Making Activity: Wearing the Weather Designs

In class on April 24, 2018, we participated in a design challenge to create a paper doll with outfits for spring, summer, fall, and winter. The challenge involved both art and engineering aspects because we focused on creating aesthetically pleasing outfits, while also ensuring that the doll was free standing and that the outfits could be easily attached and detached from the doll.

Attached are the photos of my group’s paper doll.

Spring outfit: rain poncho


Summer outfit: swimsuit top, skirt, and surfboard


Fall outfit: festive overalls


Winter outfit: tacky Christmas sweater with scarf and hat

MATH362 Visit #2 Partner Assignment

In MATH 361 and MATH 362, I had the opportunity to visit a kindergarten and first grade class respectively to teach math lessons. Throughout these visits, I learned about the differences between students and their strategies when solving math problems. During my visits in MATH 361, I worked with one kindergarten student who solved each of the problems using manipulatives—crayons in the case of the problem set. During my visits in MATH 362, I worked with five students who each had different methods of thinking through and solving a problem—for example, one student drew pictures, whereas another found it helpful to talk through the problem out loud. Overall, these visits helped me understand that every student has a unique way of thinking that should be valued and encouraged within the classroom. As a future educator, I can help encourage these differences by having students discuss their work with their peers, therefore allowing students to be introduced to different ways of solving math problems. I have also learned that asking students to explain how they got their answer and why they chose that particular method is an effective approach to encouraging discussion and understanding their ways of thinking. I plan to support open dialogue and communication with my students because it is important that they feel comfortable asking questions if they are confused or unsure of something. I also plan to collaborate with my colleagues in order to ensure that I am using my resources to the greatest extent possible and supporting my students as best as I can.

Attached below is the link to my recording with Chris.

Making Activity: 3D Lesson

In class on April 10, 2018, we designed and printed our own 3D artifact that could be used in a lesson. I chose to make a clock to allow students to practice telling time. I designed the clock without the hour and minute hands because I would either 3D print them or make them separately so that they could be easily manipulated. My lesson would first introduce the clock and its parts—the numbers, the shorter hand (hour hand), and the longer hand (minute hand). I would explain that you read the shorter hand first to find the hour and then the longer hand to find the minutes. I would also tell the students that the minute hand moves in increments of five minutes and that one complete rotation around the clock means one hour has passed. After introducing the basics of the clock and telling time, I would have my students practice modeling different times. I would give them a time (i.e. 4:30) and allow them to model it using the detachable hour and minute hands. I could then assess the students’ understanding by placing the hands at a certain time and having them tell me the time.

Attached is the digital file for the design of my 3D clock.

Multi-cultural Education: Fear and Learning at Hoover Elementary

This week, we watched Laura Simon’s Fear and Learning at Hoover Elementary, which focuses on a Los Angeles elementary school with a large illegal immigrant student population and the passing of Proposition 187, a law which prohibits illegal immigrants from gaining access to public education and healthcare. After watching this documentary, I felt disheartened by the lack of care and respect for those who have immigrated to the United States for more opportunities and a better life. I was especially appalled by many of the Hoover teachers’ lack of empathy for their students, the majority of whom were undocumented and were forced to live their daily lives in fear of being deported, harassed, or even killed in their own neighborhoods. Furthermore, the teachers refused to reach out to the parents in the hopes of improving the educational environment for their students. It was sad to see the students’ reactions to Proposition 187 and its effects on their life in the United States because it was clear that they felt helpless—all they wanted was to get an education and be successful, yet they were denied many of the rights that natural-born Americans were granted.

Although this documentary touched on serious, distressing issues, it also helped me consider the ways in which I will celebrate cultural diversity within my classroom and school. As a future educator, I plan to reach all of my students by encouraging students to share the different aspects of their identity and how they intersect to make them who they are. I will do so by sharing my cultural background and making the classroom a safe and respectful environment for students. I will also introduce my students to cultures with which they are unfamiliar in order to help them be more empathetic towards others. As far as bridging socio-economic divides in the classroom, I think arts integration can play a role because it would allow students to express themselves in a way in which they feel comfortable.

The most shocking part of this documentary was learning that many of the teachers at Hoover Elementary, including those who were immigrants themselves, voted in favor of Proposition 187. Although I can understand that teachers were concerned about overcrowded schools and crime rates in these poverty-stricken communities, I cannot understand why they would want to fail their students. Teachers are meant to guide and support students, especially those who have immigrated from other countries to gain more opportunities. They are not meant to restrict and disrespect their students, which in my opinion, is what some of the Hoover teachers were doing by voting for the passing of Proposition 187.

This illustration by Michael Korfhage of TIME Magazine focuses on how the immigrant’s fate is everyone’s because the success of immigrants relates to the success of America and vice versa. I chose this image to connect what I learned from Fear and Learning at Hoover Elementary because I like its simple, yet powerful message. The Statue of Liberty’s torch represents the freedom of living in America and the hands represent the different races/ethnicities, backgrounds, beliefs, etc. of those living in America. Regardless of cultural background, all people should be able to live in the United States and have the same rights, such as public education, healthcare, and other basic services.

This illustration is from an article in TIME Magazine by Viet Thanh Nguyen entitled The Immigrant’s Fate is Everyone’s, which I also enjoyed reading.

Assessment and the Arts

Our activity in class last week focused on creating sculptures that related to three different content areas and SOLs. If I were the teacher, I would assess the Squishy Circuits activity by focusing on the three aspects of art assessment that Dr. Goldberg discussed in Chapter 10—technique, content, and intellectual behavior. In this particular exercise, the students’ technique could be assessed by analyzing the ways in which they used the Play-Doh, clay, lightbulbs, and battery to create their sculpture. This would include their understanding that Play-Doh conducts electricity, whereas clay doesn’t, in relation to how they choose to construct their sculpture. For example, for my group’s math sculpture, we used Play-Doh for the numbers on the clock so that students would be able to practice telling time. If we wanted to demonstrate to students that a particular time was incorrect, we could use clay for the numbers so that they wouldn’t conduct electricity and therefore, wouldn’t light up. The content of the students’ sculpture could be assessed by determining whether their artwork aligns with an SOL or a particular content area. The simplest way to assess the content in this way would be to have the students state the SOL and explain its connection to their sculpture. For example, my group’s sculpture for science was unclear at first; therefore, it would have been more helpful to include the SOL and explain its significance in detail. Lastly, the intellectual behavior of the students during this activity could be assessed by observing each group and making note of student participation and cooperation during the process of making the sculpture. This would include aspects such as active listening, inquiring when something is unclear, and organizing ideas in order to produce a piece of art that is representative of the whole group’s understanding of the material.

I believe that the activity gives enough opportunities for students to show their learning because it allows students to focus on a particular content area and whether their representation of the concept is accurate. This activity could be used as a form of summative assessment if the teacher gave the students a content area or SOL on which to focus, rather than allowing the students to choose. In this activity, the end product is important because it can re-used or built upon to practice different forms of understanding and for different forms of assessment. Although the end product is important, the process of creating and learning is just as important because the students are able to engage both with the material and with one another to create a representation of their collective knowledge. Having students collaborate with their peers is often, though not always, an effective method of assessment because students are able to learn from one another and practice skills such as active listening and cooperation.