Happy New Year to all of you. I hope you had a restful and rejuvenating winter break. I've enjoyed these first two days back to school, how focused and engaged you are as we approach the end of first semester.
For our first day back, we took some time to compose responses to the following warm-up prompts:
•How are you feeling today as a freshman scholar-artist approaching the end of first semester?
•What are your goals as a scholar-artist at ChiArts? (academically and artistically)
•How is this class motivating you to achieve your goals as a scholar-artist at ChiArts?
•What area(s) would you like/do you need additional practice, support?
I appreciated hearing your responses during our class share with passing the pink flying pig. (Please explain to your parents that the pink flying pig is a small bean bag, tossed gently--not as though we were trying to outdo Mark Buehrle's amazing no-hitter for the White Sox). :)
Then we took a brief look at how the entire freshman class performed on the unit 3 test, after which I presented the roadmap for how we will proceed the next two weeks so that you can have a variety of opportunities to practice skills that will be assessed on the semester final exam.
I do enjoy going for a walk
without having a destination in mind.
However, when I'm driving and have a destination in mind, I like to have a clear sense of direction and the best route to get there. I like to have a map. And I like to provide a map for my students.
After viewing your individual proficiency reports, I asked you to reflect on your performance in a short 1+1+1 exit visa, where you identified 1 reading or activity from this class that inspired and motivated you, 1 skill that you demonstrated proficiency or mastery, and 1 skill that you need to improve with additional support and practice.
Now we begin reflecting on the unit 3 test in order to identify and describe "thinking errors" that led you to make incorrect answer choices and to re-think, revise, and explain WHY correct answers are indeed the best answer choices. You will have opportunities for guided practice addressing the most commonly missed questions before working in peer groups to "think-aloud" your test corrections.
Please refer to the Class Resources page for a clear example of what a test correction should look like (one that identifies the question answered incorrectly, describes the "thinking error," and explains why the correct answer is the best choice.
Remember that learning is a process, and it requires effort. As we do with our annotations, "make the BRILLIANT invisible thoughts visible" to yourself and others. :)
