Programmes
are planned based on the published documents from the International
Baccalaureate (IB) and Cambridge International Examinations (CIE). e.g. subject
guide, syllabus. I
studied the syllabus in detail in order to create programme plan which is aligned
to the Scope and Sequence, Scheme of Work and Unit Plans to suit our
learners. I choose an appropriate framework (example,
inquiry cycle) as a basic guideline for my lesson plans which allow me to
observe the development process of my learners. I designed my lesson plans based
on my learners’ needs according to their Multiple Intelligence, ages and
levels.
Source: http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.ibo.org/
http://www.businessballs.com/kolblearningstyles.htm
The sources I used in designing this programme plan including:
1)
MYP Art Guide,
Principles to practice
As an International Baccalaureate school, I am using IB as a framework
and CIE syllabus as my content reference in designing this programme plan. My
aims is to instil learners’ conceptual understanding of the macro concept (for
example: revolution) including social, politic and economic aspects in order to
prepare them in real life situation. I am using CIE Art syllabus as my
reference to decide which specific art skills and techniques to be instilled
for my learners to communicate their artistic intention.
I need to make sure learners are able to meet all the MYP Art
objectives (criterion) throughout the learning process. In order to achieve
this, backward planning is essential. I thought about the final outcome and
expectation of the summative task before I design the content of the programme
plan.
And also to provoke their critical thinking skills throughout the
process of creating the final artwork.
Thus, the content, teaching strategies, activities and summative task
should be aligned in a holistic and progressive structure.
The programme plan was designed based on the inquiry cycle: Act,
Knowledge and understanding, Reflection. Learners will start the learning
journey from the “Act”, they will choose an ordinary object and capture from different
viewpoints with their camera and also explore and experiment with principles of
arts and composition in photography. Then they will move on to second stage, ”Reflection”.
They will write down their initial thoughts and ideas on their Developmental
workbook and discuss with their peers and teacher. Eventually, they will start
to develop their initial idea into a final artwork which involves a lot of experiments,
investigation and study of different art movements and artists (Knowledge and
understanding).
Besides, I also studied different learning styles including Anthony
Gregorc’s model, Cattell Horn Carroll, Honey and Mumford’s learning cycle as
references. But I found that David A Kolb style is more relevant to this
programme plan as “Experiential
Learning Theory”.
2)
David A. Kolb styles model
According to Kolb’s model, two related approaches toward grasping experience: Concrete Experience and Abstract
Conceptualization, as well as two related approaches toward transforming
experience: Reflective Observation
and Active Experimentation. I felt that Kolb’s theory is very relevant for
this “perception continuum” session which including thinking, feeling, doing and watching.
In the second learning session, learners as Diverges and
Assimilators will grasp concrete experience from photo shooting
activity and look at an ordinary object from different viewpoints. They will interpret
a new definition to that object which will acquire their reflective observation
skill.
Converges and Accommodators
learners will explore and experiment with different medium during the process
of developing their initial idea into the final artwork which is to develop the
active experimentation in transforming experience. Besides, the process of
software editing will required a lot of practical hands on experience which is
also part of the active learning.
3)
Bloom’ Taxonomy
In first learning session, I used Bloom’s Taxonomy as my guideline. Learners
will develop their thinking skill based on knowledge, comprehension,
application, analysis, synthesis and evaluation through different activities in
the classroom. This is also related to the MYP commands terms which encourage
learners to identify specific keywords in different formative and summative
task.
Using Bloom’s structure as the basic framework of daily lesson will
help me to determine the weakness and strength of my learners at every thinking
stage. It also helps me to plan my classroom activities in a more consistent
and progressive structure.
I also created a backup plan using Kath Murdoch’s inquiry learning to
accommodate differentiated learners. As a facilitator, sometimes I feel that I
am also a risk taker. We need to anticipate different learners’ need and
learning styles in the class, thus a backup plan is always essential. Learners
who are used to follow Kath Murdoch’s inquiry cycle since they were in the PYP
will feel more comfortable to follow this learning style.
Besides, the CIDTT Guide is also a
good overview to prepare myself for this module. It gave me good guidelines of
what is required to complete each section of the assignment.
The highlights of my planned programmes and
learning sessions will be the combination of various approaches to cater
Multiple intelligences learners. For instance, one of the sessions in the
programme plan is poem writing. Learners will write a poem to describe the
photomontage they have created.
Besides, they will read the literature book “The
little Prince” to develop the “perception quality”
(Anthony Gregory’s mind style model theory)
I found this is very
useful for conceptual learning session. This
quality allows learners to visualize,
conceive ideas, to
understand or believe that which we cannot actually see. When we are using our
abstract quality, we are using our intuition, imagination, and looking beyond
“what is” to the more subtle implications. "It
is not always what it seems."
I would like to create
different perspective for my learners to understand meanings are always different
in various contexts. This is essential when they are creating a new definition
for the object in their photomontages. I believe creativity start from “looking
out of the box”.
In this module, I learned that the process of designing programmes and
sessions require time, foresight and teaching experience to create plans which
are comprehensive, flexible and realistic.
At first, I categorized the content into two part which are “concept”
and “skill and techniques” in order to draft the timeline for the programme
plan. Then, I need to consider the duration and timeframe to anticipate
scheduling issues such as holidays, school events which will affect my
programme plan.
I also studied different learning style while designing the programme.
I think it is very important to determine different learners in the classroom,
especially in Visual arts class. Every learner has their potential talent and
artistic style to be discovered, as a facilitator, we should be able to inspire
and encourage the “artist” within them. Theoretically, if there are 25 learners
in the class, we might need 25 different approaches to inspire every learner’s
unique and original ideas or thoughts. I think this is the biggest challenge to
be art facilitator.
The planning process requires time to account all the details that go
into programme and each learning session. I found it useful to use the inquiry
cycle as my basic structure to design the programme plan. And it’s easier to
follow the Bloom’s structure as my guideline to plan the learning session in a
systematic way.
Finally, it was challenging for me to complete this module because some
of the questions were really difficult to answer. Overall, this was a good
experience and I am looking forward to receiving feedback from this module
which could help me to develop my planning in the following module 2.
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