prefer constructing knowledge to receiving information passively - ANSWER Questions 1-3 are based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population. She includes the following art appreciation activity in her eighth-grade unit on paintin...
prefer constructing knowledge to receiving information passively - ANSWER Questions 1-3 are based on
the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population. She includes the
following art appreciation activity in her eighth-grade unit on painting. She shows students slides of
paintings exemplifying each of the following three genres: portraits, landscapes, and still-lifes. Afterward,
students engage in a small group activity in which they are given 20 numbered postcards displaying
reproductions of paintings and are asked to classify the paintings by genre. Ms. Hanson tells them to
make their choices based on observations they made during the slide presentation. She then asks each
group to complete the following two task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each painting according to its
genre. Use the Other category for paintings that appear to represent more than one genre OR that do
not fit any of these categories. For all the paintings, explain why you think the painting belongs in that
category.
Card # Portrait Landscape Still Life Other Explain why your group thinks this painting belongs in this
genre
1
2
Activity: Identify the genre of paintings
, TASK 2:
When you are finished categorizing the reproductions, go back and review all the paintings in each
category. Describe the characteristics those painting have in common.
When two or more of the Other paintings have features in common, make up a name for this genre, and
describe the common characteristics of the paintings in this category. Name and describe all the new
genres you noticed.
Genre Common Characteristics
All Portraits:
All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
taking advantage of the diversity within and beyond the classroom to create a classroom environment
that respects and celebrates differences - ANSWER In the sample sets given to each group, Ms. Hanson
includes reproductions of paintings created in a wide range of time periods and cultural traditions,
including cultures represented by students' own backgrounds. By doing this, Ms. Hanson best
demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a classroom environment
that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design instruction that
maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those that are new to
them
providing Jamie with a related alternative activity that he could work on independently and complete
successfully - ANSWER Jamie is a student in Ms. Hanson's class who has a learning disability that is likely
to make it difficult for him to participate fully in the group classification activity. Ms. Hanson can best
, fulfill her legal and professional responsibilities toward this student by taking which of the following
steps first?
providing Jamie with a related alternative activity that he could work on independently and complete
successfully
arranging for Jamie to complete the activity in the resource room with the support of the special
education teacher
developing roles and responsibilities for the members of each group so as to involve Jamie productively
in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the correct answers
varying the physical setting to achieve different instructional goals - ANSWER During the slide
presentation and the explanation of the activity, students sit in rows of chairs facing the front of the
room. After Ms. Hanson has finished giving the instructions for the activity, each group of students
moves to a round table at the back of the room with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so students can all
see one another. She selects a representative from each small group to report to the rest of the class on
the group's findings. During each representative's report, the other members of the group display or
pass around each postcard for the rest of the class to see. Once each group's findings have been
reported, Ms. Hanson engages the whole class in a discussion of issues and questions that have emerged
from the painting-classification activity.
Throughout this sequence of events, Ms. Hanson demonstrates which of the following aspects of
effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
validating students' ideas - ANSWER During the class discussion, one issue that stimulates a great deal of
interest and enthusiasm among the students is the way in which painting styles vary from time to time
and from place to place. Following is an excerpt from the discussion.
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