Self-Assessment and theLearning Contract

Self-Assessment and Learning Contracts

The following is a Lesson Plan utilizing a student Self-Assessment, which then led to creating a Learning Contract. This was used with my Advanced Pottery students.

DIFFERENTIATION STRATEGY (Lesson)

Camille Johnson, Pottery, 9-12

ACTIVITY: Self-assessment and Learning Contract creation

Big Idea or Narrative Description (purpose and focus of lesson):

At this point in the semester, I feel it is important for you to be able to share what you know so that we, as teacher and student, can move you forward as an intermediate/advanced pottery student. The following self-assessment will allow you and your teacher to create an educational plan in the pottery room to help you be more successful and motivated.

Learning contracts are based on the premise that you, as a student, are responsible for what you learn. I can't make you learn and no teacher has that ability. My job is to provide opportunities for you to learn. I will give you feedback. I will encourage you. But only you have the right to learn or not learn. Everyone has that right.

The use of a learning contract in the pottery room will assist you in setting goals and following through with the steps it takes in order for you to accomplish those goals. You will begin by assessing what you know. By answering questions based on the basic standards of learning as an Intermediate/Advanced student.

Instructional Grouping: Whole Group

Explain: The entire Intermediate/Advanced class will begin the year by taking the Self-assessment. A new learning contract will be created each quarter.

Content, Process and Product differentiation will take place based on the individuality of the student creating the Learning Contract following the Self-assessment.

The student learner elements involved:

Readiness: The self-assessment will allow the teacher to gauge the readiness of the student and increase the validity of the discussion between student and teacher.

Interest: Students will be allowed to create a Learning Contract based on their individual interests and goals.

Learning Profile: Students will assess their learning style so that the teacher can assist in making learning successful based on individual needs.

As a result of this lesson, what you hope your students will:

Know (basic facts and information related to your lesson):

Students will assess their own knowledge and learning style.

Understand (principles, generalizations, and ideas related to your lesson):

Students will understand the standards that should be met as an intermediate/advanced pottery student.

Be able to do (something specific your students will do or create):

Students will create a Learning Contract based on their individual needs.

Pre-assessment: Will you pre-assess entering knowledge/skills? If so, how? If not, why?

The beginning of this lesson is a pre-assessment of student knowledge and understanding.

Differentiation strategy: Brief description of the strategy and explain how you will use it.

The lesson in its entirety is based on differentiation for each student. The self-assessment will be used to create an individualized Learning Contract.

Teacher Resources (Include resources you will use in the classroom, as well as resources used in researching this strategy and provide a reference to the original author of the work you adapted, if applicable):

Student Resources (Include resources your students will use):

http://www.learning-styles-online.com/overview/

Name: Period: Date:

Pottery Self-Assessment and Learning Contract

At this point in the semester, I feel it is important for you to be able to share what you know so that we, as teacher and student, can move you forward as an intermediate/advanced pottery student. The following self-assessment will allow you and your teacher to create an educational plan in the pottery room to help you be more successful and motivated.

Please write true or false following the statements and include a short explanation if false.

I feel comfortable centering on the wheel.

I feel comfortable with the tools used while throwing on the wheel.

I feel I have a basic understanding of the history of pottery.

I feel I have a basic understanding of the impact pottery has on culture.

I feel that I could carry on a conversation about how pottery relates to other subjects.

I feel that I could analyze the use of the elements and principles in my work, and how they contribute to the interpretation of my artwork.

I feel as if I could identify the role of the arts in today’s society, including career and avocation opportunities.

I feel I could write an artist’s statement that describes my work (background information, artists and movements that were influential on the work, significance of the work).

I feel I could critique my own work with the intent of revision and or refinement.

I feel as if I am proficient with the following:

Cylinder (6” minimum)
Small bowls (4” minimum diameter)
Medium bowls (6” minimum diameter)
Large bowls (8” minimum diameter)
Collared Vase
Concave lids
Convex lids
Plates
Enclosed forms (Eggs, etc.)
Multiple opening forms (Donuts, juicers, etc.)
Trimming a foot (including re-centering the clay to trim)

After reading the short description of Learning styles, please write a short description of what you feel your strengths and weaknesses are as an Intermediate/Advanced Pottery student and how you learn. Please feel free to include any suggestions that would assist in making you more successful. If you are unfamiliar with which style you may be, see your teacher or take the online inventory. http://www.learning-styles-online.com/inventory/

The Seven Learning Styles

Visual (spatial): You prefer using pictures, images, and spatial understanding.
Aural (auditory-musical): You prefer using sound and music.
Verbal (linguistic): You prefer using words, both in speech and writing.
Physical (kinesthetic): You prefer using your body, hands and sense of touch.
Logical (mathematical): You prefer using logic, reasoning and systems.
Social (interpersonal): You prefer to learn in groups or with other people.
Solitary (intrapersonal): You prefer to work alone and use self-study.

Intermediate/Advanced Pottery Learning Contract

Student Name: Teacher Name: Date:

Time Period of Contract:
Purpose of Contract:
I am planning to: (write a description of your goals below)

The reason I have decided to work on this is:
The main focus of my work will be:
Through my work I hope to discover:

I intend to obtain information and ideas from: (Check at least 5)

books
magazines or journals
videos
encyclopedias
interviews with resource people
reproductions of art works
museums or galleries
newspapers
experimentation or exploration
photographs
community organizations
Pinterest
other sources such as the environment, imagination or personal experience (List below)
my own research (Explain below)

The learning skills I will be using in order to complete this work are:
I will make these arrangements to share my work:
• who I will share it with
• when I will share it
• how I will share it
My work will be completed by
My work will be evaluated by
The important things that the evaluator(s) will be looking for are:
I will evaluate this work and my own learning by:

Student:
Signature Teacher Signature:
Date:

How to use a Learning Contract:
Teacher Assessment Before Beginning the Contract:
- Find out what the student knows about the topic - so you can teach them new topics. A KWL chart may be beneficial here.
- Often time’s teachers will pre-test their students about the basic knowledge in the course. This will also indicate what students know and need to know. It will give teachers a better understanding of what to instruct.

Student Assessment Before Beginning the Contract:
- The KWL chart is a good way for students to assess what they already know and what they want to know.
- Pre-tests will bring to the attention of the student what they need to learn.

Teacher Assessment During the Contract:
- Have necessary checklists/anecdotal records on student behaviour and work habits during the unit.
- Continually conferencing with each student will ensure student success. By conferencing with students, the teacher will come to know what needs to be worked on or re-taught to students. They will also realize if they are moving to slow during the unit.
- Continue checking homework and assignments. Give students several dates where small parts of their major project is due. This way, you will know students are continually working on their project (and not leaving it until the day before it is due), and will also allow the teacher to see where students are struggling. Also, if the student does not do well on one of the sections, their mark will not drastically decrease as a result.
- Ensure that a part of their mark is dedicated to their behaviour in class as well as their work habits. This is a good way to help students stay on track.

Student Assessment During the Contract:

- Consistently having students fill out a self-evaluation will help students stay on task and know what they need to improve or work on in the future.

Teacher Assessment After the Contract Completion:

- Give an overall grade/mark for the completion of the contract.
- Give an overall grade/mark for the completion of the major project.
- Give feedback to student about their overall work habits and behavior throughout the contract.

Student Assessment After the Contraction Completion:

- Self-Evaluation sheets should be filled out by each student as a part of their mark. This will solidify their involvement in their mark.
- You can also have students evaluate their own work, or peer work with easy to use rubrics.

Misconceptions about Learning Contracts
1. Learners are not always in the best position to judge what they need to learn.
The teacher needs to be in tune with students and their needs. The teacher needs to help the student develop their learning contract, and show them how to create their Learning Contract.

2. Learners simply don't know what they don't know.
Students need the teacher to pry into their prior knowledge and help determine what the student does or doesn't know. KWL`s would come in handy here.

3. Learners/Teachers may resist a new method of assessment.
In order to incorporate a learning contract into your classroom, you need to be open to it. You need to instruct your class that this is a new method, and attempt to conquer the fears of everyone in the group. Although this may be new to everyone, you are in it together, and student in put is crucial when developing a new learning project.

Assessing Learning Contract:

Rubrics - the big project.
Checklist - self assessment.
Checklist - peer assessment.

Useful Resources:

http://books.google.ca/books?id=LuRoW0Bu-cgC&pg=PA13&lpg=PA13&dq=misconceptions+learning+contracts&source=bl&ots=juk4-gwdr0&sig=ahF5LrwDmMkHRQIN7UOD3EXifCk&hl=en&ei=c7m7S879Csrdngfn8MTSCA&sa=X&oi=book_result&ct=result&resnum=2&ved=0CA4Q6AEwAQ#

http://www.iml.uts.edu.au/assessment/types/contracts/index.html

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts

Differentiated Instruction in the Pottery Classroom

Self-Assessment and Learning Contracts

The Seven Learning Styles