Evidence of Humility - Fall 2024

Back to Dispositions

My first Backwards Design Lesson Plan (BDLP) teaching in the classroom went really well, and my field supervisor had mostly positive feedback after observing. However, at the last Visual Arts Praxis class, I brought this BDLP in to workshop against the GRR Framework for instructional demos. I realized I smooshed all three of the 

steps—I do, we do, you do—into one giant step.

Pictured below are my workshop notes on how I expanded the lesson to be scaffolded more gradually. This experience not only reinforced the concept that every lesson plan can be improved upon, it also helped me draw a parallel between scaffolding in three steps, and how to simplify the execution of my own artwork. It’s interesting to observe how being open to a proven pedagogical method also enhanced my personal artwork, which returns back into my teaching practice. Similar to common depictions of Pisces and Ouroboros, the two cyclically feed each other. In the future, I’m going to be on the lookout for more learning opportunities that connect my pedagogy 

to my artwork, and vice versa.

My 2nd BDLP observation didn’t go as smoothly as the first, and I just felt like something was “off”, but couldn’t quite place it. The feedback answered my wondering. 

I didn’t give students explicit instructions on how to collaborate with each other, which was a crucial step in the learning activity. It was a blind spot, and for some reason I feel like this feedback is the kind that I will remember for a long time. Moving forward, I’m going to remember my need for others' feedback, because of the constant 

existence of blind spots.