Choices for Middle School Students

Cynthia Gaub

North Middle School

Everett School District

~How I found TAB and

Why it made sense for my classroom~

Continuum of Choice-based Teaching and Learning Explicit

CurriculumTeacher-Directed

Emergent CurriculumStudent-Directed

No choice Modified Choice Full Choice

Teacher assigns content and

media

Teacher chooses content,student chooses media

OrStudent chooses content,

Teacher chooses media

Teacher is flexible with curriculum in response to

student interests and needs

Students are problems finders

and problem solvers

Students select content and media

all of the time

Students have full ownership of

process, direction and outcomes

Other Modifications

CHOICE AS REWARD • Students have choices when required

assignments are completed • Students have choices at designated times • One day per week/month • At end of unit of study

NEAR-FULL CHOICE • Occasional teacher-directed assignments to

meet state and district requirements

Teacher Role

Choice-based art education supports multiple modes of learning and

teaching.(Douglas et a., 2002)

Types of Teaching included in the Choice-based Classroom:

• Direct teaching and indirect (resources)• Whole-group demonstration and discussions• Small group teaching • One-on-one interactions

Students take on the role of teacher.

Student Roles:

• Problem solvers• Artists• Peer coaches • Self initiated

groups • Sharing work

with the group or class

Classroom Set-up• FULL-Choice

– Media related centers – Variety of reference materials– Students choose media for experimentation

and for finished work – Students move freely from center to center– Environment attractive, inspiring – Environment organized for group and

individual work

Classroom Set-up• MODIFIED-Choice

– The same but with occasional restrictions on media

– Once student has selected media for project, they are expected to stick with that media.

Structuring time• FULL-Choice

–Brief, whole group demonstrations

–Small group instruction–Students plan outside of class –Students work at personal pace

Structuring time• MODIFIED-Choice

–The same but with more attention to deadlines

–Alternating Lesson days with Studio Days

–Providing Short “idea” or “technique” demos

DEMONSTRATIONS

• Short and Sweet (less than 5 minutes Full-TAB)• Present some information in visual form that

can become part of your centers for later reference. Show them NEW Menus.

• Early demonstrations can be how to use NEW materials/techniques that students can use independently right away.

• Share complex materials/techniques after some have mastered easy ones

Content Selection• FULL-Choice

–Students decide on the subject of their work based on interests, may be inspired by teacher demos

–Students decide when to work in groups or solo

–Students decide when to experiment with materials and when to focus on long term finished projects

Content Selection• MODIFIED-Choice

–Teacher assigns the subject using “Themes”

–Group work is permitted on some projects

–Experimentation is encouraged as it relates to the current project if it moves the student towards a final project

Managing Materials, Tools and Resources• Highly organized for ease of use

• Students take responsibility for care of room/materials

• Students help to collect materials, beginning art process

• Choosing materials important part of the process

Center Managers

Special Supplies

• Clear Shoe door hanger bags

Centers: “Menus”

• Menus give visual instructions or inspiration related to that center.

• If it is a question you have to answer repeatedly you probably need a menu.

• Large, laminated and with images in your age level KID Speak

Ben Talks about Choice…

Genesis Talks about Choice…

Kodi Talks about Choice…

AssessmentChoice-based art education utilizes multiple forms of

assessment to support student and teacher growth.

• Artistic behaviors are honored and noted in the ongoing assessment process

• Teacher-created documentation captures observations of students’ artistic behaviors, needs and accomplishments

• Rubrics are negotiated between students and teachers and are broad enough to affirm student differences

• Self-assessment occurs on a regular basis, both informally and with self-reflection writing

• Collaborative assessment includes peer coaching, group sharing, curating exhibitions and conferencing with the teacher

Resources

• Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom by Katherine M. Douglas and Diane B. Jaquith

• http://teachingforartisticbehavior.org/index.html• http://groups.yahoo.com/group/TAB-ChoiceArtEd/• http://knowledgeloom.org/tab/index.jsp• http://thevirtualclassroom.org