PL: Glasser's Conflict Resolution & Principal's Tips

I'll get this up soon ... maybe.

From the cheesy teacher calendar

Teacher Tip for 11/17
Through a service learning grand I was able to purchase hardcover storybooks for my students to read aloud during story time at the local library. Three students read on a Saturday morning once a month. The books are then donated to the library with a special book jacket recognizing the student who selected it. This program has been very motivating and rewarding for my reluctant readers.
-Tina Schneider, SE Warren Intermediate School, Locona Iowa: Works4Me on www.nea.org

PL: Management Theories & Conflict Cycle

Coming soon

In the classroom...

Here are some ideas I've gathered from 3rd & 5th grade teachers in an open-concept Seattle Public School:

• class jobs: hw checker, paper collector, computers, etc. Kits have ownership and pride in their responsibilities. Ex: I went to help a girl get laptops set up for the class and she told me, "This is my job Ms. Holck, I don't need your help."
  
• warm-up: do a math problem or some other mind boggler when getting the kids settled in the start of the day or a class. This gets them quiet and focused.
• stories: telling personal stories can build relationships and trust with your students. It can help help make topics relevant.
• independence: let kids do jobs, side projects, or even leave the class when necessary. They'll catch up and figure out what they missed when they get back.
• responsibility: push kids to be responsible of somethings... Ex: the 5th grade teacher set up a soldier care package drive, but the kids do almost all the work. Small groups are responsible for a grade level, they make posters and visit the classes to inform and collect items.
• meetings: are useful at all levels: individual, small group, class, grade, and school (community building!)
• conferences: let students choose work they'd like to share with parents, give them post-it notes to annotate their work with what they're proud of, what they like, and what they need to work on. They enjoy doing this and it gives them time to reflect. Also, let them fill out a form or write a letter to their parents/adults that you can share at the conference. Lastly, let them come to the conference if the parents want them to.
• website: Have information for the parents, students, staff, and self. Include links that are useful, put up what students are working on, post pictures/videos. This can be a blog.
• use the community: Ask and you will receive. Go on walking field trips. Get tutors from a local university, work with non-profits, invite travelers/soldiers/professionals.
• TIME for kids: worksheet for metacognition: 1. Write three ?'s you have before reading the article. 2. What's the main idea? (make relevant to lesson) 3. Write and answer three ?s after reading.
  
• attendance: make/let kids make a magnetic self. In the morning, they can put the magnets in a back, then use the bag to randomly call on the kids that are there.
• book ideas: newspaper pages about a topic (give them a page with a layout that they fill in, complete with space for images, headlines, cutlines, article, etc.)
• rules: write broad ideas as a class, then below each idea, have kids in groups/as individuals define what the rules mean. Then can stack the rules with meanings below them.

Advice from the Principal

• A good teacher will build strong, real relationships with her students. Have a global view with the ability to look farther than the classroom and notice when the lesson is not relevant or working. Will be flexible and adaptable to the kids, not expecting them to adapt to you. This also means that she won't focus too much on curriculum. Will have a team approach. This is for everyone: the teacher won't get lonely, will get ideas from other stuff, will have/give support.
• "Don't be too afraid the ballet will fail." ex: when watching a ballet, you should leave thinking "I can do that." They make it look so easy. You shouldn't watch the ballet thinking, "I hope they won't hurt themselves." Same for when you 'watch' your class.
• Know your strengths and your liabilities. See many different schools and reflect on yourself to know what you want. Be as broad as possible in your job.
  

PL: Inner Discipline (Charles, Ch. 10)

Inner Discipline: the ability to behave creatively, constructively, cooperatively, and responsibly.

This theory is developed by Barbara Coloroso.

Two tenets for teachers:

1. All students are worth all I am capable of contributing to them.
2. The "Golden Rule":I will not treat a students in a way I myself would not want to be treated

A Step-by-step plan to implement Inner Discipline:

1. Develop rules to guide the class.
   • Involve students in composing rules.
   • Restrict rules to what you can see or hear students do.
   • Be specific.
   • Have meaningful, relevant consequences.
   • Rules and consequences should be RSVP: reasonable, simple, valuable, practical.
   • involve students in composing rules.
   
2. Hold class discussions on the rules, their implications and their consequences.
   • Be sure students understand rule, reasons, and consequences.
   • Be sure students are capable to success.
   • Be sure students believe choice and responsible behavior are available.
   • Consequences are related to rule broken.
   
3. If a rule is broken, concentrate immediately on the behavior and consequences.
   • Bend rules for the situation, not the student.
   • Help kids see what they did wrong.
   • Make sure they understand the difference between the reality and the problem.
   • Give students ownership of the problems they have created.
   • Help them find ways to solve the problem.
   • Keep everyone's dignity intact.
   • Differentiate between punishment and discipline..
   • Three categories of misbehavior. 1. Mistakes-simple errors. 2. Mischief-intentional. 3. Mayhem-willfully serious misbehavior
4. Help students understand that it is OK, even beneficial, to make mistakes, and that no problem is so great that it can't be solved.
   • Let students assume ownership of problem.
   • Three R's to guide students towards responsibility: restitution (repair), resolution (identify issue), reconciliation (healing).
   • As a teacher, don't give in (kids respond with fear, fighting, or fleeing)
5. Help students understand that when they have a problem, they need a plan, not an excuse.
   • teacher's role is to encourage students to solve problems in constructive ways while experiencing real world consequences of their choices.
   • Help kids manage their own discipline.
   • Problem solving: identify problem, list possible solutions, evaluate options, select best option, make a plan and carry it out, re-evaluate in retrospect
   
   
6. Discipline problems are likely to result when rules are unclear and enforcement is inconsistent.
   • Ex: most schools have different rules and staff in different places, which isn't as effective.
   

Watch out, "The Three Cons"
When consequences are expected, kids try to get out of them.

1. beg, bribe, weep, wail: If teacher gives in, implies lack of trust in student
   
2. anger, aggression: Don't be passive, harness the emotions and remind that "we agreed to these consequences"
3. sulking, "you can't make me": calmly invoke the consequence in a matter-of-fact way
   

Teachers:

• treat students with respect
• *Golden Rule
• Allow students to make own decisions unless it will lead to situations that are physically dangerous, morally threatening, or unhealthy
• Ask yourself: What is my goal in teaching? What is my teaching philosophy?
• teach HOW to think, not WHAT to think

Schools:

• Shouldn't be adult-dominated or students controlled
• Three types: Brickwall (power & coercion), Jellyfish (unstructured & inconsistent), Backbone (support & structure)
  

The big ideas:

• Punishment = BAD = psychologically damaging
• Discipline = GOOD = ownership of problems
• understanding relationship of decisions and consequences = control of one's life = inner discipline
• ownership
  

CD: Constructivism cont., Egan, & Montessori

soon...

Tech & Service Learning

Some Technology Considerations
Helpful Websites:

• teachertube.com: like youtube but safe and appropriate
  
• archive.org: links to all sorts of material that isn't copy written
  
• magnatune.com: free and cheap music
  
• flowgram.com: online software that will record your actions using active websites, can also have a voice over and highlight text.
• www.nasponline.org: National Association of School Psychologist www.nasponline.org/resources/completetopiclist.aspx (topics)
  

Connecting with kids
There are many good ways to use technology to connect with kids at many different levels. It's important to understand their technological interests, abilities, and future to be able to connect in a way that is meaningful and relevant. However, it's important not to overdo the use of technology as it could cause a disconnect to other people or the content.

Tips for website use

• authority: who created it?
• accuracy: is info factual, detailed, exact, comprehensive?
• objectivity: is the approach fair, moderate, and consistent
• support: can info be corroborated?
• currency: is the info up to date?

SERVICE LEARNING
defined: a blend of service and learning so both occur and enrich each other
(vs. community service: work done in the community to meet unmet needs)

• include reflection, guided curricular connections, goals, student voice and ownership, leaders, collaboration
• kids work with the real world to be a part of something bigger than themselves (vs. being taught isolated material)
• uses hands +heads +hearts
  

"To Hell with Good Intentions"
-Ivan Illich
Illich believes that the American middle class needs to stop imposing themselves on Mexicans (in Mexico). Key concepts that our class discussed include: short term experiences can be for oneself vs. really helping and that it is important to know the cultural relevance as an effective act (something viewed as "good" in Western world) may not translate well in other places. Lastly, help can be useful and is needed, but needs to be done within the context of the culture in a way that is sustainable.

"The Universal Declaration of Human Rights"
here's the link

Special Needs: Getting to know the law

Amongst all the students...

• Most are typical: protected by basic laws, have LAP or chapter help, could be ELL
• Some fit into section 504: They have an impactful condition that effects their learning, but don't qualify for special education
• Few qualify for special education: Protected by many laws, can get funding, have an IEP (Individualized Education Plan- meaning their ~2 years behind, can have this until they're 21)

Section 504 Accommodation (no funding)

1. Student needs Student study team
2. 504 team evaluation
3. determine eligibility: if not eligible, go back to teacher and make suggestions
4. accommodation plan / placement
5. periodic re-evaluation

IDEIA Process (gets funding)

1. Student needs Student study team
2. Focus of concern (could make decision not to assess = got to 504 team evaluation)
3. Special Education team evaluation
4. Determine eligibility: if not IDEIA, to to 504 Team evaluation
5. if eligible, get IEP / Placement
6. have annual review
7. have 3 year re-evaluation

"Discarding the Deficit Model"
-Beth Harry and Janette Klinger

• This belief system is problematic: The Education for All Handicapped Children Act (1975) and Individual with Disability Education Improvement Act (2004) ensure that schools can turn kids away, but now the law relies on identifying a disability that exists within a child:
  
• "Proof of Intrinsic Deficit": is ambiguous & subjective, historically devalues minorities
• So, kids need this label to get funding and services, to get this, they have to go through the process (see above)

"No More "Waiting to Fail"
-Rachel Brown-Chidsey

• We again see that the laws lead to more students identified with learning disabilities (LD) and more minority students
• Response to Intervention (RTI): an alternative approach, can id LD's by evidence of failure vs. IQ:age level
• 3 levels of prevention: 1. stop outcome from happening at all, 2. address the problem at first sight of symptoms, 3. actions after problem surfaces
• 3 tiers of RTI: 1. universal instruction ans assessment of all, 2. selected instructional activities ans assessments for students who are not at expected level, 3. determine whether a student has a disability that requires SE (so, all students have an equal opportunity for services)

"Confronting Ableism"
-Thomas Hehir

• ableism: society's pervasive negative attitude about disability (often making the world unwelcoming and inaccessible for people with disabilities, ex: "overcoming a disability")
• purpose of SE: minimizing the impact of disability and maximizing the opportunities or students with disabilities to participate in schooling and the community
• involving students: we can gain important insights about the way they learn best, encourage them to take responsibility for their won education, and teach them to advocate for themselves as they move into higher education and employment
  

PL: Parent/Caregiver Communication

Some tips from our cohort parents:

• Critique gently (their kids are perfect)
• Word choice: Don't use "is,"
  
• Comment on observable behaviors = don't label or define. (ex: your child is too energetic vs. I have seen your child have a lot of energy after lunch)
• Show/explain WHY
• model good relationships / communication with students
• all parent concerns need to be considered (even for the gifted kiddos)
• The "compliment sandwich": start and end with a positive aspect about child
• pay attention to the physical setting of the room / conference
• find out HOW the parents prefer to communicate
• be sensitive to how you communicate if it's a tough topic
• make a positive contact first (so ta negative would can be easier for everyone)
• send newsletters, postcards, have a "office hours at the coffee shop" day (I'll be at Starbucks, stop by if you'd like).

OSPI's Effective School-to-Home Communications tips

1. Establish a relationship between home/school asap
2. Make expectations clear from the beginning
3. Communicate regularly and consistently (be proactive)
4. Personalize information about standardized tests
5. Focus on student learning.
   

PL: Management Tips, Culturally Responsive CM

Prof. B. Walker's Handy Management Tips

1. Minimize crowding and distraction: furniture and seating arrangements, etc.
   
2. Maximize Structure and Predictability: have teacher and student routines (most classrooms waste 90 min. a day on this stuff)
3. State, teach, review and reinforce positively stated expectations: Consider, what are your values? This defines your philosophy. What expectations define this? Be specific.
   
4. Provide more acknowledgements for appropriate than inappropriate behavior: If a child can't be successful in an environment, then he/she won't try.
5. Maximize varied opportunities to respond to instruction
6. Maximize Active Engagement
7. Actively and continuously supervise
8. Respond to inappropriate Behavior quickly, positively, and directly: In most cases, forget Skinner: pay attention, and allow feedback. What you focus on expands, what you look for, you'll get more of.
   
9. Establish multiple strategies for acknowledging appropriate behavior
10. Provide specific feedback for errors and correct

Foundations for a successful year:

• Build preventative discipline: see 1, 2, 3, 8
• Create a climate for learning: see 4, 5, 6, 7
• Connect with students - build positive relationships: see 9
• Connect students with learning- help them experience themselves as successful learners: see 10
  

"Toward a conception of culturally responsive classroom management" (CRCM)
-Weinstein, C.S., Tomlinson-Clarke, S., & Curran, M.
A frame of mind including 5 essential components:

1. Recognition of one's own ethnocentrism
   
2. knowledge of student's cultural backgrounds
3. awareness of the broader social, economic, and political context
4. ability and willingness to use culturally appropriate management strategies
5. commitment to building caring classroom communities

Helpful topics of questions to ask: Family background and structure, education, interpersonal relationship styles, discipline, time and space, religion, health and hygiene, history, traditions and holidays.

PL: Intro to Management

"The Perils and Promises of Management" -by Carol Dweck

• Two common misconceptions are that praising students' intelligence builds their confidence and motivation to learn and that students inherent intelligence is the major cause of their achievement in school
• Students are often over concerned with how smart they are verses the desire to learn.
• Fixed mind-set: students care about how they'll be judged, effort can make them feel dumb
• Growth mind-set: students care about learning, students correct deficiency, creates motivation and resilience, leads to higher achievement
  
• praising students' intelligence gives them a short burst of pride followed by a long string of negative consequences = watch out for using "to be" ex: "you are smart" vs. "I can tell you worked hard on that"
• We all need to experience mastery AND risk

Beliefs about Discipline Inventory
Rules - Consequences

• Skinner, Canter & Canter, Jones
• Behaviorist, experimental
  
• develop according to conditions of environment (external)
• teacher is controller, planner, organizer
• interventionist

Confronting-Contracting

• Bruner, Glasser, Dreikurs
• developmental, social, gestalt
• develop interrelationships of child with whole environment (internal/external)
• teacher interacts, is kind but firm, has expectations and boundaries
• interactionalist

Relationship - Listening

• Rogers, Gordon, Harris
• psychoanalytic, humanistic
  
• develop through facilitating expression of inner feelings
• teacher supports students, sympathizes with them
• non-interventionist

Student groups (By Positive Behavioral Intervention and Support)

• 80-90% will be adaptable
• 5-10% will be at risk
• 1-5% will may clash in the environment

Research shows that students misbehave because they dont' know appropriate skills or have problems with the content in the lesson, so WHY PUNISH THEM?

Three types of Management:

1. Preventive: measures taken to preempt misbehavior by keeping students engaged
2. Supportive: measures takent to assist students with self-control by helping them get back to task (in the moment)
3. Corrective: measures taken when students are not following classroom or school rules
   

Psych of Learning: Mid-Term study

1. Develop a list of six questions in a subject area of your choice. The questions should correspond with each of the six levels of Bloom’s Taxonomy.

1. Knowledge: Match the three techniques that Matisse used in his collages to the correct definitions. Techniques and definitions will be given.
2. Comprehension: Describe the three techniques of color, form, and shape.
3. Application: Use the techniques of color, shape, and form to make a collage with paper.
4. Analysis: Compare and contrast the use of color, shape, and form in two collages by Matisse.
5. Synthesis: Using the techniques of color, shape and form, create a three dimensional piece of art using the provided materials (clay, beads, wood scraps, paint, paper, etc.)
6. Evaluation: Pick a collage by any artist that you are particularly fond of. Using the terms color, shape, and form, justify why the piece of art is successful.

2. Compare and contrast constructivism and direct instruction. Cite two strengths and two limitations of each instructional approach. Describe why it is important for an educator to be able to use both effectively.

Constructivism uses children's prior knowledge to work as a group to gain a deeper understanding of a concept. For this reason, it can be particularly successful when used to teach social studies, art, or science.

Two strengths: This style of teaching gives children ownership of their learning, giving them a voice, and hopefully confidence. Since children work together in this style, it is a great opportunity to build community and strengthen student relationships.

Two limitations: Constructivist lessons can be very time consuming. Since it is students have more control, it can be very difficult for teachers to manage.

Direct Instruction is a way for a teacher to have control of the learning process which therefore will help move the class all in one common direction at a similar pace.

Two strengths: This is an efficient and straightforward way to teach: children are aware of the learning process and expectations. Although this format is teacher lead, there are many opportunities for children to use different styles of learning and do hands on activities.

Two limitations: Since this technique is teacher-led, it can be difficult to adjust the lesson to children at different learning levels. This technique does not easily include team building or social skills.

The two teaching techniques are similar in that they have clear learning targets and goals. The means to the end is what differs them the most. Since kids learn in different ways both techniques are necessary to be sure to reach as many kids as possible. Using a variety of techniques when teaching will help mix up the schedule to keep kids engaged. Last, different subject matter can be best learned using different techniques of learning.

3. As a committed teacher, you are committed to teaching in ways that address diverse learning styles. List your own Myers Briggs Type Inventory combination of sensate/intuitive and judicial perceiving dimensions. Then describe three strategies you could use to teach to a different type and explain why this would be appropriate for that type.

I am a NJ.

Three strategies I will use in the classroom to reach the SP’s are:

1. Allow chaos. SP’s can tend to get bored and even frustrated with quiet time, lecture, and individual practice. For this reason, I need to be sure to fluctuate the level of activity in my classroom to be sure that SPs will get a chance to move around and interact with peers.
2. Make lessons relevant to the real world. If a child does not know why they need to learn something, they may decide it is not necessary to pay attention. I need to be sure to explain why what I am teaching is important and when and how the concept can be used in life outside the classroom.
3. Give options. Although this strategy is important for all types of people, it is especially important for SPs. Every child needs the opportunity to succeed, if I give my students options, especially for big projects or tests, they will be able to choose the best option for them. For example, SPs may not be able to show their knowledge as well on a multiple choice test as in a presentation.
4. Other: Be flexible, Big groups, give responsibility.

4. Describe how you would integrate four of the six basic principles for enhancing long-term memory while teaching a lesson on the topic of your choice.

F amiliarity
O rganization
A ctive rehearsal
M eaningfulness
E ffort
E motion

To teach three art techniques Matisse used I could use:

Effort:

• I could have students use mnemonic devices (Color, Shape, Form = collage seems fun)
• Use imagery and visual representation of Matisse’s art
• Teach each technique separately (chunk)
• Give them time to discuss how they will remember the terms
• Do a fun perhaps musical activity in the middle of the lesson.

Meaningfulness:

• Students can provide example of color, shape, and form in the classroom, on their clothes, in the school or at home.
• Relate shapes to math lessons, color to previous art lessons
• Have students work in small groups to discuss their ideas of the use of the terms.
• Act out organic/geometric shapes.
• Act out form (stand near each other or don’t)
• Recreate examples of artwork and change one of the three terms. Ex: Make all the blue squares in a collage look red, then discuss the differences.

Active Rehearsal:

• This lesson already uses a lot of group activities, some could include:
• Summarizing the three techniques
• Explaining the use of the three techniques in a sample artwork
• Repeat the three terms, could also use body motions or tonality differently with each term, this could also be done as a song or in a repetitive pattern (rote memory).

5. Discuss two ways in which you might incorporate the use of think-alouds in a particular lesson. Explain how you could use those think alouds to enhance students’ learning, reflection, and/or metacognition.

When analyzing a collage by Matisse and using the three techniques of color, shape, and form, it would be very useful to first model how to do this. Especially if children are not familiar with talking about art, it can seem uncomfortable or difficult. By first doing a think aloud to explain why I think the way I do about a piece of art, children can then see to begin discussing a piece of art. Since there are not clear right or wrong answers when analyzing art, it is a great opportunity to show that kids can have opinions and different explanations about a piece of art.

A think aloud is a great opportunity to show kids how to make a collage. Without first modeling this, kids could just randomly glue pieces of paper together. But, if they first see someone explain why choosing red verses blue or a triangle verses a square, then the child could gain understanding of the thought that goes into creating art. Creating art should include some form of reflection and metacognition in the creative process to make the product have meaning to the artist. This ability to think about what you create will help make the art more profound and the student have greater ownership of his or her product.

6. Discuss the eight types of intelligence that have been identified in Howard Gardner’s multiple intelligence model. Describe a lesson that incorporates at lease three types of intelligence.

SNILLIMB

1. Spatial: likes visual representation, art, imagination, metaphors, mind-mapping
2. Natural: likes field trips, experiences, camping, collecting data, reflecting on those
3. Interpersonal: cooperative learning, peer tutoring, community involvement, social gatherings
4. Linguistic: lectures, discussions, word games, story telling, journal writing.
5. Logical-Mathematical: brain teasers, problem solving, science experiments, mental calculations, number games, critical thinking
6. Intrapersonal: individualized instruction, independent study, options, self-esteem building
7. Musical: rhythm, tonality, song.
8. Bodily-Kinesthetic: hands-on, drama, dance, sports, tactile activities, relaxation

In an art lesson about using the techniques of color, shape, and form, students will be requested to use almost all of Gardner’s intelligences. Students will discuss the use of the terms to peers as well as in a writing activity (linguistic &interpersonal). Students will make a collage of their based on a past experience (intrapersonal & bodily-kinesthetic). Since it is an art lesson, there will be many uses of the special intelligence: looking at sample art, imagining (and making) an art piece of their own, etc.

7. Select four of the principles from “Synthesis of Research on Good Teaching” and analyze their relationship to the instruction you observed in your field experiences. Include specific examples.

Effective teachers:

1. Are clear about their instructional goals.
2. Are knowledgeable about their content and the strategies for teaching it.
3. Communicate to their students what is expected of then – and why
4. Make expert use of existing instructional materials in order to devote more time to practices that enrich and clarify the content
5. Are knowledgeable about their students, adapting instruction to their needs and anticipating misconceptions in their existing knowledge
6. Teach students metacognitive strategies and give them opportunities to master them
7. Address higher-level as well as lower-level cognitive objectives
8. Monitor students’ understanding by offering regular appropriate feedback
9. Integrate their instruction with that in other subject areas
10. Accept responsibility for student outcomes
11. Are thoughtful and reflective about their practice.

2. The second grade teacher that I observed was doing a unit about frogs and toads. He had taught this unit in the past and was collaborating with the other second grade teachers for resources. He used many different resources and strategies for teaching his subject matter including watching videos, creating graphic organizers, guiding the students to work individually, in small groups, and as a whole. He also used GLAD techniques to help reach the high level learners, a student of his who a learning difference, and for his ELL students.

7. The second grade teacher also had many different cognitive objectives during his frog and toad unit. For example, he first had the students copy diagrams, then had them discuss the diagrams, and later had them put together a report to synthesize all the aspects of the unit.

9. While teaching a math lesson about reading charts, the fifth grade teacher I worked with related the charts to what the students were learning about the electoral collage. By relating the math lesson with the social studies lesson, the students were more interested in the material, and also could discuss the electoral college on a deeper level in the social studies lesson later that afternoon.

11. The fifth grade teacher I worked with would often meet with the other fifth grade teachers to discuss how things are going. One clear example of her reflection was about a particular student with a behavioral disorder. The teacher had tried many techniques and was very frustrated and did not know what to do next. The teachers discussed possible actions for helping the situation. This also brings up one more principle that I find critical: and effective teacher will collaborate with other teachers, staff and community members to build a support network.

8. Describe how you would structure a cooperative learning experience for your students in way that incorporates the five essential elements identified by Johnson and Johnson.

After learning about the three techniques of color, shape, and form by applying them to artwork by Matisse, students will work in cooperative groups to create a collage using the techniques. Their academic target will be to create a collage using the techniques. The social target will be for all group members to equally participate.

Positive Interdependence: Students will only get one piece of large paper for the base of the collage. The students will sit together when creating the artwork. The students will have jobs (gluer/cutter/organizer). They will all get the same grade.

Face-to-face promotive interaction: Students will have to decide on one concept/image to create before beginning the collage. There will be one student who had to role to make sure each student gets to have a chance to share their opinions. Before beginning the artwork, the students will have to present their “action plan” to the teacher as a teach what the art will be and how they decided what to do.

Individual Accountability: Each student will write an analysis of their group’s artwork. They will discuss how the tree techniques were used and if they feel the artwork successfully portrayed their action plan.

Interpersonal and small group skills: Artwork is often very introspective. For this reason, it will be a challenge for many of the students to create a piece of art with a group. Before beginning the assignment, the class will discuss as a whole what roles are needed for success and what is needed to successfully cooperate with each other. This will be a teacher led discussion; but it will be formed on the students’ ideas.

Group Processing: After completing the project, students will discuss how well they worked together. They will have a single form for each group where one group member will write all the responses. All group members will sign the form. After the group discussions, the whole class will revisit the earlier discussion about successful cooperation to see if they were successful.