TAB and TAG

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United States - Iowa - Marion
TAB and TAG
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This Gifted Student Service Plan is a great way to share with students, staff, parents, and administration which services are being provided for the gifted student. This includes the type of service, the amount of time the service is provided per
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If you are doing TAB (teaching for artistic behaviors) in your art classroom, you might want your students to keep track of where they have been and what they have worked on. This simple log helps students track what they are working on. I staple
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This individual art conference sheet helps students to reflect and present their ideas to you, the teacher, in a TAB (teaching for artistic behaviors) classroom. In its basic format, students can look at the images to help them figure out how they
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This Individual Art Conference sheet allows students to share and appraise their work as the first part of a one-on-one art conference with the art teacher in a TAB (teaching for artistic behaviors) classroom. Have students fill this out before
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These are the TAB (teaching for artistic behavior) standards as passed down from the leaders in TAB.
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Print this out on cardstock for re-useable verbal prompt cards. The artist SHARES what the artwork is about. Next, the partner TELLS one great thing about this artwork, ASKS one question, and RECOMMENDS something to try in the future.
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Print these on cardstock and reuse them for classroom partner or group discussion about a student's artwork!
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Print copies for every student and have them critique each other's artwork. The artist SHARES about the artwork. The critic TELLS one great thing about the artwork, ASKS one question, and RECOMMEND something to try.
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These half-sheet self-reflections focus on craftsmanship, creativity, content, and composition.
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This simplified self-reflection half-sheet gives students who are not yet strong in writing a way to respond. By focusing on craftsmanship, creativity, content, and composition - this sheet works for many art projects! This could be an
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This is a summative assessment project after a lesson or unit about the 1920s. Students will choose a famous figure from the 1920s (list included), research him/her, write an annotated bibliography, and on the "gathering" day, dress and act as that
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The front of the sheet is a webquest with questions, and the back is an extended activity for student's to curate their own "World Tour". Students have options to select from, or they can come up with their own theme for a group of destinations.
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This reflection should be given separately to each member of a group who has done a project together. After a group project, it's important to see how each student contributed and also how group projects could be better in the future.
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Students are tasked with creating a LIFE game from what they already know about the Early Middle Ages. This is a summative project, so should be given toward the end of a Early Middle Ages unit or lesson. There is a rubric for this project -
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Please see the assignment sheet also in my store (for free). This is meant to be a summative project after learning about the Early Middle Ages.
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"How Much Time Has Passed?" is a one-sided worksheet about elapsed time. Students will read word problems that state a start time and an end time. Students have a blank clock included to display the start and end time.
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"What Time Is It Now?" is a one-sided worksheet that has students reading word problems with a beginning time and an amount of time that has elapsed. Students will need to provide the end time and illustrate the end time on the analog clock.
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This document shows potential pieces of evidence that could be used with the National Core Arts Standards. Please note that I did not write the National Core Standards, and that this document does not outline those specifically. This would be of
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Each of the specific grade's standards has an "I Can" statement that is somewhat simplified for the appropriate grade.
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This one-page self-reflection has third grade art students answer questions that will prove proficiency in grade-level standards 1, 2, and 3.
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Ask TAB and TAG a question. They will receive an automated email and will return to answer you as soon as possible. Please Login to ask your question.
TEACHING EXPERIENCE

I have been teaching elementary art and K-12 talented and gifted since 2011. I have been practicing teaching for artistic behavior(TAB) at the elementary level since October 2015.

MY TEACHING STYLE

I believe in students. I believe that each student can find something that makes them tick, and by doing so, go farther than if I were making the path for them. I believe that students can create wonderful things and I love to help them with their artistic adventure. My job is to help each student be the best them that they can be and make the best art that they want to make.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

I have a degree in Art: History and Art Education from the University of Northern Iowa. I also have an endorsement in talented and gifted from the Belin-Blank Center at the University of Iowa.

ADDITIONAL BIOGRAPHICAL INFORMATION

https://sites.google.com/springville.k12.ia.us/mrsstollsartclass/

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