Kia ora Tatou,
As you join the call, can you please open up the student checkpoint survey. This is just a quick way for us to check how things are going from a student point of view and get feedback that we can act on.
Student moderator for the day: I need a student who will be the moderator. They will let me know if there are questions mounting up in the chat that I need to address, and also let me know if things aren't right from a tech point of view (audio or screen sharing not working). I'll pick the moderator in class.
We have a new student joining us today, so this feels like a good time to just go back over how we work as a group and our expectations.
As most of you know, in art history we are working as a research team building our knowledge of art history as a group. This will possibly have you much more in the driver seat of your learning than you are used to.
A few ideas I want to touch on
Epistemic agency: this is a really academic edu speak way of saying that you are in charge of your learning and identifying what you need to know next. My job is 'Learning Coach', it is my job to guide your research and at times challenge you to dig deeper with your thinking.
Idea diversity: There is value in what you have to contribute, whether it be a pertinent question that gets us to think about things a bit deeper, a useful bit of information, a theory you post that adds depth to our knowledge, or even a question asking for clarification about something we are doing in class.
Previously students have said that hearing ideas from another students' perspective helps to crystallize their own understanding.
Our class protocols - Just a reminder about the communication side of things. 99% of the time you guys have been fantastic. But please do communicate with me when you know something is going to prevent you from coming to class. (And just a reminder about what a valid absence is - unavoidable, can't be rescheduled. An example would be a field trip, sickness etc) Again you guys have been fantastic with this and with catching up on class work by accessing recordings and the blog.
Seeing as we have a new student and knowing how intimidating it can be to be new to a class and new to online learning, I thought we'd do a quick round of introductions. Lets keep it simple. Say your name, school, and describe yourself in 10 words or less.
Then a bit of Korero about the assessment, in terms of due date, where we are currently at, and what we need to do. We'll have a bit of a Q and A, to address anything you want to be clarified.
We'll have a bit of a chat about our learning during the week, from the documentary episode 'Apocalypse' and any other gems related to the renaissance you might have come across during the week. We will use break out rooms. Protocol for this.
As you join the call, can you please open up the student checkpoint survey. This is just a quick way for us to check how things are going from a student point of view and get feedback that we can act on.
Student moderator for the day: I need a student who will be the moderator. They will let me know if there are questions mounting up in the chat that I need to address, and also let me know if things aren't right from a tech point of view (audio or screen sharing not working). I'll pick the moderator in class.
We have a new student joining us today, so this feels like a good time to just go back over how we work as a group and our expectations.
As most of you know, in art history we are working as a research team building our knowledge of art history as a group. This will possibly have you much more in the driver seat of your learning than you are used to.
A few ideas I want to touch on
Epistemic agency: this is a really academic edu speak way of saying that you are in charge of your learning and identifying what you need to know next. My job is 'Learning Coach', it is my job to guide your research and at times challenge you to dig deeper with your thinking.
Idea diversity: There is value in what you have to contribute, whether it be a pertinent question that gets us to think about things a bit deeper, a useful bit of information, a theory you post that adds depth to our knowledge, or even a question asking for clarification about something we are doing in class.
Previously students have said that hearing ideas from another students' perspective helps to crystallize their own understanding.
Our class protocols - Just a reminder about the communication side of things. 99% of the time you guys have been fantastic. But please do communicate with me when you know something is going to prevent you from coming to class. (And just a reminder about what a valid absence is - unavoidable, can't be rescheduled. An example would be a field trip, sickness etc) Again you guys have been fantastic with this and with catching up on class work by accessing recordings and the blog.
Seeing as we have a new student and knowing how intimidating it can be to be new to a class and new to online learning, I thought we'd do a quick round of introductions. Lets keep it simple. Say your name, school, and describe yourself in 10 words or less.
Then a bit of Korero about the assessment, in terms of due date, where we are currently at, and what we need to do. We'll have a bit of a Q and A, to address anything you want to be clarified.
We'll have a bit of a chat about our learning during the week, from the documentary episode 'Apocalypse' and any other gems related to the renaissance you might have come across during the week. We will use break out rooms. Protocol for this.
- I will randomly assign you to break out rooms. You will receive an invitation to a breakout room which you need to click on to join. We will spend about 5 minutes in breakout rooms.
- In each breakout room we need a leader and a scribe. The leader will go around their group and make sure that everyone gets the time to talk. The scribe will record ideas as you talk.
- I will take this time to catch up with our new student, so I wont be popping into the breakout rooms this week.
We'll then share our ideas back with the class.
We'll share our research slides from during the week when we looked into important people and their values.
We will also make a start on researching art works indepth. The focus will be on researching how particular values are apparent in particular art works. We will continue to work on this during the week.
During the week
- Research how values are apparent in artworks. Choose one artwork to research in-depth, and one value that is expressed in that artwork. Your job will be to explain how it is expressed, the reasons for why it was so important, and to find evidence to back up what you are saying (How do we know by looking at the art work? How do we know by reading about it?)
- Add to the conversation about the artworks on Knowledge Forum. Start small and simple. What do you know about the artworks? What are the important ideas in the art works? Then try to investigate some of the curlier questions about the art works. Perhaps you might have your own questions about the artworks that you would like us to look at?
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