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Why does the state test teachers?
Accountability and Reporting
Elementary and Secondary Education Act 1965
No Child Left Behind 2002
ESEA Waivers
Race to the What?
Analysis of Student Work Support
● How to create Timelapse Artifacts● Take home a cheat sheet and work with your PLTs for additional
support.
The First Verb
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
What do these verbs mean?
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
ApplyLet’s practice making paper cranes.
Revised Bloom’s Taxonomy
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
UnderstandWhy do people make paper cranes?
Revised Bloom’s Taxonomy
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
AnalyzeWhat would you need to know and be able to do, to teach a person to make a paper crane?
Revised Bloom’s Taxonomy
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
EvaluateWhich one is better?
Revised Bloom’s Taxonomy
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
RememberWhat is this stuff called? Where does it come from?
Revised Bloom’s Taxonomy
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
CreateHow can we put theseindividual paper cranes together to create a unified sculpture about peace?
Revised Bloom’s Taxonomy
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Remember- Retrieve relevant knowledge from long-term memory.● Recognize● Identify● Retrieve● Recall the dates of important events.
Revised Bloom’s Taxonomy
Understand- Construct meaning from instructional messages, including oral, written, and graphic communication.● Interpret● Exemplify● Summarize● Infer● Compare● Explain● Classify musical instruments by family.
Revised Bloom’s Taxonomy
Revised Bloom’s TaxonomyApply- Carry out or use a procedure in a given situation.
● Execute● Implement● Use cross-hatching in a value study.
Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.● Differentiate● Organize
Revised Bloom’s Taxonomy
Evaluate- Make judgments based on criteria and standards.● Judge● Critique two different performances of Macbeth.
Revised Bloom’s Taxonomy
Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.● Generate● Hypothesize● Plan● Design● Produce● Construct
Revised Bloom’s Taxonomy
Which 5th grade Clarifying Objectives would you choose for
a lesson in which students made Origami Paper Cranes?
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.2.2 Use ideas and imagery from the global environment as sources for creating art
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.2.2 Use ideas and imagery from the global environment as sources for creating art
Use
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.2.2 Use ideas and imagery from the global environment as sources for creating art
Use 1. Use paper folding and patterns to make an origami paper crane symbol of peace.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.2.2 Use ideas and imagery from the global environment as sources for creating art
Use 1. Use paper folding and patterns to make an origami paper crane symbol of peace.
1. Use paper folding and patterns to make an origami paper crane symbol of peace.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
Evaluate
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
Evaluate 1. Make a paper crane and self-evaluate on how you used your tools safely.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
Evaluate 1. Make a paper crane and self-evaluate on how you used your tools safely.
1. Make a paper crane and using a teacher created rubric, self–evaluate on how you used your tools safely.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
Evaluate 1. Make a paper crane and self-evaluate on how you used your tools safely.
2. Make a paper crane and self-evaluate on how you used your tools safely.
1. Make a paper crane and using a teacher created rubric self–evaluate on how you used your tools safely.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
Evaluate 1. Make a paper crane and self-evaluate on how you used your tools safely.
2. Make a paper crane and self-evaluate on how you used your tools safely.
1. Make a paper crane and using a teacher created rubric self–evaluate on how you used your tools safely.
2. Make a paper crane and using your own rubric, self–evaluate on how you used your tools safely.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
Evaluate 1. Make a paper crane and self-evaluate on how you used your tools safely.
2. Make a paper crane and self-evaluate on how you used your tools safely.
3. Make a paper crane and self-evaluate on how you used your tools appropriately to reach desired outcomes.
1. Make a paper crane and using a teacher created rubric self–evaluate on how you used your tools safely.
2. Make a paper crane and using your own rubric, self–evaluate on how you used your tools safely.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.
Evaluate 1. Make a paper crane and self-evaluate on how you used your tools safely.
2. Make a paper crane and self-evaluate on how you used your tools safely.
3. Make a paper crane and self-evaluate on how you used your tools appropriately to reach desired outcomes.
1. Make a paper crane and using a teacher created rubric self–evaluate on how you used your tools safely.
2. Make a paper crane and using your own rubric, self–evaluate on how you used your tools safely.
3. Make a paper crane and using a teacher created rubric, self–evaluate on how you used your tools appropriately to reach desired outcomes.
Visual ArtsRevised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying Objective
Verb Evidence First Point in Time
Evidence Second Point in Time
Visual Literacy 5.V.3.2 Use appropriate media for the creation of original art.
Visual Literacy 5.V.3.3 Create art using the process of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology.
3rd Grade: Blue Dogs on the Bayou, The Folklore of the Loup Garole and George Rodrigue, A
Louisiana based painter.
3rd Grade Clarifying Objective:
Strand:
Clarifying Objective:Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology 3.V.3.3
Strand: Visual Literacy
Analysis of Student WorkElementary
Year Long Courses2014-2015
January JuneAugust
2014-2015Meets
ExpectedGrowth
January JuneAugust
January JuneAugust
Mrs. Peabody3rd Grade
10:30-11:10
Ms. Hedgepath2nd Grade12:30-1:10
Mrs. Watson1st Grade9:40-10:20
Ms. Wentworth2nd Grade1:30-2:10
Mrs. Thomas-White
Kindergarten1:20-2:00
Mr. Johnson5th Grade8:00-8:40
Mrs. Abdulla 4th Grade
11:20-12:00
Online Platform Selects
“Classes”
January JuneAugust
ClarifyingObjective
ClarifyingObjective
ClarifyingObjective
1stPoint
inTime
2ndPoint
InTime
January JuneAugust
1st Point in
Time
1st Point in
Time
2ndPoint in
Time
2ndPoint in
Time
5 Choices
January JuneAugust
ClarifyingObjective
ClarifyingObjective
ClarifyingObjective
1. Objective Selection
Visual Literacy
Critical Response
January JuneAugust
1. Objective Selection
Contextual Relevancy
1.CR.1.1
3.CX.2.32.V.2.1Contextual Relevancy
Visual Literacy
Critical Response
January JuneAugust
1. Objective Selection
2.V.2.1 Understand that artistic problems have multiple solutions.
3.CX.2.3 Use appropriate collaborative skills to create a work of art.
1.CR.1.1 Use appropriate terminology
to express personal opinions about art.
January JuneAugust
1. Objective Selection
January JuneAugust
ClarifyingObjective
ClarifyingObjective
ClarifyingObjective
1. Objective Selection
Student Work
Student
Work
StudentWork
StudentWork
Writing Sample
Writing Sample
2. Assessment Type
2. Assessment Type
Make sure the first verb in the clarifying objective matches the assessment type.
December MarchSept.
October
Aug Jan
JuneAugust
3. Time
January JuneAugust
Student Whole ClassStudent Whole Class
Student Student
4. Sample Type
January JuneAugust
4. Sample Type
January JuneAugust
Photo PhotoPhoto Photo
Doc Doc
5. Collection Method or “Harvest”
January JuneAugust
5. Collection Method or “Harvest”
Planning
TeachingContext
January JuneAugust
Kindergarten1:10-1:40
Confirm Schedule
2nd Grade8:00-8:40
5th Grade8:00-8:403rd Grade
9:40-10:20
5th Grade8:00-8:40Kindergarten
10:30-11:10
5th Grade8:00-8:404th Grade
11:20-12:00
5th Grade8:50-9:30
2nd Grade12:30-1:10
1st Grade1:50-2:20
January JuneAugust
Kindergarten1:10-1:40
Confirm Schedule
inPowerschools
2nd Grade8:00-8:40
5th Grade8:00-8:403rd Grade
9:40-10:20
5th Grade8:00-8:40Kindergarten
10:30-11:10
5th Grade8:00-8:404th Grade
11:20-12:00
5th Grade8:50-9:30
2nd Grade12:30-1:10
1st Grade1:50-2:20
January JuneAugust
Kindergarten10:30-11:10
2nd Grade12:30-1:10
3rd Grade9:40-10:20
1st Grade1:30-2:10
5th Grade1:20-2:00
2nd Grade8:00-8:40
4th Grade11:20-12:00
Online Platform Selects
“Classes”
January JuneAugust
Mrs. Watson3rd Grade9:40-10:20
Mr. Johnson2nd Grade8:00-8:40
Mrs. Abdulla 4th Grade
11:20-12:00
Online Platform Selects
“Classes”
3.CX.2.3
4.CR.1.1
2.V.2.1
January JuneAugust
ClarifyingObjective
ClarifyingObjective
ClarifyingObjective
Objective Selection
4.CR.1.1 Use visual clues to interpret the content of art.
2.V.2.1 Understand that artistic problems have multiple solutions.
3.CX.2.3 Use appropriate collaborative skills to create a work of art.
January JuneAugust
Objective Selection
January JuneAugust
2.V.2.1
4.CR.1.1
3.CX.2.3
AssessmentType
2.V.2.1
January JuneAugust
4.CR.1.1
3.CX.2.3
1stPoint in
Time
1stPoint in
Time
1stPoint in
Time
Assessment Times
January JuneAugust
1stPoint in
Time
1stPoint in
Time
1stPoint in
Time
2ndPoint in
Time
2ndPoint in
Time
2ndPoint in
Time
Assessment Times
4.V.3.3
2.V.2.1
January JuneAugust
3.CX.2.3
Sample Type
January JuneAugust
Collection Method
Implementing
SeptOctober
August 4.CR.1.1
3.CX.2.32.V.2.1
January JuneAugust
1stPoint in
Time
January JuneAugust
1stHarvest
3.CX.2.3
4.CR.1.1
2.V.2.1
January JuneAugust
DecemberMarch
SeptOctober
AugustJanuary
2ndPoint in
Time2.V.2.1
4.CR.1.1
3.CX.2.3
January JuneAugust
2ndHarvest
2.V.2.1
4.CR.1.1
3.CX.2.3
Online Platform Selects
Students
January JuneAugust
2.V.2.1
4.CR.1.1
3.CX.2.3
January JuneAugust
Reshuffle2.V.2.1
4.CR.1.1
3.CX.2.3
January JuneAugust
Reshuffle2.V.2.1
4.CR.1.1
3.CX.2.3
January JuneAugust
UploadEvidence
2.V.2.1
4.CR.1.1
3.CX.2.3
January JuneAugust
Blind Review
MEETS Exceeds
Does Not
Meet
2014-2015Meets
ExpectedGrowth
SUIT yourself!
Your style of assessment should suit your teaching style and your curriculum.
Your assessments don’t have to be the same as another teachers.
SUIT yourself!
Your pre-assessments might limit the number of art projects you do this year. A great comprehensive lesson that incorporates pre- assessments or self evaluations is better than lots of mediocre ones, just like a Chanel Suit is better than a bunch of knockoffs. Right Karl?
Communicate and stay connected! Use your PLT’s, send an email to elementary arts ed, email your coordinators! We’re here for you!
