My Learning Stations

In Arts & Movement we created centers that focused on integrating the following:

Art


Music


Movement

Enjoy!
Stephanie

Teaching grants can fund professional development, classroom enrichment, school supplies, field trips and almost anything else that goes into bettering the quality of education.

Fund for Teachers awards grants for professional development based on the principle that the teacher is the one who knows what they need to grow as an educator. These grants are self-designed and allow teachers to create their own professional development opportunity based on what is most beneficial to their teaching in their own opinions. The application encourages educators to think about their objectives, motivations and the impact their particular plan of action will have on students.

What the grant is for:

FFT grants are used for an unlimited variety of projects; all designed to create enhanced learning environments for teachers, their students and their school communities. We believe that supporting teachers' active participation in their own professional growth, positively impacts student learning and achievement.

Who can apply/requirements:

•                Employed full-time as a PreK-12th grade teacher and spends at least 50% of their work week in direct instruction with students in a classroom or classroom-like setting;

•                Intends to continue teaching in the consecutive school year; and has at least three years teaching experience as a PreK-12th grade teacher.

Individuals may apply for up to $5,000 and teams may apply for up to $10,000 (while team members may be from different schools, districts or states, all members must meet the eligibility criteria). Upon award, Fellows will receive 90 percent of their grant award, the remaining 10 percent to be reimbursed upon completion of post-fellowship requirements.

Previous recipients must wait for 3 years before reapplying. NOTICE: Effective October 1, 2015 a mandatory 5-year waiting period becomes policy.

Eligible teachers may submit one application per grant cycle. Proposals must be written by the person(s) participating in the fellowship.

Deadlines:

Fellowships should begin after the last day of school in the spring and be completed by the first day of school in the fall, with all fellowship related expenditures made by September 30, 2015.

Fund for Teachers. (n.d.).Retrieved June 13, 2015, from http://www.fundforteachers.org/apply/guidelines/washington/all-other-schools/index.php

4-5 LS1A

Plants and animals can be sorted according to their structures and behaviors.

CCSS.ELA-LITERACY.W.4.6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

TTL1: 1.1.1

Generate ideas and create original works for personal and group expression using a variety of digital tools.

In my 4^th grade introductory lesson I would integrate Science, technology, and writing (ELA). Students will learn how animals are grouped, based upon their structure. This 1 week lesson would allow for students to study animals with backbones (vertebrates) and without backbones (invertebrates). During the Science aspect, students will perform labs to investigate multiple species of animals and how their structures differ and analyze why. Students will learn the differences amongst different subgroups of animals within the two major groups: vertebrates and invertebrates.

As part of the activity for this lesson, students will create and publish a music video using iMovie. The ELA aspect of this lesson will require students to collaborate within groups to produce a song to represent the differences between the two major groups of animals. Using their knowledge gained from their Science lesson, students will write a 1-minute song highlighting key ideas of the two groups.

Once their song has been written and verified for correctness by the teacher, the students will record their song. Students will use digital tools, ie. cell phone recording app, iMovie, internet, to produce their music video. With guidance from the teacher, their song will be uploaded in the iMovie application, and students will edit and trim song while importing images as a background to their song to visually illustrate their piece. Once their music video has been completed, they will publish their video to the school’s website and share during an in class presentation.

Teaching Channel - The Power of Arts Integration

The teaching channel provides an array of videos for educators to gain insight and new perspective on different levels of instruction. Whether you are looking for insight in more effective ways to transition lessons or promote engagement, this site has informative and useful information. I watched a few videos relating to Science, common core, and Math in order to get a taste of what this site offers for my area of interest. I then watched a few videos under the Art category and found interesting videos that discussed useful ways of integrating and collaborating art in the classroom. Each video highlighted in the importance the keeping the students engaged and feeling safe and inspired to learn.

Art in the classroom not only promotes safety, engagement, and inspiration, but it also allows for students to become more exploratory and practice critical thinking skills. Local museums have education departments that create lessons for educators and provide teaching artists to assist in implementation of the arts.

The video that intrigued me the most was "The Power of Arts Integration: Series Overview". This video emphasized that art is for everyone! Museums (Getty Museum) work closely with teachers to develop integrated lessons, providing high quality resources and professional development. Their view is that students build a connection to the art, keeping them engaged and interested in the content. Art is open to interpretation and opinion, students learn to support their opinions by practicing to provide evidence.

Through all the videos watched, students feel a sense of ownership with their work and are more a part of their learning process.


The Power of Arts Integration: Series Overview. (n.d.). Retrieved May 23, 2015, from https://www.teachingchannel.org/videos/integrating-arts-in-the-classroom-getty