ePortfolio4jWing PDF

Educational Portfolio
Jay Wing
ID: 006594717
Requirement for Masters of Education

in Cross-Cultural Teaching
with a Single-Subject Credential
Note:Initial photo reference is from a drawing by Geinen, on deviantart.com

Index
Domain A: Making Subject Matter Comprehensible for Students
TPE 1: Specific Pedagogical Skills for Subject Matter
Domain B: Assessing Student Learning

TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
Domain C: Engaging and Supporting Students in Learning

TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
Domain D: Planning Instruction and Designing Learning Experiences for Students

TPE 8: Learning About Students
TPE 9: Instructional Planning
Domain E: Creating and Maintaining Effective Environments for Student Learning

TPE 10: Instructional Time
TPE 11: Social Environment
Domain F: Developing as a Professional Educator

TPE 12: Professional, Legal and Ethical Obligations
TPE 13: Professional Growth
Domain A:
Making Subject Matter
Comprehensible for Students
As an evidence of student’s problem-solving skills, according the California Standards for High School Art, (2.1 Solve a
visual arts problem that involves the effective use of the elements of art and the principles of design.), students used math
skills to stretch a grid into a trapezoid-shape.
In a lesson plan I called, “The Anamorphic Grid Painting,” students used an 8”x10” grid (Fig. A) to stretch a portrait of them-
selves in one of two ways: either in an organic fashion (Fig. B) or in a trapezoid (Fig. C).
A B C D E F G A B C D E F G A B C D E F G
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
10 10 10
Figure A Figure B Figure C
The following page shows images of the two students who helped me do the mathematical drawing, enlarging it, and transfer-
ing it to a larger sheet of paper for the rest of the class to use as a “traceback” for those who chose the trapezoidal grid.
Naomi and Marcus were huge helps, enabling me to focus on getting everyone else up to speed on choosing a grid and trans-
fering them to larger sheets of paper.
The process involved taking a portrait of these intermediate artists with dramatic lighting. The image was transferred to an
18”x24” piece of painting paper, gridded with the trapezoid anamorphic. The limitation on color requirement was a palette of
monochromatic color (one hue with the full gamut of values and tones), and a symbol added to represent something significant
to the student.
The ultimate affirmation of the success of this assignment is that my Master Teacher, Keith Opstad, said he would definitely
add this project to his own repertoire of unique assignments.
Here are a few of the student’s written self-critiques on the project:
Here is an exerpt from My Master-Teacher’s observation: And another from my National University Supervisor:
Index





Domain B:
Assessing Student Learning

In addition to walking around the room and coaching individual students on assignments while they’re being worked on, I
frequently add notes to the whiteboard in front of the class and address the whole class, especially when I see the same chal-
lenges being repeated by more than two or three students. Also, I created a website where links to digital photos are available
to students who either missed class or the impromptu lectures. The class website is located at www.wolverineart.com.
Example of anamorphic grid, printed,

enlarged and posted on the whiteboard.
Assessments for the visual arts are
standards-based and involve both a ANAMORPHIC GRID PAINTING
written self-critique as well as a visual
VISUAL RUBRIC & ASSESSMENT
rubric, so the students are able to see EXCELLENT QUALITY

what successful projects look like and STRENGTHS WEAKNESSES
what the criteria for grading projects Resembles the subject None
will be. In this example, the rubric was

Entire composition is balanced
Demonstrates superb
created after the project was completed, craftsmanship and quality
attention to detail in the final
because the assignment was completely product
original.
Mastery of line quality
Thorough understanding of
value and shading
Creative use of symbol in the
dark areas of the rendering
A full-size original of this rubric is Preliminary work completed
located on my ftp site at:

www.HISworx.com/TED629/Anamor- GOOD QUALITY
phicVisRubric.pdf (no hyphen). STRENGTHS WEAKNESSES
Resembles the subject Marginal understanding of
Composition is balanced value and shading
Demonstrates good Overall composition
craftsmanship and attention to appears unfinished
detail in the final product Added symbolic icon
Excellent line quality unrelated to image
Correct border
Preliminary work completed
POOR QUALITY
STRENGTHS WEAKNESSES
Doesn’t resemble the subject Minimal understanding of
Correct border value and shading
Some preliminary work Overall composition
has been completed appears hastily completed
Demonstrates minimal
understanding of
craftsmanship
Most details have been
over simplified or ignored
Added symbolic icon
unrelated to image
OW!Experience © 2009
Index





Domain C:
Engaging and Supporting
Students in Learning
In addition to the whiteboards mentioned previously (in TPE 3), I uploaded a sample lesson plan for the
Anamorphic Grid Painting, also located online at HISworx.com/TED629/Lesson_Anamorphic_Painting.doc
Here are sample screens with a link to the original website I

created for the class, wolverineart.com and a new blog,
created last week (April 4th) called, wolverineTime.com
Wolverine Art is a catch-all site with links to the whiteboard WolverineTime.com has information and
notes, research images for assignments and links to interesting step-by-step examples on how to produce
and relevant articles used for anticipatory reports to give students art demonstrated in class, as well as sam-
background knowledge on art movements and art history. ples shown during PowerPoint slide shows.
Art classes use a variety of assessment tools to address a variety of cultures, learning modalities and sensi-
tivity to mainstreamed students. In addition to posting my whiteboard notes online, I frequently add video
memos to the front of the home page at www.wolverineart.com
This allows students to view current project information, as well as inform students who are absent from
lectures. There is a also a link on the home page to archived videos (posted on YouTube).
The following is a partial list of websites and links on the links page of the website to assist all students:
http://docs.google.com/Doc?id=dfxwx3m_10g4g4wgg4 http://docs.google.com/Doc?id=dfxwx3m_19hs5325g4
Photo references for impressionist painting assignment The image of the tennis shoe is a link to the grading rubric I
created, combining a variety of critiquing information from
http://delicious.com/westviewart my master-teacher, as well as the breakdown of the points-
Site with links to articles, research sites to learn about system, so students know what a 29/40 points is (in this
various Art history movements, etc. case, a ‘C’).
http://www.youtube.com/wolverineArt The image of the bird, laying on it’s back is a link to a pdf
Videos I’ve taken while student teaching, including sport- I created as a visual rubric for students to see samples of
ing events, in-class video random videos of after-school superior, acceptable, and unacceptable expectations of qual-
activities, such as the kids who practice break-dancing in ity of work.
the quad area. Videos on this link are hosted on YouTube. http://www.hisworx.com/01_Westview/Torn-Paper_sam-
Due to the privacy issues, the only place these videos can ples.pdf
be viewed is on the wolverineArt.com and wolverineTime.
com sites I’ve created. The colored pencil image is a link to the grid drawing our
level 1-2 students need to replicate on a 9”x12” construc-
http://vimeo.com/wolverineart tion paper, including labeling the areas to be rendered.
Vimeo is similar to YouTube, but without the exposure to http://docs.google.com/Doc?id=dvgq2pn_152cc3d3683
masses of people. It’s a subscriber-based service used for
“home how-to” projects.
This is what the links page on the website looks like (links are active in this PDF):
Index





Domain D:
Planning Instruction and
Designing Learning
Experiences for Students
Using an online service called, “Vimeo,” I uploaded these QuickTime movies at various events I’ve
attended while performing my student teaching. There are links to this and various other videos on the
main website I created for my student teaching at www.WolverineArt.com.
Another site I created while student teaching is a blog I created with step-by-step tutorials and current as-
signments the students are looking at, so students can keep abreast of assignments they may have missed
while out sick. The URL is www.WolverineTime.com.
I must say I was amazed that both of these URLs were available, since the school has been open for seven
years. Since I purchase a lot of domain names, naturally I snatched both of these up.
A significant reason for purchasing these domains ought to be obvious: I intend to market myself to the
school as more than just a potential teacher, but as a teacher they would be silly not to hire.
Wolverine Time is a twice-a-week period (Tuesdays and Thursdays) where students can get help with
projects they’re working on. It’s tutorial or counseling time that many art students take full advantage of
– particularly toward the end of a grading cycle when they need the extra time to complete an assignment.
In addition – and my master-teacher thinks I’m crazy for offering it – I stay at school on Tuesday and
Thursday afternoons for up to an hour, calling it extra lab time, or additional Wolverine Time. I’ve been
pleased that quite a few students show up for this time too.
The following pages of images are screen captures of five of the several dozen videos I’ve taken while
student teaching at Westview High School. The links in the description boxes are active, linking to the
vimeo site created to house and view them.
Substituting for my master-teacher, I took this video of his Advanced Placement students, to show
him that even though he was gone, they were on-task. I also wanted to show what the environment
of this art lab was http://vimeo.com/3887643
Westview Artists are well represented at the San Diego Art Museum in San Diego. This is
a link to a video of one of the students explaining her piece to me, during the opening night
ceremony several weeks ago, on a Friday night. This is the unedited version. As there were
children walking in front of us repeatedly during our “interview,” I mentioned that I would
edit this interview down before posting it on the class website. http://vimeo.com/4322261
This dance group, called, “Lady Heat,” performed during halftime at one of the basketball
games I attended. Note the contrast (no pun intended), between this video and the next,
which is a performance of the cheerleaders. http://vimeo.com/3876375
This is another of the videos I recorded and posted in class (one of my students is the head
cheerleader, and another is an AP Art student). http://vimeo.com/3876290
I was very excited to find out that Westview has a diving team. Two of my students are on
the springboard diving team. Here is a video of the top-ranked diver from Westview High
School, http://vimeo.com/3873817 who is in my master-teacher’s home room. Even though
many of the competitions are late in the afternoon, I assured him that I would attend the
season finale, if my schedule permits. I posted these videos on one of the homeroom com-
puters, so Cody could see his dives from the audience’s perspective.
Index





Domain E:
Creating and Maintaining
Effective Environments
for Student Learning
It ought to be obvious by this point that I am very “plugged-in,” to technology; in the twenty-five years prior to re-entering the
educational field, I’ve been a Graphic Artist, Designer, Art Director and Cartoonist, and oftentimes take for granted the com-
puter skills I’ve developed and honed over the years.
For this TPE, I’ve included links to documents I use every day in the classroom.
At the conclusion of every project, students fill out the top portion of one of these Critique
Checklist forms. Then I add check marks to the boxes where additional work needs to be
considered, including the four most fundamental aspects of every drawing and painting
assignment: Tones, Tints, Values and Shades.
Sample Sheet &

photograph of forms with
various comments
If I could suggest two things to future student teaching candidates, it would be to buy an inexpensive digital camera and a
digital voice-recorder; both of these have been invaluable to me in recording lectures, samples of student art work and even
conversations with my master-teacher. Here are a few samples of work our students created while I’ve been blessed to perform
my student teaching at Westview High School. (Note: these are all Beginning and Intermediate-level students - the Studio Art
and Advanced Placement Students are several notches above most of these samples).
One of the first large assignments Drawing and Painting, Level 3-4 Though it’s a bit repetitious,
for beginning students (Drawing students explore a variety of media, I couldn’t resist adding this
and Painting, Level 1-2) is a including this example, where the image of Charlie Chaplin,
graphite pencil, self-portrait. background is treated with tempra from the same assignment.
I think you’ll agree with my paint over the entire surface, and then
assessment, written on her critique an image is drawn over the top in
sheet, “Are you sure you’re in the either charcoal or graphite.
right class? This is awesome!”
As I am the penultimate packrat, I have documented virtually everything I’ve done in this class. Here are a few more projects
to whet your appetite for joining us at the San Diego County Fair this year (though none of these were submitted, so you’re
actually seeing what most of the rest of the County is missing).
Level 1-2: Prisma Colored Pencils Level 3-4: Tempra Paint and Oil Pastel
Level 1-2: Tempra Paint: Impressionism Composition Level 1-2: Tempra Paint: Impressionism Composition
Index





Domain F:
Developing as a
Professional Educator
I’ve already mentioned the main sites I store information on for the students to access if they miss a class
or to see videos of events. I have replicated the information here to reiterate one thing: I am constantly
adding information for the class I’ve been student teaching in, including links like this, of various
WhiteBoard notes from class. Everything I’ve added to the variety of links is in an effort to create an
environment of success. Like any gift, or a handshake, I’ve “put it out there;” it’s up to my students to open
and utilize the gifts, or grab and return the handshake. It’s theirs to grasp.
Using an online service called, “Vimeo,” I uploaded these QuickTime movies at various events I’ve
attended while performing my student teaching. There are links to this and various other videos on the
main website I created for my student teaching at www.WolverineArt.com.
Another site I created while student teaching is a blog I created with step-by-step tutorials and current as-
signments the students are looking at, so students can keep abreast of assignments they may have missed
while out sick. The URL is www.WolverineTime.com.
Though these links are on both of the above site, I’m including them here as well:
Another tool every teacher should be using, in my opinion, is Delicious.com, which allows a user to save
and access links from any web-enabled computer. www.Delicious.com/WestviewArt is the one I began my
student teaching class with.
I also created a Delicious site for my peers at National University, located at www.Delicious.com/TED629

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Educational Portfolio

Requirement for Masters of Education

Note:Initial photo reference is from a drawing by Geinen, on deviantart.com

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Figure A Figure B Figure C

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

TPE 3: Interpretation and Use of Assessments

Example of anamorphic grid, printed,

rubric, so the students are able to see EXCELLENT QUALITY

will be. In this example, the rubric was

located on my ftp site at:

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Here are sample screens with a link to the original website I

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

Sample Sheet &

Domain B: Assessing Student Learning

Domain C: Engaging and Supporting Students in Learning

Domain D: Planning Instruction and Designing Learning Experiences for Students

Domain E: Creating and Maintaining Effective Environments for Student Learning

Domain F: Developing as a Professional Educator

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