It all started in the Spring of 2019...
The biggest aspect of ART-325 that came with the development of teaching was the involvement we had in service learning groups. The class itself covered many different ideas, theories, and concepts that we then applied to lesson plans we wrote and discussions we had. These ranged from a number of well known scholars in their respective fields that each had their own different thoughts on the practice of art education. Some of these themes were about: the originator instinct, schema vs. stereotype, and praxis vs. practice. These all went into the understanding of how we decided to teach our service learning groups.
The service learning groups were out equivalent of classroom shadowing (EDUC-340 & 350) but we were completely in charge of what was being taught. Every two to three weeks we would plan out a lesson and then teach the students while learning alongside them. Compared to the past two classes that involved classroom involvement, this was by far the more hands-on and educational experience because of the amount of involvement it required. Each group came from different walks of life but our group was a mix between a group called "Cooper Home" and then a group of students from Fossil Ridge High School.
Our job as teachers was to create lesson plans for each of the five class periods we had and then in turn reflect upon them for the next class. This helped us develop an understanding of how to adapt certain activities to students how what would be a better route to take for their attention spans, work habits, work speed, and general capabilities. Compared to other courses, there was not a whole lot of making the lesson available to students because they did not have the wide range these students did pushing us to think further outside of "I have a hard time understanding the question" to "I have a hard time using any of the utensils you've given me". It was an experience that helped me understand how to accommodate lessons for every kind of student.
The service learning groups were out equivalent of classroom shadowing (EDUC-340 & 350) but we were completely in charge of what was being taught. Every two to three weeks we would plan out a lesson and then teach the students while learning alongside them. Compared to the past two classes that involved classroom involvement, this was by far the more hands-on and educational experience because of the amount of involvement it required. Each group came from different walks of life but our group was a mix between a group called "Cooper Home" and then a group of students from Fossil Ridge High School.
Our job as teachers was to create lesson plans for each of the five class periods we had and then in turn reflect upon them for the next class. This helped us develop an understanding of how to adapt certain activities to students how what would be a better route to take for their attention spans, work habits, work speed, and general capabilities. Compared to other courses, there was not a whole lot of making the lesson available to students because they did not have the wide range these students did pushing us to think further outside of "I have a hard time understanding the question" to "I have a hard time using any of the utensils you've given me". It was an experience that helped me understand how to accommodate lessons for every kind of student.