The main framework that informs my instructional design is the Gradual Release of Responsibility or “GRR” (Fisher and Frey) helps develop my students artistic skills and academic literacy, by heavy front-loading and scaffolding which decreases throughout the unit to promote comprehensive knowledge and independence. Students are asked a range of questions at increasing levels on Bloom’s Taxonomy that provide inquiry and analysis, and build students knowledge base. By using the GRR method within my classroom, instructionally I aim to promote student problem solving, critical thinking skills, persistence, and self confidence by providing an opportunity for self expression (Lowenfeld). The self portrait unit emphasizes individual students to find meaning in their lives and reflect it within their art (Patterson).
Scaffolding and accommodations to foster possibilities for self monitoring and independence are provided for my students with special needs and English Language Learners through checklists, visual aids, sentence builders and word walls (Zwiers). Curriculum design is goal oriented and provides flexibility for students to work at their own pace to meet the needs of individuals through differentiation (Gerber and Guay). Expectations are monitored, reinforced, reminded, and encouraged by the classroom routine and instructor.
Regular formal and informal assessments are provided through the unit to identify student strengths and weaknesses to adapt instructional methods and provide additional scaffolding for individualized students or groups (Beattie).