November 21, 2013
Week Eight
Tuesday
I continued my lesson, teaching the class about the work of Joan Miró. We started again by revisiting everything we had learned. I allowed the students to lead the discussion, asking open ended question about the things that we did. We then went over the work of Joan Miró. I used this time to slow down, using Feldman's model of critical analysis. I started by asking the student what they saw. I had them point out several things before moving on. I then briefly had them analyze the pieces with formal aspects by asking them what kinds of colors then saw. I then moved on to interpretation, asking then what they thought the piece was about. We revisited the idea of interpretations, and I asked other students to give their input. I then explained and showed pictures of the Catalan environment, the place where Miró grew up. I showed pictures of the wildlife and scenery that resembled his paintings, even his own farmhouse. The class picked up on these elements and were able to see the similarities.
I then showed a more abstract painting created by Miró. We then discussed the concept of abstraction. I asked how this painting made them feel. We discussed the use of color and shape, and I asked how the colors and shaped made them feel. I explained that Miró changed the shape and color of the subjects he painted in order to make people feel a certain way. I explained that he used his imagination to depict certain things to match the way he was feeling. As the class began to understand what I was saying, I moved in to the demonstration.
Because the class was tackling such a tough concept, it took much more time than I anticipated. The students had a lot of energy and it was fairly hard to keep them engaged. When it came time to present the demonstration, many of the students were inattentive and distracting other students, however I was able to control some of that behavior by allowing the students to guide the demonstration. The students were to depict a past memory or dream. Starting with an environment, the students were to add details to that environment but abstract them by changing their shape and color to match how those things made them feel. I explained what my memory was and what I was going to draw as well as how those things made me feel. I then asked the class for certain shapes and colors that they felt matched those feelings. It engaged the students, yet it also allowed the students to visualize what they were supposed to do.
Because of time, the students were unable to finish the project. If I were to have moved the color wheel activity, I would have introduced Joan Miró and done a color wheel with the class one day. The proceeding day, I would have finished exploring Miró's works and allotted more time to work on the projects. I would have been able to revisit all the concepts presented in Miró's works, providing a deeper understanding of those concepts. I also think these concepts would have appeared more prevalent in the students' works.
I then showed a more abstract painting created by Miró. We then discussed the concept of abstraction. I asked how this painting made them feel. We discussed the use of color and shape, and I asked how the colors and shaped made them feel. I explained that Miró changed the shape and color of the subjects he painted in order to make people feel a certain way. I explained that he used his imagination to depict certain things to match the way he was feeling. As the class began to understand what I was saying, I moved in to the demonstration.
Because the class was tackling such a tough concept, it took much more time than I anticipated. The students had a lot of energy and it was fairly hard to keep them engaged. When it came time to present the demonstration, many of the students were inattentive and distracting other students, however I was able to control some of that behavior by allowing the students to guide the demonstration. The students were to depict a past memory or dream. Starting with an environment, the students were to add details to that environment but abstract them by changing their shape and color to match how those things made them feel. I explained what my memory was and what I was going to draw as well as how those things made me feel. I then asked the class for certain shapes and colors that they felt matched those feelings. It engaged the students, yet it also allowed the students to visualize what they were supposed to do.
Because of time, the students were unable to finish the project. If I were to have moved the color wheel activity, I would have introduced Joan Miró and done a color wheel with the class one day. The proceeding day, I would have finished exploring Miró's works and allotted more time to work on the projects. I would have been able to revisit all the concepts presented in Miró's works, providing a deeper understanding of those concepts. I also think these concepts would have appeared more prevalent in the students' works.
Thursday
Manny ended up extending my lesson, but moved it to the next Tuesday.
The class started by taking a math test. The procedure was interesting, in that it was very unlike Manny. The students got out slabs of cardboard that was perforated in to thirds. They were used to set up walls around their tests. I understand that, being in third grade, the students are not used to taking tests and might not fully understand the concept or the consequences of cheating on a test. Also, Manny generally encourages students to work with their peers and requires them work with others even when they do not want to, so some of the students might be encouraged to find help due to routine. It was just that the walls they put up created a very cold, uncaring learning environment. The class looked like they were working a nine to five shift in little office cubicles. I did not get a chance to ask Manny how he felt about the walls or if he planned to find an alternative.
I was asked to help a student with an IEP. She had severe troubles reading and processing the written directions. He told me that I was not there to necessarily help her solve the problem, just to read the problem to her. I took her to another room and I began reading the questions. I read the first problem, and she simply looked at me, and looked at the test. She waited for a bit, so I read the problem once more and asked her what she thought the answer was. She looked at the test again, yet she had already forgot what she was entitled to do in order to answer the question, which was to circle the equation that matched the picture above. I told her that she was to look at the picture and circle the equation that matched the picture above it, pointing as I explained. By that time, she seemed anxious or confused because she did not take much time looking at the picture and quickly picked one of the equations, an addition equation, something they had not been learning while I was there. As she pointed to the equation, she looked at me, as to confirm whether choice was right or wrong. I simply told her, "If you think that equation matches the picture, then circle it." We moved on to the second question, and she asked if she could go to the bathroom. I think she just wanted to take a break or not deal with the test because she was becoming frustrated, so I allowed her to quickly go.
We got to the third question, which was a word problem. The question was something like, "Dan has 60 pounds of sand. He distributed the sand equally in to bags. Each bag held 10 pounds of sand. How many bags will Dan use?" As I read the story problem to the student, I made sure to read slowly. My first attempt failed. I read the story again and again, yet she could not understand. Then split the information up, saying there were three things: 60 pounds of sand, 10 pounds of sand in each bag, and the problem wants to know how many bags there are. I told her she could make an equation or a picture if that might help her. Then, I continued to just go over the three things, stressing key words like 60, 10 and each, and how many. Upon reading the information over and over, I discover that she had no idea what the word "distributed" meant. I substituted it for the word divided both to better explain and to give her a hint. She began drawing pictures, however she still was unable to apply the story correctly to a picture or equation.
The students were given twenty minutes to complete the test. After about twenty-five minutes or so, the teacher's aide came to bring her back in or see if she was close to being done. She ended up sending the student to another room for someone to help her with the test. Although it was alarming to see that the student was having such difficulties, it was rewarding for me as an educator to work with and understand the extent of her struggles. It really got me to understand why it is so important to slow down and revisit topics.
With the time I have next class I plan to slow down and revisit each of the concepts in depth to ensure all students are understanding the concepts I presented throughout the lesson.
The class started by taking a math test. The procedure was interesting, in that it was very unlike Manny. The students got out slabs of cardboard that was perforated in to thirds. They were used to set up walls around their tests. I understand that, being in third grade, the students are not used to taking tests and might not fully understand the concept or the consequences of cheating on a test. Also, Manny generally encourages students to work with their peers and requires them work with others even when they do not want to, so some of the students might be encouraged to find help due to routine. It was just that the walls they put up created a very cold, uncaring learning environment. The class looked like they were working a nine to five shift in little office cubicles. I did not get a chance to ask Manny how he felt about the walls or if he planned to find an alternative.
I was asked to help a student with an IEP. She had severe troubles reading and processing the written directions. He told me that I was not there to necessarily help her solve the problem, just to read the problem to her. I took her to another room and I began reading the questions. I read the first problem, and she simply looked at me, and looked at the test. She waited for a bit, so I read the problem once more and asked her what she thought the answer was. She looked at the test again, yet she had already forgot what she was entitled to do in order to answer the question, which was to circle the equation that matched the picture above. I told her that she was to look at the picture and circle the equation that matched the picture above it, pointing as I explained. By that time, she seemed anxious or confused because she did not take much time looking at the picture and quickly picked one of the equations, an addition equation, something they had not been learning while I was there. As she pointed to the equation, she looked at me, as to confirm whether choice was right or wrong. I simply told her, "If you think that equation matches the picture, then circle it." We moved on to the second question, and she asked if she could go to the bathroom. I think she just wanted to take a break or not deal with the test because she was becoming frustrated, so I allowed her to quickly go.
We got to the third question, which was a word problem. The question was something like, "Dan has 60 pounds of sand. He distributed the sand equally in to bags. Each bag held 10 pounds of sand. How many bags will Dan use?" As I read the story problem to the student, I made sure to read slowly. My first attempt failed. I read the story again and again, yet she could not understand. Then split the information up, saying there were three things: 60 pounds of sand, 10 pounds of sand in each bag, and the problem wants to know how many bags there are. I told her she could make an equation or a picture if that might help her. Then, I continued to just go over the three things, stressing key words like 60, 10 and each, and how many. Upon reading the information over and over, I discover that she had no idea what the word "distributed" meant. I substituted it for the word divided both to better explain and to give her a hint. She began drawing pictures, however she still was unable to apply the story correctly to a picture or equation.
The students were given twenty minutes to complete the test. After about twenty-five minutes or so, the teacher's aide came to bring her back in or see if she was close to being done. She ended up sending the student to another room for someone to help her with the test. Although it was alarming to see that the student was having such difficulties, it was rewarding for me as an educator to work with and understand the extent of her struggles. It really got me to understand why it is so important to slow down and revisit topics.
With the time I have next class I plan to slow down and revisit each of the concepts in depth to ensure all students are understanding the concepts I presented throughout the lesson.