Teaching Process

I earned a Masters of Education in Interdisciplinary Studies at National- Louis University, which was originally founded by Elizabeth Harrison as a National Kindergarten College, based on the German Froebelian model, but moderated by the progressive educational philosophy of John Dewey, in late 1800’s Chicago.  In 1930, the first 4-year degree program for teachers began at National College of Education, which became National Louis University.
My inquiry-based graduate education at NLU guided my learning on a path of research into my own teaching.  I now strive to incorporate this type of inquiry and project-based learning into my students’ assignments.
Starting where my students are by checking their background knowledge, I try to bring my students up to a skill level that allows them a degree of freedom as they choose what to create and how to approach their art making.  Level one students start the year from the very beginning of ceramic processes, making a pinch pot, since most students have no ceramics experience prior to the class.  Even in this prescribed assignment, I encourage students to be innovative in designing the outside surface of their pinch pot.  As they progress in their clay handling skills, I gradually give them more and more choice in their project's progression.  By second semester, they are doing inquiry-based learning, and researching information about an environmental concern of theirs, and then creating a complex ceramic sculpture that visually represents their research.  For the rest of the school year, the students continue to do this kind of inquiry- based learning process.
My AP students choose a subject matter, style and medium to create their series of 12 concentration pieces.  This process is most like inquiry-based education. They have to stay with their chosen style and subject matter through the entire process.  I must be very strict with deadlines due to the nature of the AP requirements.  There is a limited amount of time for them to finish and upload photos of completed works to AP Central in early May.  I love working with advanced students, brainstorming with them as they develop their ideas.
A priority for my teaching is developing a comfortable and safe classroom culture in which students will take risks and make mistakes as they work on their creations.  I often tell my students that clay is one of the most forgiving materials.  If you make a mistake, you can easily change it or just ball up the clay and start again.  If almost done, a mistake can often be worked with, to find a creative solution.  I try to keep a laid back atmosphere in the classroom, playing mellow music in the background. 
I give students a chance to see the rubric before they begin, so they understand the expectations clearly.  I circulate around the room observing and conferencing as students work on their projects, checking for misunderstandings and answering any questions they might have.  This formative assessment sometimes includes an in-process critique.  For beginning students, I am quite flexible about deadlines, but as they become more proficient, deadlines are less flexible.  Since I have seen the pieces so many times before they submit them, there usually aren’t many misunderstandings, so grading becomes a positive experience, reducing stress for students.  
I try to meet the students where they are, by differentiating the learning for groups of students who may want more of a challenge and assisting those who may need more help.  I also seat students with peer mentors to assist with concerns such as language translation or individual academic challenges.  In my 6th period, I have given students a chance to work on advanced projects, despite the course being an entry-level 3D class.  Some of these same students are even choosing to stay after school to work on their advanced projects! 
When I was observed recently for a teaching evaluation during this class, my administrator remarked that she had overheard students giving each other advice about their projects, exhibiting respectful collaboration in an authentic learning community.  It was satisfying to me that my students were so engaged and had internalized and applied such an important life skill to take with them on their journey as active lifelong learners.