ART: Activate. Reflect. Transform. I call this the ART of teaching. It is essentially a way to help me, and my students, stay organized and on task. Activation, reflection, and transformation are all things teachers and students do in a classroom to increase student understanding and skill. In a practical way, it helps to organize my lessons, as well as the classroom. I broke my classroom and lessons into three phases or zones. Each lesson will progress through the steps of activation, reflection, and transformation. Different parts of the room are designed to help students succeed through each of these progressions. These aren’t rigid steps necessarily, but rather a way to make sure that there are 1) clear objectives and expectations, 2) adequate time to practice skills and engage in high-level thinking, and 3) relevant assessment of student learning. These three zones typically frame each lesson, but they can also help frame units or simple one-time problems.
ACTIVATE | Respect | Objectives | Models | Games | Connection | Story | “I do”
This is my chance to inspire my students. This is where I grab the students’ attention and let them know what it is that we’re going to do, why we’re doing it, and hopefully how it can benefit their lives. This is the time to build background and interest, connect content to students’ lives, give objectives, show models, and go through vocabulary. Videos, music, stories, read alouds, grand conversations, games, and realia are all great ways to activate students’ attention, interests, and motivation. This is also the part of the lesson where direct instruction happens. This acts as the “I do” phase of the gradual release of responsibility.
Classroom: Purposefully Plain, Media (Projector, DocCam, Music), Realia, “I can” Objectives, Vocab Strips, Time/Schedule, Whiteboard/s, Rug/Circle
This is an open area of the room where students can see the screen and/or whiteboard, interact with their classmates, and act as a whole. It could either have a large rug/carpet or tape to make the area clearly defined. The projector, DocCam, Smartboard, Laptop, and any other device that delivers information in interesting ways are all located here. The wall in this area is purposefully blank. Only the time display (timer, clocks, schedule, calendar, date, season) and the words “This is a safe space full of respect, responsibility, and resilience” are permanently visible. All other information is only presented during the lesson and then moved to the reflection wall for later use. Additionally, this is where morning meetings happen, so the area is large enough for the whole class to circle up.
Reading: Pre-Reading, Model Reading
Writing: Pre-Writing
Math: Before (engagement and understanding of problem)
Assessment: Pre-assessment, Knowledge Targets
Problem Solving: Observation
REFLECT | Responsibility | Groups | Feedback | Practice | Reasoning | “We do”
During the reflection part of the lesson, the students and I go through the important tasks of practice and revision, assessment and feedback. This is time for the students to either work in groups or individually at their tables to reflect on, and work through, the objectives. They practice, ask for help, edit, revise, and journey through the process of creating a product or performance that will be formally assessed later. This acts as the “we do” phase of the gradual release of responsibility.
Classroom: Group Tables, Flexible Seating, Standards, Graphic Organizers, Supplies, Library, Mobile Vocab Strips, Mobile Sentence Structures, Worksheets, Puzzles, Technology
This is where the tables and chairs are. Each table is a team, and each student will have an assigned spot at the table (though these will be flexible during group work). This area is also located near the library and supply center so students can get materials quickly and efficiently. The wall near this area is covered in standards, graphic organizers, and information about each subject being taught. These are for students to reference while they are working. The class also has two stands that have vocabulary and sentence structures on them. These are available for any student who needs them but are mostly placed strategically.
Reading: Reading – Responding – Exploring, Shared Reading, Interactive Reading, Guided Reading
Writing: Drafting – Revising – Editing
Math: During (independent/group problem solving)
Assessment: Formative, Understanding, Reasoning Targets
Problem Solving: Ideation (Idea Making), Prototype
TRANSFORM | Resilience | ARTifacts | Assessment | Community | Growth | “You do”
This is the part of the lesson where the students show what they have learned. This is where formal summative assessments happen. Presenting art or finished products, sharing stories or understandings, written tests, performances, and community rituals all happen during the transformation part of the lesson. This is where the rubber really meets the road. I hope that my teaching can affect my students’ lives outside the classroom. I hope the strategies I give them serve them well when they go out into the community. I want to instill in them the desire and ability to bring more love, peace, and joy into this world, and be productive members of society. This acts as the “you do” phase of the gradual release of responsibility.
Classroom: ARTifacts (Student Work, Art Projects, Writing), Class Jobs, Birthdays, Social Contract, Mail Boxes, Community Events, Trophy Case, Emergency Info
These walls are where students interact with their classmates (coat racks and mailboxes) and the community outside the classroom (the door and hallway). These walls showcase ARTifacts, such as art, finished projects, or writings. They also display awards and accomplishments. The signed social contract (rules and expectations), classroom jobs, birthdays, Student of the Week, hall pass, and emergency protocols are all posted here.
Reading: Applying, Independent
Writing: Publishing
Math: After (discussion, formulating)
Assessment: Summative, Performance, Product Targets, Skill Targets
Problem Solving: Testing, Storytelling
