Item 10: I help students develop deep knowledge.

Our objective is not merely to have our students regurgitate information, but to foster a profound comprehension of the subject matter. It is essential that they internalize what we teach them so that they can apply it meaningfully in their daily lives. To achieve this, they must understand the purpose behind their education, as well as how to connect and apply their learning in different settings. Essentially, learning must have significance.

According to McRel Research, there are Six Essential C's for Learning:

Curiosity - Encouraging students' innate inquisitiveness.

Connection - Establishing links between their previous knowledge and current learning.

Coherence - Clearly explaining connections, patterns, and the overall significance of the material.

Concentration - Allowing time for students to contemplate their learning.

Coaching - Offering guidance and feedback to students while practicing their skills.

Context - Providing opportunities for students to apply their learning in real-world situations.

Below is an example of how the six essential C’s are applied in my lesson plan/classroom.

Mr. C’s | Six Essential C’s for Learning

I deconstructed my lesson plan to reveal my use of the six essential C's, which ensure that my content serves a purpose. These essential C's include curiosity, connection, coherence, concentration, coaching, and context. In this section of my essay, I will explain how these essential C's are present in my classroom.

Curiosity is encouraged by prompting students to explore and experiment with different ideas. I ask open-ended questions and provide thumbnail sketches and research components that elaborate on curiosity. Additionally, the DO-NOW activity assists in expanding their curiosity of the whimsical and the unknown in connection to our unit on surrealism, fantasy and the what if’s. We are already discussing a very strange topic so I am sure students are hooked with curiosity since the start of my unit.

Students establish connections by combining various ideas to create a novel concept. As a teacher, I am currently in my fourth unit of the year, and my students are able to build upon the skills they have previously acquired in my class. These skills include the ability to plan, articulate ideas, and execute them effectively. To provide my students with a sense of reassurance, I refer to the revision of the 8 studio habits of mind, which outlines the creative process cycle. In addition, we are already connecting surrealism and metamorphosis, students are prompted to strengthen the connection between real and surreal. Moreover, I emphasize to my students the importance of soft skills and how they directly transfer to the real world.

Coherence is achieved by guiding students in understanding how different elements of art work together to create a cohesive piece of artwork. We also explore how different art forms and techniques connect to one another, and how the collection of four prints aesthetically connect to their overall theme.

Concentration is supported by creating an environment that enables students to focus on their art-making during studio time. We have developed the ability to concentrate, and built-in brain breaks allow students to socialize while ensuring they engage with the content again. There are also built in gallery walks as needed in my class allowing for students to concentrate and engage in a different manner.

Coaching involves providing individualized feedback and guidance to help students improve their art skills during studio time. I offer constructive criticism, encouragement, and support to help students develop their art skills and achieve their goals. In addition, I provide time for gallery walks and reflection prompts in their journals as well as other blended learning tools that involve the use of technology (discussion posts, kahoot’s etc).

Context involves helping students understand the cultural, historical, and social context of the art they are learning about in connection to what they create. We explore different art movements, artists, and cultural traditions and consider the broader cultural and historical significance of their work. My presentation slides include a variety of artists and techniques to ensure students have a well-rounded understanding of context. In addition, we walk about the relevance of the material learned and the direct transfer it has on the real world.

References

Alison, G. (2017). The work of art : Value in creative careers. Stanford University Press.

Hale, L., & Adhia, D. B. (2022). The continuous feedback model: Enabling student contribution to curriculum evaluation and development. Focus on health professional education (2204-7662), 23(1), 17–36. https://doi.org/10.11157/fohpe.v23i1.501

Thorne, K. (2003). Blended Learning : How to integrate online & traditional learning. Kogan Page.