Section V: Instruction and Management Plan
1. Explain the sequence and organization of the unit.
This unit begins with giving the students voice in what they are to complete with the stipulation that they are required to do a hard slab project and a coil vessel (working with soft clay). As a class they are given the choice to do more assignments outside these two required assignments. Students are given the warning that if they choose to do only the two required assignments that the expectations for their final projects raise. Once projects are agreed upon then we move into the coil vessel project first to begin their journey in clay in a more forgiving technique before working into hard slab technique, which is less forgiving.
While working on the coil vessel students will receive demos and one on one help that will allow the most experience with clay before moving on to a more advanced technique. Once in the hard slab technique they are given a handout that gives them instruction on how to work with clay in a hard slab form. Although, instruction or help is near by, they are expected to refer to the packet first to try to answer their own questions before coming to the teacher. Students are even encouraged to get help from their peers as well.
2. The unit must be cohesive rather than a collection of separate lessons.
This unit focuses on building students skills with clay both in soft and hard slab techniques. All lessons are cohesive and build on each other by using the skills from previous skills.
3. Demonstrate knowledge of content.
The unit is relevant because each lesson allows students to build their knowledge in pottery, but also allows development of 21st Century Skills and Literacy/Numeracy knowledge.
4. Discuss methods for integrating literacy, numeracy, technology and other relevant subjects.
My objectives are aligned with all of the standards and skills. During this unit students will be able to practice literacy in self-evaluations on each project and in measuring their coil vessels to reach the required height. Literacy is practiced through conversations one on one with the students as well as in our class critique. Technology is brought in when using all our presentations on PowerPoint and in the image research each student must do using laptops or smart phones to search for images and Microsoft word to compile all images.
5. Demonstrates at least three different instructional strategies, one of which is cooperative learning.
In this unit I use several main instructional strategies: demonstrations, one on one instruction/feedback, cooperative learning, and inquiry. Students get to experience inquiry in the hard slab project and cooperative learning is experienced during the class critique. The rest of the studio time is spent meeting with students one on one.
This unit begins with giving the students voice in what they are to complete with the stipulation that they are required to do a hard slab project and a coil vessel (working with soft clay). As a class they are given the choice to do more assignments outside these two required assignments. Students are given the warning that if they choose to do only the two required assignments that the expectations for their final projects raise. Once projects are agreed upon then we move into the coil vessel project first to begin their journey in clay in a more forgiving technique before working into hard slab technique, which is less forgiving.
While working on the coil vessel students will receive demos and one on one help that will allow the most experience with clay before moving on to a more advanced technique. Once in the hard slab technique they are given a handout that gives them instruction on how to work with clay in a hard slab form. Although, instruction or help is near by, they are expected to refer to the packet first to try to answer their own questions before coming to the teacher. Students are even encouraged to get help from their peers as well.
2. The unit must be cohesive rather than a collection of separate lessons.
This unit focuses on building students skills with clay both in soft and hard slab techniques. All lessons are cohesive and build on each other by using the skills from previous skills.
3. Demonstrate knowledge of content.
The unit is relevant because each lesson allows students to build their knowledge in pottery, but also allows development of 21st Century Skills and Literacy/Numeracy knowledge.
4. Discuss methods for integrating literacy, numeracy, technology and other relevant subjects.
My objectives are aligned with all of the standards and skills. During this unit students will be able to practice literacy in self-evaluations on each project and in measuring their coil vessels to reach the required height. Literacy is practiced through conversations one on one with the students as well as in our class critique. Technology is brought in when using all our presentations on PowerPoint and in the image research each student must do using laptops or smart phones to search for images and Microsoft word to compile all images.
5. Demonstrates at least three different instructional strategies, one of which is cooperative learning.
In this unit I use several main instructional strategies: demonstrations, one on one instruction/feedback, cooperative learning, and inquiry. Students get to experience inquiry in the hard slab project and cooperative learning is experienced during the class critique. The rest of the studio time is spent meeting with students one on one.