|
|  | | | | Exhibit Development: The Focus of Museum Magnet | | The original idea behind the creation of the Museum Magnet School was, to design a program that allowed students to become Exhibit Developers, Installers, and Presenters.
Museum Magnet Students Are and Will Become:
-Exhibit Developers
-Exhibit Installers
-Exhibit Presenters
Consider: Before students can design exhibits they must become proficient in the topic or skills that they will be creating an exhibit for.
-"The big idea at the heart of any unit is not likely to be understood if it is merely taught." Grant Wiggins
The topics/skills chosen by the classroom teacher are based on:
-District/State standards used for content and quality.
-Key knowledge identifying big ideas of the subject insuring a disciplined, study of the topic)
-An area that students are expected to be proficient in, at that grade level.
-The teacher's solid knowledge of the topic.
-Also included is instruction in vocabulary necessary to understanding the topic.
Exhibits need to: be owned by our students, support student learning, and identify who we are as a school community.
-Key knowledge and big ideas address standards, increase understanding, and place understanding in the student's long term memory.
-The best way to learn English for ELL students is immersion in a subject. (37% of our students are English Language Learners)
-Active recruitment of parent participation is a goal of Title I.
-Planned audiences provide students an opportunity to use formal language which is a focus of the Urban Learner Initiative.
-Long term retention of knowledge happens when a student can explain a topic, "Off the top of their head," or, when they have moved from being proficient to becoming an expert. Experts create good exhibits.
-Have more students of color, reflecting the diversity of our school, become leaders for exhibit work. This is a work plan activity from Museum's School wide Continuous Improvement Plan, Focus on Students section.
Museum Process, a teaching strategy
1. Classroom teacher chooses area of curriculum according to the above guidelines.
-Engages students by setting the stage and piquing curiosity.
-Prepares lessons allowing for exploration and experimentation
-Arranges experiences
-Teaches skills necessary for successful student completion of work including exhibit development skills.
2. Students
-Complete lessons
-Explain understanding with evidence; document results, record research findings analyze data.
-Have focused discussion with other students and teacher
3. Exhibit Development, students and staff together
A. Outline goals of the Exhibition. Goals match the key knowledge and big ideas.
B. Identify what was explored, experimented with, and what students have explained.
C. Review the purpose of exhibits and what makes one good, (Provide a student friendly rubric)
D. Students brainstorm possibilities for the exhibition.
E. Staff facilitates sessions.
F. Students run ideas against exhibit rubric and narrow possibilities from brainstorm list. (Group exhibits, individual, mixture)
G. Assure that the exhibit ideas will meet the goals of the exhibition.
H. Develop work groups and timelines, schedules, for student work completion.
4. Staff Planning
-How can we help the students accomplish their ideas?
-What skills need to be taught? Are rubrics and exemplars in place?
-Schedule staff/student work times.
-Inventory and acquire materials. Use exhibit materials budget.
-Recruit parent volunteers to help students prepare their exhibits.
5. Students
-Complete work for exhibit (appropriate sizes)
-Develop presentations, demonstrations, performances, producing scripts and props.
-Practice, practice, practice.
6. Staff
-Schedule/organize audiences appropriate for students.
-Assure each student 2-3 respectful audiences for presentations.
-Arrange for parent notification of exhibit times and request their presence. (Title I)
7. Students install exhibits with adult supervision.
8. Exhibitions open.
|
| |
