Month: July 2023

1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

“How do you feel when you are working on an art project?”

The video paired with my question allows the class to look at their previous experience when completing art projects. The goal of my question is to create reflection before attempting a project, and then again after finishing an art therapy project.

2. in what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

The video may have the students look at art on a bigger scale. For example, they may previously have found art as a very calming activity and the video may pose art as a tool for mental well-being.

3. What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

I would have them participate in a form of art therapy. I would set up multiple options for art therapy including watercolor painting, clay sculpting, and drawing. The goal of having them complete an art therapy project after watching the video is to create introspective.

4. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

I would set up a rubric that required students to have a finished project by the end of the session. The goal of the rubric would be to guide the students from start to finish with the goal of creating introspective. For example, when sculpting clay, their goal would be to form an object that represented how they felt and be able to orally describe why they made what they did.

How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? 

In education, teachers play a crucial role in facilitating effective learning experiences. However, unexpected events, such as a pandemic, can disrupt the educational routine and demand unique methods of teaching. The COVID-19 pandemic explored many practical strategies for adapting learning activities in education that proved successful and unsuccessful.

In the face of a pandemic or similar events, the transition to remote learning becomes essential. Remote learning forces educators to explore digital platforms and tools that facilitate online learning experiences for students. These tools provide a variety of resources such as recorded lessons, interactive activities, and educational apps to engage learners of all ages. Remote learning allows educators to create accessible content that can be modified to match the needs of the class.

Some skills can become easier or more difficult to deliver in a remote learning environment. It’s important to prioritize essential skills that can be developed remotely. For example, in primary school students, emphasize foundational subjects like literacy, numeracy, and critical thinking. This can be delivered through project-based learning, where students explore real-world issues and develop problem-solving skills. To aid in this, encourage independent learning and provide clear instruction and guidelines to foster self-directed study.

It’s also important to recognize that learners may have different needs that may not be satisfied through remote learning. Some may require additional emotional support, while others may benefit from personalized instruction. While educators can use tools such as virtual check-ins and social media to aid those who struggle with remote learning, it may not fully satisfy the student’s needs. You can also incorporate activities that promote emotion well-being, such as mindfulness exercises and virtual counseling sessions. This can help create a supportive and empathetic environment, offering students opportunities to share their feelings and concerns.