Arts Education
RESA Training
February and March 2015
Resources and
Tools
NC Arts Education Wiki
http://ances.ncdpi.wikispaces.net/
NCDPI Arts Education Listserv
join-artsed@lists.dpi.state.nc.us
K-8 Standards
Quick Reference
Guides for the
NC Standard
Course of Study
ArtsEdSearch
• the nation’s first online research and policy
clearinghouse focused entirely on student
and educator outcomes associated with arts
learning in and out of school.
Preparing Students for the Next
America: The Benefits of an Arts Education
“Growing Success for
All Students”
Focusing Question
• How can arts educators look at student growth as
a part of their regular instructional practices?
Understanding
Objectives and
Alignment
Policy and Legislation
•Basic Education Program (§ 115C-81)
The NC Standard Course of Study
NC Standard Course of Study
– Arts Education
– Career and Technical
Education
– English Language Arts (and
Literacy in History/Social
Studies, Science, and
Technical Subjects)
– English Language
Development*
– Guidance*
– Healthful Living (Health &
Physical Education)
– Information and
Technology*
– Mathematics
– Science
– Social Studies
– World Languages
The First Verb
Revised Bloom’s Taxonomy
• Provides the framework used for all NC
Essential Standards
• Common language used for all
Essential Standards
• Two-Dimensional: Cognitive Process
and Knowledge Dimension
Image Citation 12
Name a character from television, movies, books, or video
games who would embody the verbs….
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Revised Bloom’s Taxonomy
Let’s practice making
paper cranes.
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Apply
Revised Bloom’s Taxonomy
How can we put these
individual paper cranes
together to create a kind of
unified sculpture about peace
that no one has seen before?
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Create
Revised Bloom’s Taxonomy
Critique the performance
Evaluate
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Revised Bloom’s Taxonomy
Show how the major technical
elements are used to enhance
the production.
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Understand
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
How were the elements of music used to make this
piece interesting?
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Identify whole, half, quarter, eighth, sixteenth notes....
• Definitions of Cognitive Processes
– Sub-verbs
• Assessment Examples
Revised Bloom’s Taxonomy
Remember- Retrieve relevant knowledge from longterm memory.
●
●
●
●
Recognize
Identify
Retrieve
Recall
Revised Bloom’s Taxonomy
“The Marilyn Diptych” was created in:
A.1832
B.1922
C.1962
D.2012
Revised Bloom’s Taxonomy
Understand- Construct meaning from instructional
messages, including oral, written, and graphic
communication.
●
●
●
●
●
●
Interpret
Exemplify
Summarize
Infer
Compare
Explain
Revised Bloom’s Taxonomy
What is the painting about? What does it remind
you of? What do you wonder about? What is the
story? What does it mean?
Revised Bloom’s Taxonomy
Classify this random group of prints based on the printing
processes intaglio, woodblock, and screenprint.
Revised Bloom’s Taxonomy
How are these two images similar? How are they
different?
Revised Bloom’s Taxonomy
Apply- Carry out or use a procedure in a given
situation.
●
●
●
●
Execute
Implement
Carry out
Use
Revised Bloom’s Taxonomy
Use your pencil, pen or marker to
create a value study in 7 boxes
starting with white on the left and
proceeding gradually and evenly to
black on the right. You may use any
kind of marking technique including,
shading, cross hatching, random
marks, or stippling.
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Use steady tone while performing this piece.
Revised Bloom’s Taxonomy
Analyze- Break material into its constituent parts
and determine how the parts relate to one another
and to an overall structure or purpose.
● Differentiate
● Organize
Revised Bloom’s Taxonomy
How did Picasso use black and white in this painting
to create a mood of sadness and to document a
tragic event?
Revised Bloom’s Taxonomy
Evaluate- Make judgments based on
criteria and standards.
● Critique
● Judge
Revised Bloom’s Taxonomy
Which of these works of art uses color best to create
a sense of happiness?
Revised Bloom’s Taxonomy
Create- Put elements together to form a
coherent or functional whole; reorganize
elements into a new pattern or structure.
●
●
●
●
●
●
Generate
Hypothesize
Plan
Design
Produce
Construct
Revised Bloom’s Taxonomy
1.
2.
3.
4.
5.
6.
Remember
Understand
Apply
Analyze
Evaluate
Create
Compose an original piece that is 8 measures long
using whole, half, quarter…..
Which 5th grade Clarifying
Objectives would you choose for
a lesson in which students made
Origami Paper Cranes?
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Visual Literacy
5.V.2.2 Use ideas
and imagery
from the global
environment as
sources for
creating art
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Visual Literacy
Use
5.V.2.2 Use ideas
and imagery
from the global
environment as
sources for
creating art
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Visual Literacy
Use
5.V.2.2 Use ideas
and imagery
from the global
environment as
sources for
creating art
Evidence
First Point in Time
1. Use paper
folding and
patterns to make
an origami paper
crane symbol of
peace.
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Visual Literacy
Use
5.V.2.2 Use ideas
and imagery
from the global
environment as
sources for
creating art
Evidence
First Point in Time
Evidence
Second Point in Time
1. Use paper
1. Use paper
folding and
folding and
patterns to make
patterns to
an origami paper
make an
crane symbol of
origami paper
peace.
crane symbol
of peace.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Visual Literacy
5.V.3.1 Evaluate
how to
manipulate tools
safely and
appropriately to
reach desired
outcomes.
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evaluate
Visual Literacy
5.V.3.1 Evaluate
how to
manipulate tools
safely and
appropriately to
reach desired
outcomes.
Evaluate how to
manipulate tools
safely and
appropriately to
Evidence
First Point in Time
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evaluate 1. Make a paper
Visual Literacy
5.V.3.1 Evaluate
crane and selfhow to
evaluate on how
manipulate tools
you used your
safely and
tools safely.
appropriately to
reach desired
outcomes.
Evaluate how to
manipulate tools
safely and
appropriately to
Evidence
Second Point in Time
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evaluate 1. Make a paper
Visual Literacy
5.V.3.1 Evaluate
crane and selfhow to
evaluate on how
manipulate tools
you used your
safely an
tools safely.
appropriately to
reach desired
outcomes.
Evaluate how to
manipulate tools
safely and
appropriately to
Evidence
Second Point in Time
1. Make a paper
crane and using a
teacher created
rubric, self–
evaluate on how
you used your
tools safely.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evaluate 1. Make a paper crane
Visual Literacy
and self-evaluate on
5.V.3.1 Evaluate
how you used your
how to
tools safely.
manipulate tools
2.Make a paper
safely an
crane and selfappropriately to
evaluate on how
reach desired
you used your
outcomes.
tools safely.
Evidence
Second Point in Time
1. Make a paper crane
and using a teacher
created rubric self–
evaluate on how you
used your tools safely.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evaluate 1. Make a paper crane
Visual Literacy
and self-evaluate on
5.V.3.1 Evaluate
how you used your
how to
tools safely.
manipulate tools
2.Make a paper
safely an
crane and selfappropriately to
evaluate on how
reach desired
you used your
outcomes.
tools safely.
Evaluate how to
manipulate tools
safely and
appropriately to
Evidence
Second Point in Time
1. Make a paper crane
and using a teacher
created rubric self–
evaluate on how you
used your tools safely.
2.Make a paper
crane and using
your own rubric,
self–evaluate on
how you used
your tools safely.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evaluate 1. Make a paper crane and selfVisual Literacy
evaluate on how you used
your tools safely.
5.V.3.1 Evaluate
2. Make a paper crane and selfhow to
evaluate on how you used
manipulate tools
your tools safely.
safely an
3.Make a paper
appropriately to
crane and selfreach desired
evaluate on how
outcomes.
you used your
3.1 Evaluate how to
tools appropriately
manipulate tools
to reach desired
safely and
outcomes.
Evidence
Second Point in Time
1. Make a paper crane and using
a teacher created rubric self–
evaluate on how you used
your tools safely.
2. Make a paper crane and using
your own rubric, self–evaluate
on how you used your tools
safely.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
a paper crane and self1. Make a paper crane and using a
Evaluate 1. Make
Visual Literacy
evaluate on how you used your tools
teacher created rubric self–evaluate
safely.
on how you used your tools safely.
5.V.3.1 Evaluate
2. Make a paper crane and self2. Make a paper crane and using your
evaluate on how you used your tools
own rubric, self–evaluate on how
how to
safely.
you used your tools safely.
manipulate tools
3.Make a paper
3.Make a paper
safely and
crane and using a
crane and selfappropriately to
teacher created
evaluate on how
reach desired
rubric, self–
you used your
outcomes.
evaluate on how
tools
you used your tools
appropriately to
appropriately to
reach desired
reach desired
outcomes.
Visual Arts
Revised Bloom’s Taxonomy Preparation Sheet
Lesson: 5th Grade Paper Crane
Strand + Clarifying
Objective
Visual Literacy 5.V.3.2
Use appropriate media
for the creation of
original art.
Visual Literacy 5.V.3.3
Create art using the
process of drawing,
painting, weaving,
printing, stitchery,
collage, mixed media,
sculpture, ceramics, and
current technology.
Verb
Evidence
First Point in Time
Evidence
Second Point in Time
Elementary Music
Class/Course/Grade: 2nd grade Music Class
Unit/Lesson Name (or Topic):
Strand: Contextual Relevancy
Clarifying Objective: 2.CR.1.1: Exemplify music representing the heritage,
customs, and traditions of various cultures.
Initial Verb:
Point One Artifact:
Point 2 Artifact:
EXEMPLIFY
Finding a specific example or
illustration of a concept or
principle (e.g., Give examples
of various artistic styles)
Middle School Music
Class/Course/Grade: 7th grade Music Class
Unit/Lesson Name (or Topic):
Strand: Musical Literacy
Clarifying Objective: 7.ML.2.2: Interpret, through instrument and/or voice,
standard notation symbols for pitch in appropriate clefs.
Initial Verb:
INTERPRET
Changing from one form of
representation
(e.g., numerical) to another
(e.g., verbal)
Point One Artifact:
Point 2 Artifact:
High School Music
Class/Course/Grade: Intermediate Music (Band, Chorus, Orchestra, etc.)
Unit/Lesson Name (or Topic):
Strand: Musical Response
Clarifying Objective: I.MR.1.3: Generate specific criteria for evaluating the
quality and effectiveness of music and apply criteria in personal participation in
music.
Initial Verb:
Generate
to bring into existence; cause
to be; produce
Point One Artifact:
Point 2 Artifact:
ASW Examples: 2 Points in Time
Examples of student work illustrating two points in time
located on the NCASW Wiki.
• These examples can be used as a springboard for
discussion
Which Clarifying Objectives would
you choose for activities used in your
classroom to illustrate growth?
Group Work
• Use the template to identify activities,
clarifying objectives, and growth
measurements in your content area and
grade span
• Use chart paper to develop one example to
share with the group
LUNCH – ENJOY!
Every Kid Needs a Champion
• Rita Pierson: Every kid needs a champion
(TED Talk)
http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
• Discussion and personal connections
Group Work (Sharing)
• Use the template to identify activities,
clarifying objectives, and growth
measurements in your content area and
grade span
• Use chart paper to develop one example to
share with the group
Analysis of
Student Work
NC Professional Teaching Standards
Standard I: Teachers demonstrate leadership.
Standard II: Teachers establish a respectful environment for a
diverse population of students.
Standard III: Teachers know the content they teach.
Standard IV: Teachers facilitate learning for their students.
Standard V: Teachers reflect on their practice.
Standard VI: Teachers contribute to the academic success
of students.
Effectiveness Status
NC Educator Evaluation System
1 2 3 4 5
Demonstrate
Leadership
Establish
Environment
Know
Content
5 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Facilitate
Learning
Reflect on
Practice
Contribute
to
Academic
Success
6
3 Rating Categories
Overview of Standard 6
Contribute
to Academic
Success
6
End of Grade (EOG) or End of Course (EOC) tests
6
Career Technical Education Assessment
6
NC Final Exams
6
K-3 Checkpoints
6
Analysis of Student Work
Overview: Analysis of Student Work
ASW Process
Participation in ASW Process
for High School Teachers (60% rule)
1. If 60% of an educator’s classes* are in ASW subject
areas, then the educator must participate in both
ASW and any other Standard 6 measure covering the
remaining classes.
2. If 60% of an educator’s classes* can be covered by an
existing measure of student learning, then the
teacher is not required to participate in ASW.
*Please note that locally developed electives that do not
follow the standards set forth in the NC Standard
Course of Study are not included in the ASW Process.
Participation in ASW Process
for K-8 Teachers (45 minute rule)
1. Educators who have 45 minutes per week
scheduled with students in these content areas
are required to participate in ASW.
2. Educators who do not have 45 minutes per
week scheduled with students in these content
areas are not required to participate in ASW.
For educators who do not meet the requirements to participate in
the ASW Process, the district may choose to opt in to the ASW
Process for those educators. The decision to opt in for a group of
educators must be a district-wide decision.
Principal’s Input
Confirm Teacher Participation
Teaching Context:
Teachers Access Schedules to Validate
Classes AND Course Codes
If you have
the wrong
course codes
for your
classes, you
will have the
wrong
Clarifying
Objectives!
ASW Process: A Quick Guide
Teachers
are
responsible
for the
items
within the
red boxes.
Overview: Analysis of Student
Work (ASW) Process
ASW Resources
http://ncasw.ncdpi.wikispaces.net
Jennifer DeNeal
Race to the Top Project Coordinator for
Educator Effectiveness
North Carolina Department of Public
Instruction
Email educatoreffectiveness@dpi.nc.gov
Comprehensive Arts
Education (CAE) Update
Spring 2015
Comprehensive Arts Education
• January 7th, North Carolina State Board of Education
State Board of Education Issues Session
Board member Wayne McDevitt described experiences with arts education in North
Carolina saying:
–"Greg and I and Trish and others stood in awe as we watched this performance
following our December meeting of a school over in Durham (R.N. Harris)... just
tremendous
–All of us are supporters of the arts...
–Arts are at the very core of what it is we are about…the state has a rich history in this
area with the school of the arts and the museums and even at the local level.
–The research is clear, if we are going to achieve…the skills that we are trying to insure
every student gets… If we are going to achieve that vision, mission and goals…then
arts have to be integrated within that larger picture."
Special Guests
• Representative Becky Carney
• Representative Linda P. Johnson
• Secretary Susan Kluttz
Other guests
NC Legislation
1985 Basic Education Program
2008 Joint Select Committee on Arts Education
2009 S66 and H149
2010 S66 Arts Education Task Force
2011-12 H758 Arts Education Commission
2012-2013 Legislation (G.S. 115-C-296)
S66 Task Force
• Representation:
– teachers, principals, superintendents, arts
organizations, the business sector,
parents, legislators, and higher ed
• Ownership of plan – requires many
partners working on many fronts
• Key foundational language and broad
goals
S66 Vision for Arts Education
In today’s globally competitive world, innovative
thinking and creativity are essential for all
school children. High quality, standards-based
instruction in the arts develops these skills and
effectively engages, retains, and prepares
future-ready students for graduation and
success in an entrepreneurial economy.
Dance, music, theatre arts, and visual arts,
taught by licensed arts educators and integrated
throughout the curriculum, are critical to North
Carolina’s 21st century education.
Comprehensive Arts Education
• Arts Education
– (arts as core, academic subjects)
• Arts Integration
– (arts as a catalyst for learning across the curriculum)
• Arts Exposure
– (exposure to arts experiences)
Comprehensive Arts Education
S66: Recommendations
A. Basic Education Program (BEP)
B. High School Graduation Requirement
C. A+ Schools Program
D. Arts Integration
E. Arts Exposure
Accomplishments:
Comprehensive Arts Education
Focusing Question
• How can NCDPI, NCDCR, Arts Education
Leaders, administrators, and organizations
partner together to support Comprehensive
Arts Education?
G.S. 115C-296: Arts Integration
• Requires that preservice elementary
teachers are
prepared to “integrate
the arts across the
curriculum”.
• Outgrowth of H758 Arts
Education Commission
• Wide-scale education
legislation
– S724 (June 2012)
– H23 (March 2013)
– S168 (July 2013)
NC Pre-service
Arts Integration Initiative
Committee
• Diverse, state-level
• Representation from:
– IHEs (Education and Arts Education)
– Arts Educators
– Administrators (LEA Staff, Principals, Superintendents)
– Community Partners
NC PAII – Goals and Next Steps
• Support the preparation of pre-service
educators to deliver a balanced education.
• Identify models and practices to prepare
pre-service educators to integrate the arts.
• Foster collaborations to create access to a
comprehensive arts education in our state.
• Next steps: Continue educator support and
prepare and support administrators.
A+ Schools Program
of the NC Arts Council
A+ Schools Program
“The largest, longest running, most
successful arts-based whole-school
reform effort in the nation”
George Noblit, PhD, author of Creating and Sustaining Arts-Based
School Reform
A+ Schools Program
• RESA Training
– Spring 2014 – present
– For K-8 educators and administrators to
implement standards using arts integration
• Arts integration courses taught at NCCAT
• Targeted support for IHEs
A+ Schools Program
Conference to celebrate the
20th Anniversary of A+ Schools
August 3 – 5, 2015 in Durham
A+ Schools Program
Learn more: Voices of A+
Cross-Sector Collaboration with
Arts Education Leaders
Cross-sector Collaboration with
LEAs and Organizations
• Think Tank
– 8 Regions
– Central Office Staff,
Educators, IHE Members
• Arts Education Coordinators
• Arts Education Leadership Coalition
– Dance, Music, Theatre Arts, Visual Arts Professional
Organizations and ARTS North Carolina
Other Examples: Department of
Cultural Resources
Other Examples: DCR
The Big Picture
North Carolina Museum of Art
Education Concerts
North Carolina Symphony
Traditional Arts Programs for Students
North Carolina Arts Council
National Recognition for
North Carolina:
Comprehensive Arts Education
National Recognition
• National
Endowment for the
Arts (NEA)
• Arts Education
Partnership (AEP)
Good News
10 STATE TEAMS JOIN PILOT PROGRAM
TO STRENGTHEN ARTS THROUGH
STATE POLICY
Americans for the Arts announced that ten
state teams would join a three-year pilot
program to strengthen arts education by
advancing state policy. Announced at the
National Conference of State Legislatures’
legislative summit in Minneapolis, the ten
states entering the pilot program are:
Arizona, Arkansas, California,
Massachusetts, Michigan, Minnesota, New
Jersey, North Carolina, Oklahoma,
Wyoming
Comprehensive Arts Education
Thank you &
Questions
Next Steps
Think-Pair-Share
State and
National
Updates
Dance, Media Arts, Music, Theatre And Visual Arts
•http://www.nationalartsstandards.org/
– Creating
– Performing, Producing, Presenting
– Responding
– Connecting
Artistically Literate Citizens
Communication
Creative Personal Realization
Culture, History, and Connections
Means to Well Being
Community Engagement
(January 2013 – National Coalition for Core Arts Standards Framework)
Creative Practices
Imagine
Investigate
Construct
Reflect
To form a
mental
image of
concept
To observe
or study
through
exploration
or
examination
To make or
form by
combining
or arranging
parts or
elements
To think
deeply or
carefully
about
National Standards
Visual
Arts
Theatre
Arts
Media
Arts
Dance
Music
State
Updates
ArtsFolio
• Primary Purpose
– Provide a student-driven formative assessment
process that documents the progression through
arts proficiency levels
• Outcomes
– Navigating between middle & high school to
ensure appropriate level placement
– Creating a portfolio for beyond high school
(college & career)
Educator Effectiveness
(Standards 1-5)
• Administrator Guides
– Overview of Arts Education programs
– Arts-specific examples of indicators for Standards
1-5
NC Standard Course of Study
– Arts Education
– Career and Technical
Education
– English Language Arts (and
Literacy in History/Social
Studies, Science, and
Technical Subjects)
– English Language
Development*
– Guidance*
– Healthful Living (Health &
Physical Education)
– Information and
Technology*
– Mathematics
– Science
– Social Studies
– World Languages
Standard Course of Study
• No changes for the current school year
• Academic Standards Review
• Superintendent Atkinson explains the
timeline and changes (video)
• http://www.ncpublicschools.org
“highlights”
– Transcript
Professional
Development
Upcoming Webinar Dates
• March 4, 2015
https://www1.gotomeeting.com/register/715192641
• May 6, 2015
https://www1.gotomeeting.com/register/729725592
Free Response
• If you had a
day or two
away from your
regular work or
life
responsibilities,
what would
rejuvenate you
as an artist?
June 18-19, 2015 – Onslow County
Questions and
Sharing
Plus/Delta
• Please complete Plus/Delta
• What is one take away you have from
this information?
• THANK YOU!!!!!!!
Additional
Supplementary
Materials
ASW Process: Step 1
Teacher Responsibility
ASW Process: Step 2
Platform Responsibility
ASW Process: Step 3
Teacher Responsibility
ASW Process: Step 4
Teacher Responsibility
ASW Process: Step 5
Platform Responsibility
ASW Process: Step 6
Teacher Responsibility
ASW Process: Step 7
Platform Responsibility
ASW Process: Step 8
Platform Responsibility