Tech EDGE Art TEAMS - Exhibitions of Learning

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05/03/2023 Added

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Exhibitions of Learning - Tech EDGE Art TEAMS

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[00:00:00.000](upbeat music)
[00:00:05.700]Hi, and welcome to "the Art Teams Podcast".
[00:00:08.550]And today I want to talk about the exhibitions of learning.
[00:00:11.160]Exhibitions of learning is something that is done
[00:00:13.620]across lots of domains, but for us in our teams
[00:00:19.470]what we do in exhibitions of learning is really
[00:00:21.930]have students start thinking about a full unit.
[00:00:26.490]Sometimes we do it at the end of a quarter,
[00:00:31.020]and what we as educators do, is we go to our students
[00:00:36.870]and say let's focus on what you think you've learned.
[00:00:41.430]Look at everything you've created,
[00:00:43.290]whether it's your creative thinking journal,
[00:00:45.960]whether it's some art you created
[00:00:48.750]whether it's some written product
[00:00:50.550]a combination of the two, a 3D art piece, whatever it is.
[00:00:56.130]And make a choice
[00:00:58.200]about what you want to exhibit to your peers
[00:01:01.740]and to other people as an example of what you learned
[00:01:05.550]and really help them understand what you've gained from it.
[00:01:09.630]And so this is a great opportunity
[00:01:11.880]for them to really focus on voice and choice.
[00:01:14.880]It's students choosing which artifacts they think represent
[00:01:19.140]their work best.
[00:01:20.250]Sometimes they choose some really nice piece of art.
[00:01:23.400]Once in a while,
[00:01:24.233]we have students that are choosing things
[00:01:25.680]that we wouldn't ever choose, even a spelling test.
[00:01:29.100]Obviously it's not what we would like them to choose,
[00:01:31.440]but this is where they are.
[00:01:32.430]This is what we mean
[00:01:34.020]when we say we've gotta meet students where they are.
[00:01:36.450]Then we can extend them beyond that,
[00:01:38.340]but we gotta meet them where they are.
[00:01:39.540]And we've seen that in the work.
[00:01:41.340]And of course, student voice.
[00:01:42.720]We are saying to them,
[00:01:44.400]you have everything you've created
[00:01:46.080]in the last quarter in this unit.
[00:01:47.760]Choose the things that mean the most to you.
[00:01:49.800]And one of the possible choices
[00:01:51.660]which we've seen with some students, is choosing everything.
[00:01:54.870]And when they choose everything, they get this desk
[00:01:57.840]where they have everything they've created in a semester.
[00:02:01.110]And that shows them often that this was not the best choice.
[00:02:05.910]One of the examples that I had a while back
[00:02:08.100]is when a student had all of that choice, put everything in
[00:02:12.450]but then she thought
[00:02:13.530]through it and she thought this, whatever you're looking at
[00:02:17.160]I want you to look at this piece.
[00:02:18.900]So she actually added a note
[00:02:20.460]that says "If you look at anything,
[00:02:22.560]please look at this one."
[00:02:24.030]So she learned to make that choice.
[00:02:26.370]And this is fantastic.
[00:02:27.390]If you think about portfolios, if you think
[00:02:29.070]about all these decision making that you have to make,
[00:02:32.970]that's potential.
[00:02:34.800]It is also a great opportunity
[00:02:36.450]to show process and not just product
[00:02:38.310]and to show products that are not fully complete.
[00:02:42.390]They're still part of an exhibition of learning
[00:02:44.700]because what you're trying
[00:02:45.630]to exhibit is not the final product.
[00:02:47.880]But what did you learn?
[00:02:50.280]So from a time perspective, we saw that it's best to do it
[00:02:54.000]at an end of a unit, usually around a six week unit.
[00:02:57.125]It is great to do it even if you do it just once a quarter.
[00:03:01.920]It's a celebration of learning.
[00:03:03.780]Most of our educators invite administrators
[00:03:07.830]and other teachers to see what their kids have done.
[00:03:10.350]It's great feedback,
[00:03:11.280]if you can do it with parents even better
[00:03:13.440]but that requires a little bit more maneuvering.
[00:03:16.950]What do kids do during exhibitions of learning?
[00:03:19.380]Well, first, they have to prepare it
[00:03:21.690]assemble the products they want others to look at.
[00:03:25.050]The second thing that they have to do is once
[00:03:28.200]everybody's presented the work around the classroom
[00:03:32.040]or even in an alternative space
[00:03:35.490]then everybody walks around and gives comments.
[00:03:38.700]And it depends on class size and how much time you have.
[00:03:42.210]In some cases, we ask them to comment on
[00:03:44.850]at least six pieces by other students.
[00:03:47.850]And it is our job as educators then to make sure
[00:03:51.030]that everybody gets comments
[00:03:53.490]and that if one student is popular or their work is amazing
[00:03:57.330]and everybody wants to comment on it,
[00:03:59.190]that doesn't become the only work that gets commented on.
[00:04:02.370]Because what we know is everybody likes
[00:04:05.010]to get some feedback, especially
[00:04:06.840]in this case because it's summative feedback.
[00:04:08.880]And what we encourage students to do is to give warm
[00:04:13.650]and supportive feedback.
[00:04:16.560]This is not the time we have throughout our inquiry cycle.
[00:04:19.740]We have lots of opportunities to extend and push each other
[00:04:23.490]but in this point, the product is done, the learning
[00:04:26.940]or at least this segment of learning is done.
[00:04:29.100]Therefore, we want to make sure that people are getting,
[00:04:32.970]our students are getting really positive feedback.
[00:04:35.430]We've gone through this as educators
[00:04:37.440]and we do this in our team's professional development
[00:04:40.470]and professional learning is we do our own exhibitions
[00:04:43.020]of learning and we give each other feedback.
[00:04:45.090]So the two opportunities are
[00:04:47.490]one, you give only five or six people feedback.
[00:04:50.850]It gets shorter, but we need to manage more.
[00:04:53.070]Or everybody gets feedback to everybody
[00:04:56.460]which means that if you have a class of 20,
[00:04:58.470]everybody gets at least 19 or 20 different notes.
[00:05:03.323]An easy solution for that is to use post-it notes
[00:05:08.040]and everybody writes something on the post-it notes.
[00:05:10.560]For younger kids,
[00:05:11.460]we recommend getting things that are a little bit bigger
[00:05:14.340]maybe quarter sheets or something like that.
[00:05:16.680]Their handwriting tends to be bigger
[00:05:18.780]and less clear if they try to write very small,
[00:05:21.420]so you wanna make sure that others can read what they wrote.
[00:05:25.050]And the other thing
[00:05:26.160]that we find really, really useful is using sentence stems,
[00:05:29.940]making sure that students
[00:05:31.800]and us have opportunities to have enough ideas, especially
[00:05:35.880]if they're giving comments to everybody in the classroom,
[00:05:39.540]they just run out of ideas and way to open sentences
[00:05:42.300]and having a few options is really, really helpful.
[00:05:45.840]Now, I've seen it done two ways.
[00:05:48.090]In some classrooms,
[00:05:48.990]I've seen it just projected using the projector.
[00:05:51.750]You have six or seven sentence terms.
[00:05:53.790]If the kids are a lot younger, less.
[00:05:56.280]The other thing is I've seen some classrooms
[00:05:58.560]where they actually printed the sentence stems
[00:06:01.470]on short sheets of paper, and then it's already there,
[00:06:08.400]and students can just insert the words that are missing.
[00:06:11.280]Again, that is incredibly helpful for very young students
[00:06:14.580]but it's helpful for English language learners.
[00:06:17.070]It's helpful for students with disabilities.
[00:06:19.230]It's helpful for kids who shy away from writing.
[00:06:23.040]And we want to make sure
[00:06:24.060]that the most important thing here
[00:06:25.740]is not the writing activity as much
[00:06:27.720]as it is providing supportive feedback.
[00:06:32.370]So sentence starters are really, really important.
[00:06:35.760]And I want to mention that the exhibition of learning
[00:06:40.830]from our experience is incredibly important.
[00:06:43.290]Kids are very proud of what they've done.
[00:06:45.210]What is super important is the notes they get
[00:06:49.080]from everybody else.
[00:06:50.340]Students tend to treasure these notes.
[00:06:53.130]They collect them, they read them, they read them again,
[00:06:56.880]they love taking them home.
[00:06:58.290]And that's amazing because there are very few opportunities
[00:07:02.640]for students to actually get that kind
[00:07:04.740]of feedback from so many others in their classroom,
[00:07:08.280]whether peers, teachers
[00:07:11.151]if an administrator walks in, an administrator, parents.
[00:07:15.240]That is a quite amazing feeling.
[00:07:20.130]The last thing that I want to emphasize
[00:07:21.930]about Exhibitions of Learning is
[00:07:23.430]that they are not our last phase.
[00:07:25.500]It's an external phase.
[00:07:27.180]But after that, we have to go back
[00:07:29.490]to what we've created and what we've learned
[00:07:32.250]and synthesize what does it mean to us?
[00:07:36.090]What are the things that we've learned from exhibiting
[00:07:39.600]and from all of these notes?
[00:07:41.070]And really become metacognitive
[00:07:43.170]about what do we want to be doing differently
[00:07:45.930]or the same if it was great last time.
[00:07:48.990]So this time on "the Art Teams Podcast",
[00:07:52.620]we talked about exhibitions on learning,
[00:07:54.510]and I'll see you next time.
[00:07:55.733](upbeat music)

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Tech EDGE Art TEAMS - Exhibitions of Learning

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