Powerpoints PresentationGroup Research Summary – The Part of Survey Based on the context and results received from the pre - surveys, we conducted the post-survey. We would like to share some new findings and comparisons between the pre- and post-surveys. According to the first question in the post-survey, “what level of choice would you choose for your classroom?” Most people chose LIMITED CHOICE and ABUNDANT CHOICE for their classroom. To some extent, limited choice and abundant choice are direct opposites. These results seem to indicate that one third of the art teachers would like to give students abundant elements of choice while one third of the art teachers would like to offer limited elements of choice. Second, “Do you agree or disagree that the following aspects are advantages of a choice-based lesson?” It is obvious that half of survey takers strongly agree with the aspects and advantages of a choice-based lesson. In general, choice-based art education is beneficial to students. Third, after experiencing a real choice-based lesson, we collected some results concerning the main challenges of assessing the choice-based lesson. Most people think that the consumption of time could be a problem, and there is no opportunity for in depth meaningful investigation or artistic exploration. Moreover, it is difficult for art teachers to come up with ideas to construct choice-based lesson plans because of the limited instructions to be given to the students in this type of lesson. Fourth, our research goal is to pursue the most effective methods to assess students for a choice-based lesson, so in the fourth question, we received the result that 100% survey takers chose “interview” and “observations” to be the most effective assessments for a choice-based lesson. It is great to see that most of the teachers believe that they can most effectively assess student’s growth through discussion with the students. The teacher would evaluate the students’ ability to explain and describe the choices they made while in the process of making art and the reason for those choices. On the other hand, observation is also important as well as getting feedback from the students individually. You have to talk frequently with them about the work to make sure they stay on track. Other teachers think that checklist and rubric are good to make sure the lessons are learned and to provide the students with some structure so that they are not constantly questioning what grade they will receive. There are clear differences between the pre and post surveys. Three important differences standout in the survey results. First, according to the advantageous aspects of a choice-based lesson, in the pre-survey, most people agree with the aspect of multiple modes of learning and teaching and the aspect of “enables the combination of different teaching resources and materials”. No one totally disagrees with each of the aspects. One third of the people had no opinion for each of the aspects. This question was not relevant to most of the survey takers because most had not taught the choice-based lesson. It is really difficult to estimate the advantages of choice-based art education. However, in the post-survey, it is obvious that half of the teachers chose “strongly agree” with each of the aspects, but it is clear that one third teachers disagreed with three of the aspects. We are curious to know whether these teachers who disagreed with three aspects chose “limited elements of choice” in the first question. Second, we wanted an answer to the question of what are the main challenges of assessing the choice-based lesson. In the pre-survey this question was problematic for most of the participants to answer, because of the fact that most of the survey takers had not taught or experienced choice-based art education. However, they were able to better state their opinions after experiencing a real choice-based lesson. The main challenges apparently are the extended time consumption needed, and the need to structure meaningful investigation and discovery. Moreover, it is difficult for art teachers to come up with ideas to conduct a class with limited instruction to the students. Third, in the pre-survey, we seek to know how the assessment process would appear in the choice-based lesson, and we received three top answers – students’ engagement, student reflection and students’ status and growth. In the post-survey, most of the teachers chose “interviews” and “observations” as the most effective methods because they care much about students’ reflection, status and growth. These aspects contribute to a student “real” learning experience. Research Summary Video
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