That does. Thank you for your response, it seems very practical and I
believe that approach will win favor of my administration and
On Jun 18, 2007, at 2:52 PM, Rebecca Burch wrote:
> I don't know what everyone else is going to suggest, but I've had the
> most luck by implementing at times. We might do a couple "standard"
> art lessons, where I give a lesson and demonstration, and then the
> kids do a project in response to what I've shown them, using
> particular media.
> Then, I might give a "choice" lesson, where I will demonstrate a
> concept that I want them to learn, ask for examples of how they might
> demonstrate to me that they understand that concept, we will
> conference about individual projects and they will go to different
> centers to complete their project.
> This was a good way to get students (and administrators and parents!)
> used to the TAB choice concept. Once everyone got used to it, I could
> use the centers whenever I wanted to. I still don't use them for each
> assignment, but the gradual introduction of centers was a good way to
> get everyone on board (and also to show that my regular rules and
> expectations apply, even if they get the freedom of centers.)
> Does that make sense?
> Charleston WV
> On 6/18/07, Robert Belcher <firstname.lastname@example.org> wrote:
>> As a new high school art teacher, I was wondering about the best way
>> to introduce the TAB-Choice theory into my classroom this coming
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