory. My students could become detectives searching for famous color theorists, then famous art critics by critiquing the works of art and polling other students, then creating graphs with their new found information, and finally presenting there findings in a newspaper or art magazine to be shared with the class!

All teachers need objectives to serve as the basic structure in their planning and lesson development. The objective is the goal we are striving to teach our students. These objectives should be communicated to the class in a student-friendly language, so everyone is standing on common ground and has a clear picture of what is expected of them to not only learn but retain.

First and foremost, the student must be engaged from the start of the lesson! Having interesting lesson topics that include current issues and/or the student can personally make a connection with the material will be key during the processing of the information. If using a student- centered learning approach with a NTeQ lesson plan one would hope the students would be engaged since they are solving the problem at hand and gathering the pertinent information through the use of a computer. Once the problem at hand has been solved, the students will need to present this information to the class and teacher. This is a fundamental part of the processing of information. The text gives examples of having students use desktop publishing techniques, video presentations, publish results on a blog or in a wiki, or even a slide show. (p.43) Creating this final presentation will allow the student to further process the information by teaching others what they have learned.

Personally, I would use a different lesson plan when using the computers with my students. Being a new teacher I would not be ready to just add in the computer portion to an existing lesson plan. I have created lesson plans centered around Power Points that I have created for the students to learn about different media, and have used websites for interactive learning. At this point if I am going to introduce computers into my classroom as a true learning tool I would definitely create new lessons for the objective I was teaching. Now that I have learned about the NTeQ model, I will try it out with our new Common Core curriculum.

According to the text, once "you have defined your objectives, you need to determine if there is a match between an objective and a computer function." (p.33) Therefore in a kindergarten art class if the objective is to teach the basic elements of art; line, shape, color, texture; I may search for software that would allow the students to use a computer to experiment with the different types of lines and shapes we can draw.

I would not use a computer with the students for every lesson but I definitely do a lot of online research for lesson plans and examples of artists work to share with the students. As for meeting objectives, I would incorporate the use of computers at in lessons to better prepare our youth for the 21st century.

Morrison, G.R & Lowther, D.L (2010) Integrating Computer Technology into the Classroom
(4th ed.) Boston, MA: Pearson education, Inc.

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