GLOBAL CLASSROOM MODULE: VISUAL ARTS

GLOBAL CLASSROOM MODULE:

Heritage Flag Collage and Current Events

Lauren G. Voorhees
Integrating Technology: Global Perspectives
Professor: Dr. Leanne Derby
EDTC 645
SUMMER 2016

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INTRODUCTION
This Global Classroom Module is a collaborative project in which one of my year-long visual

art classes, which is made up of eighth graders (13-14 year olds), will work with a group of students

from Mrs. Marina Iaccarinos class. Mrs. Iaccarino teaches Italian at multiple levels in Lucca, Florence

and Italy. Maria claims to be fluent in English, Spanish and French and speaking these languages is

useful for teaching students of various nationalities. I have been teaching for ten years and I love my

work and foreign languages. Maria works with Skype to tutor students in Italian as well! The two

classes will work together to analyze one anothers work artwork in the form of international peer

reviews. They will discuss the art process of working with collage and current events that surround

their countries heritage.

At the conclusion of this module, students will be able to:

1. Critique their international peers artwork in an educated way using proper
art history and vocabulary terms.
2. Analyze the issues in the current events connected to their culture and country of origin.
3. Use collage to represent their country(s) of origin with pride.
4. Practice and research writing a collaborative skills.

Global Classroom Module: Pre-Planning Proposal (Previously Submitted)

Summary:

This is a multi-faceted assignment. There are ultimately three major components. The first piece

of the assignment includes the students learning about the collage making process and creating a

unique piece of artwork representing their families heritage. The second piece of the project involves

researching current events in their familys country or countries of origin and writing an analysis on

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that article. The third part of the assignment is the concluding piece in which the students will connect

globally with another classroom to critique the artwork.

Background concerning the school and the group you are working with:
Italian, multiple levels, based in Tuscany Italy
Parkland
Approximately 45% Hispanic
Approximately 21% Black
Approximately 19% Asian
Approximately 11.8% White
Approximately 5% Other
Primarily 49.4% Free and Reduced Meals (FARMS), lower-middle class

Approximately 50.9% male and 49.1% female

Time frame: Approximately a six-week period

Divided into three major units: Collage creation, current events analysis and peer review with

another country

This unit will be completed in the art classroom, which has access to a Chromebook Cart.

Subject And Grade level: Italian, multiple levels, based in Tuscany Italy

GLOBAL NETWORK: Skype and Skype Learn

Proposed Topic and Rationale: Heritage Flag Collage and Current Events: Critiquing Student

Artwork and Analysis of Chosen Countrys Current Events using peer reviews in multiple languages.

PROPOSED TOPIC:

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TOPIC: Personal flags: Flags establish communication in symbols for a country. Flags can also

be used to establish communication in symbols for a family honor, religion and goals. These

flags will serve as an expression of a students own life in symbols and serve as a link between

the student and his or her home environment. Between the two countries these flags will

represent pride and identity for their country and family heritage. Students will also be sharing

their countrys current events with their new international peer groups.

RATIONALE: I choose this lesson because we just finished writing our second Student

Learning Objectives (SLOs) in Montgomery County. See attached form for the shell of an

SLO. In our county we had to teach a lesson that was culturally relevant to our students and

then survey them with a link posted in Google classroom. We were allowed to choose the class

and a selected, diverse group within that class to survey. In the link provided below you can see

my results and the questions. One of the areas I needed to improve upon was Survey Question

Number Eleven: 11. In this lesson, my teacher showed awareness of current events or real

world topics that affect the lives of my peers and me. I choose this project for this global lesson

plan so that I may receive more advice on how to relate it better to current events in my

students lives.

Personally, I need to do a better job of incorporating current events into my classroom.

For this project I would also like to collaborate with my peers and colleagues in the history

department. I found this article 50 Ways to Teach with Current Events to be very helpful 50

Ways to Teach with Current Events. The article suggests ideas for both Reading & Writing

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Lesson Plan ideas and Design & Creativity Lesson Plan ideas. I am always looking for ways to

provide stronger learning to my students, why not use my graduate classes to do so?

Key Challenges:

Providing an amicable timeline to complete the collage and the current events analysis (issues

with Italian or American class working slower or faster than the other)
Collaboration with Italian teacher due to time zone differences

Prior Knowledge:

The prior knowledge required for this assignment will be family historical and cultural history

and literacy. Students will need to understand the writing style associated with critiquing another

artists work. Students will need to know how to conduct themselves during a critique. This

information will be obtained through previous in-class peer critiques. Students will need to know the

definition of current event and understand how to research current events. Student examples of this

project from previous years will be displayed throughout the room to set a standard of high expectation.

Standards and Key Concepts

Content Standards:

Pre-K-12 Visual Art Curriculum Framework-Grade Eight:

Flag Collage:

III.1.8.c. Select and use tools, materials, processes, and techniques safely to solve specific

visual problems

Students will create a mixed media collage that reflects their family culture and

country(s) of origin.

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Current Events: Students write a brief statement analyzing countries current events.

International Peer Group Critiquing:

I.3.8.b. Explain reasons for selecting specific design concepts to convey meaning in planning

personal artworks.

II.1.8.b. Compare images, forms and artworks that explore universal themes about human

experiences from different times and places.

II.1.8.a. Analyze the roles and functions of the visual arts in expressing ideas, events, and universal

themes within and among cultural groups

Essential Questions:

1. How does the art created reflect values in culture?

2. What common symbols are found in the flags of your international peers flags and current
events analysis?
3. How did knowing the history and tradition of your family help you to create your artwork?

4. How does collaboratively discussing and reflecting on a work of art help us to experience it
more fully and develop it more completely?

Prior Knowledge:

The students will already know how to collage due to having collaged smaller units in sixth and

seventh grade. It was a requirement in each middle school years curriculum. The students will already

know how to research current events due to having been enrolled in their world histories classes.

National Education Technology Standard for Students NETS (S): Students will meet all of the
following standards during the course of this project.
1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, or processes.

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c. Use models and simulations to explore complex systems and issues.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:

a. Interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of
other cultures.
d. Contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources. Students:

b. Plan and manage activities to develop a solution or complete a project.

c. Collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:

b. Exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity.
c. Demonstrate personal responsibility for lifelong learning.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications.

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d. Transfer current knowledge to learning of new technologies.

ISTE. (2007). Educational technology standards for students. Retrieved October 15, 2012 from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2

The American Forum for Global Education. (2003). Global issues, problems, and challenges.
Retrieved from http://www.globaled.org/guidelines/page2.php

Montgomery County Public Schools. (2016). Pre-K-12 Visual Art Curriculum Framework-Grade Eight.
Retrieved from
http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/finearts/visualarts/homepage/Pre-k-
12%20Art%20Framework.pdf

Enduring Understandings:
Cultural and family heritage is very important to an individuals identity
As students learn to function as members of the global community, it becomes increasingly

important for them to be aware of events occurring around the world.

Global Theme:
These personal flags will serve as expressions of student life and will represent their family and

country heritage. Italian and American students will show pride for their country and family origins by

critiquing each other's artwork, artist statements and countries current events. Students will share their

country's current events and issues with their new international peer groups.

Pre-Planning Steps:
Connecting my class with another teacher and classroom before introducing the lesson to students will

involve the following steps:

1. Finding and communicating with peer teachers who may be interested.

2. Upon locating a peer teacher, a plan should be created for pre-assessment activities.

3. Coordinating with the peer teacher on literary, social and political focuses.

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4. Planning with the peer teacher teaching strategies and organizing student peer groups.

Technology Use:
Students will use a variety of technology tools during the process:

Image/Video Recording: Skype or Google Hangouts

Presentation Tools for Current Events

Chromebooks for researching flags and current events

Lesson Plans
Starting Activity:
In order to have the students buy-in to the assignment both teachers could have a conversation

through Skype or Google Hangouts and critique their personal flags. If the time zone is an issue both

teachers could record a conversation and share it with their students. Teachers can then discuss with

their class proper etiquette when having an online video conversation and performing an international

peer critique.

Lesson Plan # 1
Summary:
The three lesson plans will be covering the two main topics: family history/culture, country

current events and peer critiquing. These three concepts will be split into three different lessons.

Students will have a lesson on family heritage, separately, with activities and discussions intended to

help them understand what family heritage and culture is. The next lesson will look at current events,

with a focus on distinguishing which current event is most globally relevant. The closing lesson will

focus on critiquing the newly established international peer groups artwork. This lesson in its entirety

will focus on students creating individual artwork, sharing these with their international peer groups,

and then commenting and discussing the aesthetics and criteria of the work.

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Summative Assessment:
The final assessment will be a digital presentation created by peer groups in which students

share their new global experience. Students will need to include the following: an analysis of the

international peer groups artwork, current event and collaboration. The students must include images of

their own artwork and their international peers artwork. If allowed, students will include screenshots of

their video interactions with their international peer groups.

Description of the Major Assignment:

The students will create individual collaged flags representing them individually and their

families heritage and country of origin. The students will share this work with their international peers.

The Italian classroom will do the same, sharing their families heritage as well.

Differentiated Instruction:
I will differentiate the lesson by giving the students multiple options in how they create their

collaged artwork. Students will be allowed to a.) Create a collage from assorted papers and binding

agents or b.) Create a collage on the computer in Photoshop or Paint applications. In the very beginning

of the unit I will survey the students as to which country they have selected. Having this knowledge

will help me later in the assignment. The students that have trouble locating a current event for their

country can use me as an aid. I will have multiple current events listed for them due to the survey I took

at the beginning of the lesson. Students will be working in small peer groups when using Skype. The

small groups will be helpful in case one student has trouble using the communicative technology.

Students will have access to written and visual instructions printed for each stage of the three-part

assignment. I will make myself available during lunch by appointment for students who extended time

to work on their assignment. If students still need more time, I will send them home with the materials

to complete their work.

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Starting Activity for Module:

In order to have the students buy-in to the assignment both teachers could have a conversation

through Skype or Google Hangouts and critique their personal flags. If the time zone is an issue both

teachers could record a conversation and share it with their students. Teachers can then discuss with

their class proper etiquette when having an online video conversation and performing an international

peer critique.

Lesson Plan # 2
Summary:
This lesson will come towards the end of the project. The next lesson will look at current

events, with a focus on distinguishing which current event is most globally relevant. The closing lesson

will focus on critiquing the newly established international peer groups artwork. This lesson in its

entirety will focus on students creating individual artwork, sharing these with their international peer

groups, and then commenting and discussing the aesthetics and criteria of the work.

Formative and Summative Assessment:

While the students are working on their presentations, the teacher will be regularly checking

student presentations, formatively assessing their work. Summative assessment will take the form of

the presentation itself. Students will be graded on content, mechanics, and presentation skills based on

a rubric created by the collaborating teacher and myself.

LESSON PLAN TEMPLATE # 1

Lesson Title: Heritage Flag Collage and Current Events
Grade Level: 8th Grade: Middle School/Visual Arts
Concept/Title: This is a multi-faceted assignment. There are ultimately three
major components. The first piece of the assignment includes
the students learning about the collage making process and
creating a unique piece of artwork representing their families
heritage.

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Length of Lesson: 4 90 Minute Blocks (Non-Consecutive Days)

Standards National Educational Technology Standards for Students
Addressed: (2007)
Standard 2: Communication and Collaboration
Standard 3: Research and Fluency
Standard 5: Digital Citizenship
Standard 6: Technology Concept and Operations
(ISTE, 2007)
CONTENT STANDARDS:
III.1.8.c. Select and use tools, materials, processes, and
techniques safely to solve specific visual problems
Students will create a mixed media collage that
reflects their family culture and country(s) of
origin.
Current Events: Students write a brief statement
analyzing countries current events.
International Peer Group Critiquing:
I.3.8.b. Explain reasons for selecting specific design
concepts to convey meaning in planning personal
artworks.
II.1.8.b. Compare images, forms and artworks that
explore universal themes about human experiences from
different times and places.
II.1.8.a. Analyze the roles and functions of the visual arts in
expressing ideas, events, and universal themes within and
among cultural groups
(MCPS, 2016)
Lesson Goals: The goal of the lesson is for students to:
Understand the art history behind collage
Understand how to collage
Learn how to collage to represent a purpose or
meaning
Learn about artist globally and historically that have
created collage
Performance Cultural and family heritage is very important to an
Objectives: individuals identity
As students learn to function as members of the global
community, it becomes increasingly important for them
to be aware of events occurring around the world.
Introduction: Students will be creating collaged flags. These flags will serve
as an expression of a students own life in symbols and serve as
a link between the student and his or her home environment.
Between the two countries these flags will represent pride and

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identity for their country and family heritage. Students will also
be sharing their countrys current events with their new
international peer groups.
Step-by-Step Explain to students that this is the beginning of a global
Procedures: collaborative module. Warm Up: Students will write down their
definition of what they believe collage is. Students will then
watch a collage video example
https://www.youtube.com/watch?v=nYKhQL2EFCA. As a class
we will share how the definition has changed. We will review
the definition of collage from www.artlex.com. Students will
also complete a KWL on Italy.

DAY 1: Students and teachers will read through the instructions

of the assignment. Students will have a worksheet with both
written and visual steps listed for collage. Since the room is
divided into two rows of seating, one group will watch a
demonstration video on the Promethean Board while the other
group moves to one table for a teacher demonstration. The
groups will switch when both demonstrations have concluded.
Students will return to their seats and the teacher will ask series
of questions to check for understanding. The teacher will also
open the floor up to any questions about the assignment.
Students will spend the remainder of class researching their
countries flags and saving images of their flags in a Google
Doc on their chromebooks. On days 2-4 students will be
responsible for accessing that document on their chromebooks.
DAY 2: Students will begin day two with watching a teacher
presentation on how to combine one or two flags in a drawing.
The teacher will then open the floor to any questions about
collaging or how to combine two flags. The students will use
their Google Doc from the day before in order to have their
flags in front of them while working. The students will then
draw their flags on large sheets of construction paper, pre-cut by
the teacher. The students will label the flags according to the
colors they will need. The students will spend the remainder of
class searching through magazines and recycled papers for the
colors they need in their flags. The students will be given a zip-
lock bad to hold the pieces of paper they are responsible for.
DAY 3: Students will begin day three with watching a teacher
presentation on how to glue down their collage. The teacher will
then open the floor to any questions about gluing down the
collaged pieces. The students will spend the remainder of the
class gluing down their collaged pieces. The students will be
held accountable for putting their scraped paper in their zip-

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lock. The students will place their artwork in their portfolio if

the glue is dry. If the glue is not dry the students will write their
name on their collage and place their collage on a labeled drying
rack.
DAY 4: Students will begin day four with watching a teacher
demonstration on how to apply a gel medium to their collage.
The gel medium will preserve the collage and enhance the look.
The teacher will then open the floor to any questions about
placing the gel medium on their collage. The students will spend
the remainder of the class period collaging their flag and sealing
their flag with the gel medium. All students must write their
name on the back of their collage and store them on the labeled
drying racks in the rear of the room.
Technology Computer and Internet Access
Requirements: Webcam Access
Skype
Google Account
Promethean Board
Chromebooks
Presentation Tools for Current Events
Resources:
http://www.artlex.com/

http://www.fotor.com/features/collage.html

https://en.wikipedia.org/wiki/Collage

http://we-make-money-not-
art.com/the_age_of_collage_contemporar/

http://www.anothermag.com/art-photography/3318/top-
10-collage-artists-hannah-hoch-to-man-ray

https://www.sugarlift.com/blogs/the-blog/18603059-a-
brief-history-of-collage

https://www.youtube.com/watch?v=h5hF-mX_rnU

https://www.youtube.com/watch?v=nYKhQL2EFCA

https://www.youtube.com/watch?v=CPGxPfckqKU

Related Urls: http://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-

current-events/?_r=1#reading
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Assessment Based on Students will be able to create a collage representing their

Objectives: familys country(s) of origin.
Follow-up: Students will interact with their international peer group via
Skype and complete a peer review worksheet of one anothers
artwork.
Classroom Ensure that classroom rules and policies remain enforced
Management: throughout the lesson. Students will be given clear instructions
throughout every day of the lesson. The teacher will monitor the
classroom by constantly circling through the tables. The teacher
will monitor the chromebooks through an application called
Lanschool.
Accommodations: Differentiated instruction for students who need scaffolding on
searching websites. Students that have hearing and vision
disabilities will be given a transcript of the presentations. All
students will have their own Chromebook in the classroom.

LESSON PLAN TEMPLATE # 2

Lesson Title: Heritage Flag Collage and Current Events
Grade Level: 8th Grade: Middle School/Visual Arts
Concept/Title: This is a multi-faceted assignment. There are ultimately three major
components. The second and third pieces of the assignment include
the students learning about analyzing current event articles and
learning how to conduct peer reviews.
Length of 4 90 Minute Blocks (Non-Consecutive Days)
Lesson:
Standards National Educational Technology Standards for Students (2007)
Addressed: Standard 2: Communication and Collaboration
Standard 3: Research and Fluency
Standard 5: Digital Citizenship
Standard 6: Technology Concept and Operations
(ISTE, 2007)
CONTENT STANDARDS:
III.1.8.c. Select and use tools, materials, processes, and
techniques safely to solve specific visual problems
Students will create a mixed media collage that
reflects their family culture and country(s) of origin.
Current Events: Students write a brief statement analyzing
countries current events.
International Peer Group Critiquing:
I.3.8.b. Explain reasons for selecting specific design concepts
to convey meaning in planning personal artworks.
II.1.8.b. Compare images, forms and artworks that explore
universal themes about human experiences from different
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times and places.

II.1.8.a. Analyze the roles and functions of the visual arts in
expressing ideas, events, and universal themes within and among
cultural groups
(MCPS, 2016)
Lesson Goals: The goal of the lesson is for students to:
Understand what a current event is
Understand that they are members of the global community
Understand what their current event is about
To be able to share their current event with an international
peer
Performance Cultural and family heritage is very important to an
Objectives: individuals identity
As students learn to function as members of the global
community, it becomes increasingly important for them to be
aware of events occurring around the world.
Introduction: Students will be sharing their countrys current events with their new
international peer groups. Students will be critiquing their
international peer groups artwork.
Step-by-Step
Procedures: Explain to students that this is the beginning of a global collaborative
module. Warm Up: Students will write down their definition of what
they believe a current event is. Students will then watch a video on
current events retrieved from https://www.youtube.com/watch?
v=uuOebxY9b0U. As a class we will share how the definition has
changed after watching the short clip.

DAY 1: Students and teachers will read through the instructions of

the assignment. Students will have a worksheet with both written and
visual steps listed for researching and analyzing a current event.
Students will follow along on the Promethean Board while the
teacher navigates through the internet to find a current event for their
country of origin. The teacher will then demonstrate how to take
notes in Google Docs. The teacher will then open the floor up to any
questions about researching or taking notes. The students will spend
the remainder of the class researching.
DAY 2: Students will begin the second day of the unit with a
discussion. The students will turn to their tablemates and complete a
'think-pair-share' activity on what they believe are the correct steps
for analyzing a current event and what facts are most important to
include from the article. The teacher will then open the floor to any
questions about analyzing the article. For the remainder of class
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students will be responsible for using their Google Doc from the
previous day to continue taking notes and outlining the article.
DAY 3: The students will arrive to the teacher reviewing how to
analyze an article and opening the floor up to any questions that may
still be lingering from day two. The students will spend the remainder
of the class analyzing the article, writing their essay and saving it in
Google Docs. The students will be instructed to complete their essay
for homework and share it as a Google Doc through Gmail with the
teacher.
DAY 4: Day four will begin with the teacher Skyping the Italian
teacher! The students will then exchange words with their Italian
international peer group and send them their essays on their current
events. Both groups of students will complete a peer review
worksheet on the essays and then exchange responses.
Technology Computer and Internet Access
Requirements: Webcam Access
Skype
Google Account
Promethean Board
Chromebooks
Presentation Tools for Current Events
Resources:
https://www.youtube.com/watch?v=_fcXL61NZS0

https://www.youtube.com/watch?v=9C-fENx-elw

https://www.youtube.com/watch?v=uuOebxY9b0U

https://www.acisd.org/getFile.cfm?
serverFileName=7039FC7A-D973-59AD...pdf

https://wikis.engrade.com/school15gr4socialstudies/currentev
ents

Related Urls: http://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-

current-events/?_r=1#reading
Assessment Students will be able to find a current event happening in their chosen
Based on country(s). The students will be able to analyze and summarize the
Objectives: current event in the form of an essay. The students will share their
current events with their international peer group and complete an
attached questionnaire.
Follow-up: Students will interact with their international peer group via Skype
and complete a peer review current events worksheet.
Classroom Ensure that classroom rules and policies remain enforced throughout
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Management: the lesson. Students will be given clear instructions throughout every
day of the lesson. The teacher will monitor the classroom by
constantly circling through the tables. The teacher will monitor the
chromebooks through an application called Lanschool.
Accommodation Differentiated instruction for students who need scaffolding on
s: searching websites. Students that have hearing and vision disabilities
will be given a transcript of the presentations. All students will have
their own Chromebook in the classroom.

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KWL:
What I Know
MCPS
What I Want to Know What I Learned

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GLOBAL CLASSROOM MODULE: VISUAL ARTS

KWL:ITALY
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What I Know What I Want to Know What I Learned

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Welcome to Montgomery County Project

Part One of the Global Collaborative Project

Information: Individually you will be creating a collage of your country of origin(s) flag. You will also
research and summarize a current event article for your country of origin. You and your small group
members will be communicating through Skype with a small international peer group from Italy. You
and your small group members will participate in peer reviews with your small international peer
group.

Requirements
Your collage must be finished before interacting with your small international peer group. Your
analyses of your current event must be completed before interacting with your international peer group.
You must have a Skype account set up in order to interact with the Italian peer group. You must present
accurate and thorough information to your Italian peer group. You must be friendly, patient and inviting
when conversing with your new international friends.

Topics
Collaged Flag of Countries of Origin, oral description of why you chose to collage those flags
Analyses of Country of Origins Current Event
Peer Review of International Peers Collage Artwork

Rubric

Multimedia Project: Welcome to Charles County Project

Teacher Name: Mrs. Voorhees

Student Name: ________________________________________

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Permission Form

Your son or daughters class has been chosen to work on a global collaboration project with a
school in Tuscany, Italy. This will be a multi-faceted assignment. There are ultimately three major
components. The first part of the assignment includes the students learning about the collage making
process and creating a unique piece of artwork representing their familys heritage. The second piece of
the project involves researching current events in their familys country or countries of origin and
writing an analysis on that article. The third part of the assignment is the concluding piece in which the
students will connect globally with another classroom to critique the artwork.
Throughout this project students will be collaborating and posting information online. The
online collaborative environment will be a secure and safe site(s) that only members can post to. The
students may be photographed and some pictures may be posted on the MCPS website to document the
students work and achievements.
The below permission form gives Mrs. Voorhees, Parkland and MCPS the consent to use photos
of you son or daughter online as a part of this project and to post their work online.

Prior to signing please remember:

Cultural and family heritage is very important to an individuals identity

As students learn to function as members of the global community, it becomes increasingly

important for them to be aware of events occurring around the world.

If you have any questions or concerns, please email Mrs. Voorhees @

I _______________________, parent of ________________________ give Mrs. Voorhees, Parkland

and MCPS to use photos of your son or daughter online as a part of the War of 1812 Global
Collaborative project and to post their work online.

Parent Signature:__________________________________Date: __________________

Student Signature:_________________________________ Date: _________________

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APPENDIX A:

PEER GROUP REFLECTION

REVIEW: Now that you have finished working with your group, analyze your experience and group
members.

Teacher Name: ________________________ Student Name:______________________

General Aspect Specific Aspect Comment Rating

Group Process Attended a large

majority of group
meetings
Maintained
contact with other
group members
Communicated
constructively to
discussion
Generally was
cooperative in
group activities
Asked useful
questions
Encouraged and
assisted other
group members

The Task Made a genuine

attempt to
complete all jobs
agreed by the
group
Made an
intellectual
contribution to the
completion of the
task
Did (at least) their
fair share of the
work
Read and
commented in a
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timely manner to
peers
Contributed a
significant amount
to the project

Overall Based on the

ratings and
comments above
this students
contribution
overall on this
group task

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APPENDIX B:

PEER REVIEW ON COLLAGE

REVIEW: Now that you have finished your collage and reviewed your international peers collage it is
time for you to critique their work. Remember to be additive and not repetitive. Artwork is never truly
complete, but it can always be improved.

Teacher Name: ________________________ Student Name:______________________

TAG

T: Tell your peer something you like T:

about their work.

A: Ask a question about your peers A:

work.

G: Give a positive suggestion to your G:

peer about their work.

Peer Review Questions

Peer Questions Peer Answers

1.)What do you see?

2.) What do you think is happening in

this piece of art?

3.) What materials do you think the

artist used to make this piece of art?

4.) Does this piece of art remind you of

anything?

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5.) What questions do you have about

this piece of art?

6.) Which part of this piece of art is your

favorite? Why?

7.) If you could change one thing about

this piece of art what would you change?
Why?

8.) How does this piece of art make you

feel? Can you say why?

9.) If you could describe this piece of art

to a friend, what kinds of words would
you use?

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APPENDIX C:

PEER REVIEW ON CURRENT EVENT

REVIEW: Now that you have finished your essay and reviewed your international peers essay it is
time for you to critique their work. Remember to be additive and not repetitive. You are critiquing their
work in order to make them better writers.

Student Writer:________________________ Reviewed By:___________________

Question Asked Peer Response

1.) What country is the students article

about?

2.) What is the writers purpose?

3.) Did the writer include a full summary of

the article in his or her own words?

4.) Identify any places where the writers

ideas are unclear. How could the writer
clarify these points?

5.) Does the writer familiarize you with the

subject being evaluated?

6.) Does the essay have a clear introduction

and conclusion?

7.) Name two strengths of the essay.

8.) Name two weaknesses of the essay.

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References:

ISTE. (2007). Educational technology standards for students. Retrieved October 15, 2012 from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2

The American Forum for Global Education. (2003). Global issues, problems, and challenges.
Retrieved from http://www.globaled.org/guidelines/page2.php

Montgomery County Public Schools. (2016). Pre-K-12 Visual Art Curriculum Framework-Grade Eight.
Retrieved from
http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/finearts/visualarts/homepage/Pre-k-
12%20Art%20Framework.pdf

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