ODE Website Navigation Experience

Questions to consider:

Challenging high-end learners

How will this be useful?
Looking at the section for challenging high-end learners gave me so many great ideas. It was actually really motivating and inspiring. What a phenominal resource! I think the section with measurable terms for thinking order objectives, high-order thinking questions, and questions that require critical thinking to respond will be useful for all students. It will be fun and challenging for me to organize my own resources and take advantage of this. I love the search function as well, I could find level appropriate standards for all variations of studies.

I also found it interesting how the middle school tasks were compared and adapted to high school objectives to help challenge TAG students. The sample grading rubrics and lesson ideas were also really cool and applicable. I am so glad that I had the opportunity to explore the ODE website more.

How can I make use of graphic organizers to illustrate concepts I’ll be teaching?
Graphic organizers will be helpful to me as I plan my own lessons and teaching strategies. I recently read about a graphic organizer used to brainstorm and come up with content, objectives, goals, and art projects for the class as a whole to participate in. The students had a huge amount of buy-in and the projects were relevant to their personal culture.

How appropriate are these theories and resources (for “high end learners”) for all students?
I think the theories and resources are fairly appropriate. It will depend on each unique learner make-up, but overall it seems like a good idea to challenge gifted students at a higher grade level standard, promote independent research, give opportunities for higher level thinking, and critical engagement with the resources.

How will this resource help me identify state standards I must address?
This resource will help me identify state standards I must address by giving me easy access to national and state standards for all of the content areas. This is actually a huge relief because we have spent so much time planning and thinking about assessment, etc. without me ever actually knowing what the standards are. I need to take these down and plan my practicum around them.

What other content should I familiarize myself with now?
I think it will be good for me to familiarize myself with the content standards for other classes as well. I can easily incorporate many other subject areas into art to help enrich my students' school experience. If I am aware of the content standards for other subject areas, I can more appropriately support other subject areas. Examples that come to mind are geometry (shape in drawing), science (light spectrum and paint mixing), literacy (discussion, critique, journaling, research), history and so on.

Yodio - OTEN Yodio by Mariah Hanson

Classroom uses for blogs

Blogs can be used in the classroom in numerous ways. They can support literacy, journaling, give students an opportunity to publish their work directly to the internet, discuss and comment on each others work, and create a sustainable, paperless classroom.

As an art teacher, I think a blog could become an electronic portfolio of student work. This would also give students the chance to explain and reflect on their own work, market themselves as artists, and discuss each others' work.

For French class, blogs provide a great opportunity for students to communicate with each other using written language, post projects, and respond electronically to other students in the class. Also, if we go on any field trips, blogging is a great form of travel journal. That way the student can look back on their own adventures in the future, but also share their stories with future students.

Personal Bio

Hey!
My name is Mariah Hanson, I am in the Willamette MAT program right now; getting endorsed in art and French at the middle and high school levels. This blog is for my Technology in Education class.

I was born in Seattle, Washington and after a couple of years in Japan spent the rest of my youth in Poulsbo, Washington. If you've never been there, you should go. It's cute historic port town with the theme of 'Little Norway.' I played soccer, ran track, and rode horses through high school.

I went to Willamette University for my undergraduate career and got my BA in Psychology with a minor in art studio. I also spent a semester abroad in Paris, France, which was an amazing experience. I met a lot of great people and the immersion really helped my language. I also got to study figure drawing and painting at an art institution and took an art history class where half of our lectures took place in the museums throughout the city. Willamette track and field was another highlight of my college experience. So fun! During my summers I worked at Blue Heron Farm directing the summer camp program, teaching riding lessons, and organizing a volunteer based therapeutic riding program for children with mental and physical disabilities.

After college I backpacked through Europe with my boyfriend for several months. I then got a job in mental health in Seattle. The non-profit that I worked for disseminates Marsha Linehan's Dialectical Behavior Therapy to mental health professionals. I learned a lot and had a great experience there, but realized that mental health is not the profession for me. After some reflection I decided that I would really enjoy being an art teacher. So, I applied to Willamette and here I am!