11/10/20
This week, I self assessed the anticipated efficacy of my lesson plan for 7th Grade Visual Arts: Found-Object Sculpture. Overall, my lesson aligns with high scores on the rubric provided for ED-TECH 521. For example, the first column on the Asynchronous Lesson Rubric is Content. My content contains all the required elements to be placed in the Outstanding category (title, staff information, clearly stated lesson objectives, introduction, associated assignments, links to resources). 
As for whether or not the lesson plan is learner-centered, I believe it to be mostly learner-centered. It goes without saying that some directions have to take place when introducing a new topic. The vast majority of the activities are learner-centered while some direct instruction takes place in the videos. This is so that instruction and expectations are explicit/crystal clear. It is necessary to have this direct instruction for continuing onto the remaining days in the module. 
I also believe my lesson demonstrates high engagement, for learners of all ability levels. Keeping in mind that my route and modules used are specific to the requirements that align with my school (i.e., using Google Classroom), this is accomplished by verbal and visual instructions, video guides with subtitles, as well as accommodations and/or adaptations as specified in students' IEPs. Included in the lesson is a number of formative assessments (quizzes, journal entry, Flipgrid posts and discussions, etc.) and a final summative assessment to show mastery (complete sculpture). (Again, there is also a written component as part of the summative assessment that is not included on the lesson as it takes up additional time.)

The Common Core Instructional Practices 
When referring to common core, the tricky side for Visual Art is that it is not included. However, literacy is something that must be taught. Core Action 1 (Focus each lesson on a high-quality text) is achieved in the Flipgrid activity, although the text is not the primary focus of the entire lesson. Core Action 2 (Employ questions and tasks, both oral and written that are task-specific and accurately address the analytical thinking required by grade-level standards) is addressed in multiple assignments including quizzes, journal entries, and the written response. (I have a written response in the rubric but didn't include it in the lesson plan for ED-TECH 521 because I wanted to keep the length shorter.) Core Action 3 (Provide all students with opportunities to engage in the work of the lesson) is accomplished by the scaffolding, concise instructions, and video recordings. 
Something to note is that my lesson plans are backwards planned (Understanding by Design) based off of the Idaho Content Standards for Arts and Humanities: Visual Arts. These content standards employ literacy requirements while providing subject-specific guidance.

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