DOMAIN I: Designing Instruction and Assessment to Promote Student Learning.
Proficiency I.1: You apply your knowledge of human developmental processes to plan instruction and ongoing assessment to motivate students.
To show that I apply my knowledge of human developmental processes to plan instruction I have included photographs of a collaborative sculpture that I helped design and teach. Students in Kindergarten and 1st grade made the filter flowers on the wall, 2nd and 3rd graders made the acrylic painted and cut water bottles at the top of the hanging sculpture, and 4th and 5th grade students painted and strung the egg carton cups hanging from the sculpture frame. Each part of the project was designed to accommodate each grade's development of fine motor skills.
Proficiency I.2: Your instruction and assessment is responsive to the developmental characteristics and needs of your students.
To show that my instruction and assessment is responsive to the developmental characteristics and needs of my students I have included a lesson plan with assessment rubric I created and taught to Art 1 students in middle and high school. This lesson allowed students to create their own still life from things in their backpacks from which to draw from. This lesson is responsive to the developmental characteristics of the students by allowing students to arrange their own subject matter in a way that interests and relates to them.
Proficiency I.3: You plan learning experiences and assessments that are responsive to differences among students.
To show that I plan learning experiences and assessments that are responsive to differences among students I have included photographs of clay maracas high school students made in a Clay 2 class. Students researched the meaning of Dia de los Muertos and created a clay maraca honoring the life of someone they've lost. This gave students the ability to express themselves and honor their diversity.
Proficiency I.4: You design effective and coherent instruction and assessment based on appropriate learning goals and objectives.
To show that I design effective and coherent instruction and assessment based on appropriate learning goals and objectives I have included an exit slip that high school Art 1 students completed after a lesson on two-point perspective. The exit slip not only asks student to recall information from the lesson but also to apply what they learned to their own lives.
Proficiency I.5: You select or design a variety of engaging and effective instruction and assessment tools that show your knowledge of students learning processes and factors.
To show that I design a variety of engaging and effective instruction and assessment tools that show my knowledge of student learning processes and factors I have included some examples of student work from a high school Art 1 class. Students created blind contour drawings with both their left and right hands and layered them on top of one another. They got into groups and drew their partner which demonstrates knowledge of student learning processes because adolescent students care deeply about their relationships with peers which made this exercise very successful.
