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Michelle Finney

Flower Power
Cooperative Learning
Cooperative Learning Model page 307-345
Second Grade and Science and Art
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials
- Construction paper
- Crayons
- Note card for answers
- Post-it note
- Cooperative Self-evaluation

Vocabulary
- Flower
- Seeds
- Petals
- Symmetry
- Pattern
- Color
2. OBJECTIVE
Students will collaborate and work together in groups of four to create a whole flower art project and describe the flower in
art.
DOK Level 1 recall, identify, and draw
DOK Level 2; Identify Patterns and construct
DOK Level 4; Analyze
Developing Perceptual Skills and Visual Arts Vocabulary
- 1.1 Perceive and describe repetition and balance in nature, in the environment, and in works of art
Communication and Expression Through Original Works of Art
- 2.4 Create a painting or drawing, using warm or cool colors expressively
- 2.5 Use bilateral or symmetry to create visual balance
3. ASSESSMENT Perfect Assessment Tool Rationale:
The pre-assessment for this lesson is a review of the The pre-assessment is helpful because it allows the
vocabulary words about the parts of the flower and the students to use their prior learned knowledge in this new
different elements of art in this lesson. The students will lesson. The students will use deeper levels of thinking
need to know the vocabulary because they will have to throughout the lesson because they are implementing
answer questions about the different vocabulary words. the vocabulary to describe their group art project.

The final assessment will be an exit ticket. The exit The final assessment is having the students exit ticket
ticket will allow the teacher to see if the students on symmetry and pattern. This is important for the
understand the difference between the word symmetry students to understand because the art is a group effort
and pattern. If the students do not quite understand the that was created together to make one art, If they can
difference then that will indicate that they need to review understand the difference between symmetry and a
the vocabulary and see more examples of what the pattern, then they know how to correctly identify the art
difference is between symmetry and a pattern. elements that they drew.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
1. The central focus is for students to corporate in the learning to analyze the flower art they create.
2. In this lesson students will play a different role and create a work of art with a summary to the teacher questions. With this,
the students will be able to describe the different parts of the flower and understand the different art elements in the art
drawing.
5. MOTIVATION FOR LEARNING
This lesson is an intrinsic motivator because the students will want to work together to create a flower art as a group. The
extrinsic motivator is going to be the writing portion that describes the flower art.
During the lesson I will walk around and give students motivation as they are working. As they are working, students can also
give positive motivation to their classmate that they are grouped with.
This lesson is teaching students to challenge themselves to work together in creating an assignment. The obstacle that they
will face will be working with their group and agreeing on the different answers. If they can overcome the challenges by
working together, will have them become at working with other people.
6. PRE-LESSON - Just before teaching the new lesson do the following:
Before this lesson the student will have already learned the different parts of a flower and how it grows in a science lesson
and the different art elements needed in this lesson.
Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)
6. LESSON BODY: Provide text page #315-317 for your lesson. Follow the exact steps provided in the text for the
lesson you are teaching. Clarity is the key.

Step 1: Prior to the lesson students will learn the vocabulary words. Then Before the art lesson I will describe what each group is
going to do. Then I will separate the students into groups 4 where they are going to work together to create an art of a
flower and write about the design. The assigned roles after the art assignment will be
1. The Facilitator
2. The Reporter
3. The Summarizer
4. The Presenter

Step 2: Once the students know the different roles each person will play, I will demonstrate it up in front of the class. I want to
make sure that every student has the same opportunity to have their ideas shared and heard. It is also important that
each student knows when it is their turn to talk and when it is time to listen. This is going to help keep the class volume
under control and give each student equal respect.
Questions below are for the group to answer together:
- How did you decide on the role for each person in the group?
- Define what a flower, petal, and seed part is in the art from science book.
- What is symmetry, color, and the pattern in your flower art?

Step 3: This part of the lesson is where the students are going to be in their groups working on their flower art and writing for the
project.
Student 1: In the group is going to be the facilitator that makes sure the members in the group are following the
rules and reading what the directions are to the assignment.
Student 2: The reporter is going to write down the answers that the group comes up with to go along with the
vocabulary words.
Student 3: Summarizes a final answer that the reporter will write down. This will insure that the answer
generated is agreed upon by everyone in the group.
Student 4: Will report the picture to the class and describe what the group responses were that was written
down.

Step 4: At the end of each presentation, the teacher is going to reflect on each picture of the flower and have the students
explain what they see in the color, pattern, and symmetry that is in the art. This is important to help the students
understand different elements of art.

Step 5: After each group presents their groups art project to the class, each student will do a self-evaluation about the topic on
what they learned and what it was like working with their group members.
Self-Evaluation Questions:
- What was the topic of this lesson?
- What did you learn about this topic?
- Why were you a good team member? What did you do or say to contribute?

Step 6: Students will then have an exit ticket question that will be used as an assessment tool on the learning from this
assignment. This will help the teacher understand to see if they still need more learning about flowers. The answer will
be written on a post-it and then placed under the question on the designated area.
What is the difference between symmetry and a pattern?
7. ASSIGNMENT
The perfect assignment is first having the teacher teach the steps to the art assignment and then having the students work
together. When the students work together they will have their own role and will need to work together. If they cannot work
together than they will not be able to complete the assignment.
This is a great perfect assignment because the students collaborate as a group to come up with an art piece of a flower.
Then they will have to work together in answer questions about their own to ensure that everyone is learning.
Attach a copy.

8. Student Work Examples/Technology Support

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Attach samples of student work.
Include a variety of levels of performance
Reflective Thinking/Curriculum Evaluation @50 Points
9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 3: Employ leadership practices to optimize educational and institutional outcomes.


In this activity the students and I are employing leadership skills by collaboration. I will show leadership skills by
demonstrating how to be a leader in each role of the group. One the students understand how to collaborate with each group
member, the students are going to be put into their groups. Then each role is going to have to play a part in practicing
leadership skills. This will help them in the learning process of the art lesson.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Explain how this lesson supports helping students reach levels of deeper learning.
This lesson is very important for students to deepen their levels of thinking. Students have to be listening to the other
students because they have to agree on answers and how they want their flower to look. If they students do not follower their
roles that they are assigned and let each persons opinion hear than the group wil not complete the activity. However, the
students will be able to deepen their level of learning based on their ability to work together. Another way they are deepening
their learning is using prior knowledge of the art and since they learned in the vocabulary. The understanding of the
vocabulary is going to help them identify the art that they have created as a group.

How does this model make learning stick in long term memory?
This art lesson is building the students long term memory by using previous learned information and applying it to new learn
material. As the students are practicing using what they are learning, they are sticking the knowledge into long term memory.
This happens because the students are being exposed to the information over again and is applying it now to their art. So
the more exposer the students have with the art and science terms, the more it will be stored into their long term memory.

Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
In this lesson it is important that I use the cooperative lesson because the lesson requires the students to create a work of art
with other classmates. The theory that closely relates to this is behaviorist theory because they have to be able to model the
behavior of their classmates. In order for the students to do well, they have to be motivated and rewarded to complete the
task. The reward that the groups receive is an intrinsic motivator of getting a good grade and having the art put up on the
wall. It is something that the students want to do well on rather than having them feel like it is something they must do. So
the strength of the lesson is the motivation to complete the art together and the weakness is everyone in the group must
agree on the assignment so it can be completed.

How will you support advanced/ELD/Special needs learners through using this model?
In this lesson students are all split up based on their level of learning. I will make sure that not all the EDL, special needs,
and advanced students are in one group. By having the students separated in mixed groups, the students will be able to help
one another. It is also building students ability because they can all provide a strength that might not happen if the students
were grouped by the same ability.

Provide links to the Common Core State Standards and explain how this lesson could support the CCSS.
The common core state standard that is related to this lesson is two different art standards. The first standard is about the
drawing a picture using warm and cool colors. In the lesson the students are creating a floor that is using either warm or cool
colors to create a flower. The next standard is about symmetry and balance. The students will create a flower that they will
have to explain the symmetry that they use in the picture as group. So not only is the students having to draw symmetry,
they will also have to explain it in their writing portion of the assignment.

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Link to Theory:

Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist).
This lesson is used by a constructivist theorist because the students are working to construct their assignment. In the
beginning, the students are split into groups and they each have a different role to play. In the group the members have to
first construct a flower by each person creating a different part of the flower. When they are done, the group puts together the
flower and work on the answers in their different roles. This is just how a constructivist thinks because each member of the
group is constructing their own ideas based on their experiences and

Link this lesson to one or more of the Big Ideas and provide a rationale.
The Big Ideas that link to this lesson is being able to use assessment instruments to reflect on the goal of instruction. This is
shown in the lesson at the end because the students have to do a self-reflection on themselves on what they learned and
how they worked with the other people in their group. Without this assessment at the end there is no way the teacher will
know if the student learned. The assessment is also go to ensure that each student plays an equal role in the learning
process. If they are not able to do a self-evaluation on themselves then it will show that they did not contribute to the activity.

Link this lesson to the New Learning Sciences and provide rationale for your selection and descriptive examples.
Students are linking prior learning from art and science to complete the assignment. Students are learning how to work
together with assigned roles to accomplish a new task. This is important for students to learn because there will be other
times in their life that they have to work together with other people. If the students can learn this skill at a young age, it will
help them later on in life.

Describe technological resources you have found useful.


In order for the students to complete the task in this lesson, they will need to work together as a group. The students will also
need to color a flower that they drew with crayons. Then they will work in the assigned roles to write about what they learned
with the given questions. To find the answers, the students will use their science books and previous learned information
about art from their notebook. The art notes will provide the definition to the terms and will help them describe the elements
in the flower picture.

Growth Mindset

How does this lesson help a student develop a stronger positive growth mindset? Provide specific examples. Include ideas on how
you might reward learning according to the Growth Mindset research.

In this art lesson, the students have to work together to create one picture. This requires the group to work together on how they want
their flower to look. It also requires the students to answer questions in their group about the flower art that they created. During this
group art assignment, each member of the group has to overcome the challenge of working with others. This may be hard for some of
the students because they each have a different role to do. Plus each member has to agree on the answers to the assignment without
having one person do all the work. By the end of the assignment, the students have to reflect on their ability to work in a group with
others which is good because they are giving themselves feedback to improve on working with others.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

Discuss what went well and what changes you have made for improving learning.
The kids at this age enjoyed getting to work in a group together. However, some of the students were not able to work
together because they did not want to work with someone in their group or they wanted a different role that they did not get.
In order to improve from this, the students will need to learn how to work together better as a group in order to complete a
task. The more times they practice this type of lesson style, they will be able to improve on their learning that the lesson
wants them to learn.

What have you learned about how learning happens?


I learned that students like to be leaders of a group. This gets them more engaged to complete a task because everyone has
a role to do that cannot be completed without everyone participating. I also learned that if there are no rules set in place,
members of the group are going to want to fight and not let other people have a chance to put input into the assignment.
That is why I have to demonstrate how each member of the group is going to do their role so that no one begins to fight.

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What more do you need to read or learn?
In the lesson I will need to read more on a cooperative lesson to ensure that I have all the steps correctly before teaching. I
will also need to look at other examples of how the lesson is presented because I have not taught a lesson using this format
before. Once I learn a little more about this lesson type, I will be able to teach this in my class for a variety of different
lessons.

How does this add to your credibility to supervise student teachers?


As a teacher, I will ensure that I my student teacher understand the steps of a cooperative learning lesson before presenting
the lesson. Once they understand the steps I will make sure that the steps for each group member is written on an anchor
chart. Doing this will make sure that the students know what their role is in the activity. By providing this for the student
teacher, it will help me supervise her ability to introduce this type of lesson.

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