casey

Casey Bennett's Page

=How do we creating independent learners in our discipline?=

In order to answer this, I first needed to compare a dependent learner with an independent learner.


 * Dependent learners**

rely heavily on the teacher cannot make decisions about their learning do not know their own strengths and weaknesses do not connect classroom learning with the real world think that the teacher is wholly responsible for their learning do not know the best way to learn something do not set learning goals will only work when extrinsic motivators such as grades or rewards are offered do not reflect on how well they are learning and the reasons


 * Independent learners**

are self-reliant can make informed decisions about their learning are aware of their strengths and weaknesses connect classroom learning with the real world take responsibility for their own learning know about different strategies for learning plan their learning and set goals are intrinsically motivated by making progress in learning often reflect on the learning process and their own progress

As part of the Independents group, I set out to find what would help my students be more independent. I teach grades 6-12 at West Greene School district. My first step was to create a survey for my 6th and 7th graders. I asked basic questions such as:

1. Where they find certain supplies in the room... 2. How many times they ask for directions to be repeated.... 3. How prepared they are for class.... 4. When given a project do they do several idea sketches..... 5. Do you research things we learned about in class..... 6. Do you feel you are a good artist....

I didn't have much success with the pre and post survey. I gave the survey at the beginning of the nine week period and then again at the end. I found that the results did not change much with their answers. I wondered if this could be due to only having them for a nine week period. I decided to move this inquiry to my high school Advanced Art students. Here is were I found results. I decided to give my students two projects. One being 100% independent, while the other being part teacher guided. The Independent project was set up as follows: Students were asked to choose a subject and medium they would like to work in. There were no limits except for materials. Students had flu use of the material available in the art room. The students had to fill out an "Independent Project Proposal". Students then submitted this proposal to me and I reviewed it. They then had to do all the foot work....gathering info on materials needed and research the project. I had them watch videos on how to. Once they gathered all the information they were ready to start the project. I got some great results with this project..however had some students not finishing the project with the same motivation it was started in. They became either board or overwhelmed. I found some students had a hard time organizing and working on the project in "workable chunks". Because of this, they had a hard time completing the project.

The second project I gave them was a "Guided" Independent project. With this project, I had them choose an artist they liked and researched that artist's works and style. They then had to create a project that was inspired by that artist. I had great results with this project. Almost all, with a few exceptions, were successful.

When asked, what Independent project they preferred, I got mixed reviews. Some liked the "full" independent project while others preferred the "guided". When asked why, I was told that although they loved being able to make what they wanted, they had a hard time coming up with ideas.

The next time we did the Independent project, I showed them several ideas from Mosaics to collage work. I made available samples of both teacher work and former student work. I also pointed out different materials in the room that could be used. Over all, I feel that students became more independent as artist. They had more confidence and now had the tools to go out and independently create art.