Final Project: Course 4

Plan for a Museum at ISB



Plan  for the Final Project for Course 5

After analyzing and remembering all the skills and knowledge that we learned with COETAIL in the past year, I think that creating a museum would embody and apply all the complex learning that I experienced. The children from 3rd Grade have already created some posters because they can’t wait to share their Explorers Projects in our ISB(International School Busan) Museum. For sure that would be our first exhibition.

  • I got inspired by my peers Julija Balciune, Simon Dobson, Shalene Huth who created a virtual library as a final project in C3, and I had an idea to create a Museum at the International School of Busan (virtual and in real life as well), as a support and exchange platform for all the students around the school. It was anyway a dream of mine and few other teachers to create a museum for children at our school because they cannot go on field trips nowadays, but even virtually if we are sometimes in remote learning we can access, visit and build on that platform for different themes and projects in connection with a museum.
  • Marco Polo from the Explorer project is already inviting us to visit the ISB museum and see his ship and his map with the travels that he made.


I could remember in Course 1 “Ourselves as Learners“, how we changed our perspective and put ourselves in the shoes of the students again. From this course, I could apply skills like how to become a good researcher. I could plan for Tech-Rich Learning- introducing some digital tools to the children, and we could apply the theory into practice, with our vision in the project of creating a museum together.

From Course 2- Literacy in Today’s World, I could teach the children how to respect the copyright laws, how to “THINK” before you share any comment, picture or video, on an online platform, to be respectful, say the truth, and be positive. I will encourage the student to be original and even they get inspired by other cultures or various artists, they should remember to remix and reinvent art ideas in their own way.

Course 3, Visual Literacy: Effective Collaborators and Communicators’-the teaching concepts and valuable knowledge will fit perfectly. One of my favorite themes: Effective Collaborators and Communicators will tye directly in creating a museum at ISB. All the students should develop skills of good communicators and collaborators to create this project together. It will be a great teamwork challenge for everyone, even for me as a teacher to know when to step back or step in to direct students’ work in the right way.

From Course 4-Learner Driven Instruction, I could apply “Deep Learning” and “New Pedagogies” concepts into practice. This is an inspiring example of Augmented Reality applied in a museum concept, that could be one of them.

Other great inspiring examples of museums in other schools are:

MOCA(Museum of Children Art) 

or another school in Nagoya(NIS) which shared on Twitter their museum tour.

Establish Goals

  • To provide emerging artists with a place to share their artworks in a special site ”Play Cube Space” and an online exhibition platform.
  • To give students a purpose for creating their artworks at their best level.
  • To provide students with inspiration and to find a place to find artist recommendations/ art movements.
  • To help build student confidence and independence with both creating and displaying, sharing, presenting an artwork.
  • To provide an opportunity for students to share their own original artworks online and in real life.
  • To build a vocabulary for the art field.
  • To be curious and encourage the children in the future, in real life the idea to visit a museum.
  • To make an interactive concept, to build a connection where students feel part of the museum and not only in front of a showcase, or artwork displayed.
  • To prove that digital tools can help them support their curiosity about artworks (doing research independently) and the technology supports their ideas and artwork in the form of presentation.
  • Which ISTE for students?

3c Knowledge Constructor

6d Creative Communicator

    • Why do you think this unit is a good possibility for your Course 5 project? 

      I think this unit could give the opportunity for a great collaboration among the students of different ages. ( EY2, Kindergarten- up to 5th Grade). Also for teachers would be a great exchange opportunity for the idea of a museum at our school.

  •         I think through this project I could put into practice the deep learning concepts, of applying in real life a knowledge that we learned, about collaboration, about students’ agency to feel empowered, and create their own museum. I also think it is a great chance to develop critical thinking skills, planning, creating, reflecting, and building a strong language for the art field.
    • How will the ISTE Standards for Students that you chose to enhance your students’ understanding of the content?

    • Digital Citizenship

      2C: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.


      3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions


      6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

      6d: Students publish or present content that customizes the message and medium for their intended audiences.

      Global Collaborator


      Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

    • How does this unit reflect your learning during COETAIL? How is this unit different from or similar to other units you have designed/facilitated?

I think it would be a good example of how art and technology could be combined in the art field to enhance the process of learning.  Digital tools would help the children to research, make them independent, empowered them to create the artist statements, content, and reflection. I hope also to create an interactive situation using media in our museum.

  • Implementing SAMR in the process of learning. We could use digital tools to create QR codes and record information about multiple artworks. Other technology implementation could be introducing Thinglink -to press a button and play the reflection, information behind an artifact.

The recordings—which they will make into QR codes using Vocaroo and later printed to be placed on the artworks—provided information about the artist and materials used, and gave a description of the piece.

  • Implementing TPAK-How can Tech, Pedagogy, and Content interweaved together. Which would be the most suitable platform to develop the Museum? Could the children build it on the seesaw as a blog or rather in google slides show? Or on Flipgrid or Padlet?
  • It is also about designing authentic learning experiences and seeing in practice new pedagogies. Keeping in mind the design when communicating information.
  •  This unit is similar to the first final project when I created a curated exhibition for the final project on a padlet platform.  But this time, it will take place not only in real life in a designated classroom but also on an online platform. (flipgrid, padlet, google slides, or website?)
    • What has influenced you the most during COETAIL and how is that reflected in this final project?
    • Effective Collaborators and Communicators, Deep learning. Rethinking my teaching strategies. Project-based learning experience. How to implement technology in an effective way of teaching practice.
    • What are some of your concerns about redesigning this unit?
    • The little children(from the Early Years and Lower Elementary) have fewer skills with digital media and how can I coordinate their roles. How can I structure the lesson that everybody can contribute and share and build this idea together? Another aspect is how can I record and collect all the steps in between and sort them in their place. Because I will be busy in the middle of the process of teaching the classroom and to coordinate them.  Which are the right digital tools to use for the platform of our museum?
    • What shifts in pedagogy will this new unit require from you?
  • I will empower the students more and I will support them to be more critical thinkers and independent. To reflect and to value more what they and their peers are doing.
  • I will need to implement the “Design Thinking” strategy.  This approach will develop on collaboration, and how can be problem-solving. “The design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions.” Joel Bevans
    • What skills and/or attitudes will this new unit require from your students?
  • My students should develop research skills, critical thinkers skills, build strong art language skills, be open-minded, and a good collaborator. They should also learn how to be artists and curators. First creating their works with deep quality and then curating other students’ artworks and presenting nicely in our museum.
    • What outcomes do you hope to see when students complete this unit?
  • I hope that we can create a museum, real and virtually to visit any time and get inspired by and be proud of the possibility to showcase our artworks for a wide audience.
    • How will you know that students have learned the concepts?
    • I will see the end results in a project format, what they achieved. It should be visible in the exhibition concept of the museum. Then, I will pay attention if their vocabulary has changed, I will ask them about concepts like what is a curator and what makes a museum? Probably, I will create a survey or a questionnaire about this experience to evaluate them better.
    • I think creating a museum project at ISB would motivate children very much to give their best in creating, to be happy to share with our community as a public, to learn with media tools about art history and other facts, to feel empowered to use technology tools in museum project and to give a feeling of great value for their work.



Deep Learning in Action

Last month our school was evaluated by WASC and went through the process of accreditation. We learned a lot about ourselves and reflect on what we were doing. Luckily everything went well and we were praised for our activity. We are a fully authorized IB school.

I realized that IB  concepts like “Student in Our Center”-student agency, collaboration,  inquiry-based learning/ questions, applying knowledge in real life,   were in fact “Deep Learning” concepts, that we are applying through the IB Philosophy. The profile learners and its attribute, how we explore through our lessons, was a great proof of our learning to visualize it easier in our practice.

How does it work the assessment for our students, was also one of the key questions during the evaluation visit.

A great read about how we can influence the achievements of a student was reflected in the diagram of J. Hattie.

2018-updated-hattie-ranking-hatties-list-of-influences-effect-sizes-achievement-rangliste Source: (Retrieved 28 March 2018 / PDF)




  • What does deep learning look like in action?

Grade 3- Explorers- students learned about different explorers and created their artifacts,(maps, ships, binnacles), that were part of their project. Afterward, they documented with Ipads and explained it with digital tools like Seesaw. They used critical thinking skills to research, create, and communicate their ideas. They also reflected, used the art vocabulary, and gave feedback to their peers.  This was a strong collaboration between the homeroom teacher and the art department. They did many types of research and wrote about their explorers and then created a piece inspired by them.

Maps, templates, reflections.

Art Vocabulary

I choose special vocabulary keywords for art class and I try to reinforce them through their explanation.


I searched and printed a document with art vocabulary and I asked the children to use those words in their self-assessment and in their reflections about other artworks from their peers.

I asked them to reflect and to answer questions like:

I wonder about…

I feel…

I discovered…

I reflect…

I learn…

Grade 5- Printmaking

For another class, I also asked them what the most exciting project and what they wish for next year to achieve in art. What would be their goal?

This is an example of Project-based learning for Grade 5. They learned how to create Linocuts and Woodcuts and they created all the processes, step by step, from defining the drawing, transferring the drawing on their template, carving the idea into a lino plate or wood plate, print it with special ink, signed it, and reflect about it. The results were amazing even it took us longer than expected.


For this project, I applied rubric-based assessments. “Rubrics can be used to assess the intermediate stages of project-based learning to help the students to stay focused”. Rubrics are also helpful for the instructors to keep track of the development and progress of their student’s work.

rubricintro (1)

  • How might we assess for deep learning?

It is hard to measure creativity and originality. I found it particularly difficult for arts to say this is right or this is wrong. I try to encourage students to create, to express themselves with art, and to be curious and passionate about art in general. To inquire about different artists and even their peers. I wish that my students are inspired to love creating and to appreciate the arts.

I try to evaluate per general to give them the opportunity to show their works through exhibitions, as a colleague of mine Julia,  mentioned in her blog

Julia mentions that ISTE would be a good evaluation form for deep learning. I reflect on that, and I felt the same. I usually refer to the 10 ib learner profiles(caring, thinker, inquirer, reflective, knowledgeable, principled, communicator, open-minded, risk-taker, balanced)  in my assessment, and try to be positive.

A very important method of mine is self-reflection. I keep always at the end of 10 minutes’ time to reflect together about what we all did and to give constructive advice for the future. I found it helpful to use the TAG method.

Tell something encouraging

Ask a question

Give advice.

So I often use the Self- assessment method and two other types of assessment.

Formative Assessment shows the development of the students at a particular time.

Summative Assessment with different stages, midterm skills, a final project, and maybe a  research work/ or reflection-using critical thinking skills.

Reading different materials about Deep Learning Assessment, I found this detailed document a great reference.

Here is another great example in the abstract fields, like the mathematics of how to assess deep learning.

They are a variety of ways of putting deep learning into practice in my classroom.

Because I am a person of action, and less verbal, I put deep learning into action and I can give you another example of a great collaboration between Early Years, Kindergarten students,  11 Grade, and 12 Grade students. They met and they decorate the Christmas tree together.  We extend our learning into practice, in real life and we prove to be caring. The little ones worked very hard to paint and create beautiful patterns and colors on the wooden shape decorations given by the older students.


Another example is when I gave agency to the G1 students to be curators and to choose their best piece that they would like to share and to hang by themselves in their Christmas exhibition. Other examples of my deep learning practice are also earlier described in the “Explorers” project / G3 and Printmaking with G5.


Thinking about different methods of deep learning methods into practice I read about.

Augmented Reality is a concept that fascinates me very much and I hope to apply it in the project of a Museum.

One of the most iconic elements of the ‘Iron Man’ series is the impressive heads-up display of the Iron Man suit and the augmented reality of Tony Stark’s workshop.


What does deep learning look like in your school?

I remembered also the last week, “The Hour of Code” when we discovered many patterns, algorithms on how to decompose the world around us and to understand in an abstract way. An idea- a pattern-which becomes a code if we would like to program it in a computer programming system.

We even attended a PD Workshop and we practice the 4th stages of coding:

  • Decomposition
  • Pattern Recognition
  • Abstraction
  • Algorithm

I think I would gladly explore and apply coding concepts in art projects in the future.

Our Tech expert from our school, Dale Plotzki did a fantastic job preparing the “Hour of Code” for a whole week with different activities in our school.

I think here I could say that our school applied challenge-based learning and also game-based learning.

Challenge Based Learning (CBL)

“This multidisciplinary approach to teaching and learning encourages students to leverage the technology they use in their daily lives to solve real-world problems. The approach is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities and around the world to develop a deeper knowledge of the subjects students are studying, accept and solve challenges, take action, share their experience, and enter into a global discussion about important issues.” Joel Bevans

This semester we experienced due to coronavirus blending learning system in South Korea in our school. We started for a week normal, then we shifted to virtual learning, after a while when the situation was improving we change to a Hybrid school learning only one-third of the students were on campus on a rotation base, every three days.  After a while, we could finally teach at school and it was so hard because the children were out of routines and were having different reactions, some of them were too shy some too wild, etc. After enjoying for a while to teach back at school, suddenly we needed to close for a week and switch on remote learning, and we could finalize with two weeks finally back at school, praying every day that the number will stay low and we could come to school. While we were in blending learning, we used Seesaw and Zoom to assign the tasks and to hold our meeting online with the students. We designed a new strategy of teaching with more technology and make it work. We try to develop the research skills, in students, and to be communicators.   

What do learning frameworks and new pedagogies look like in your classroom/school? Which methods have you implemented before?

I implemented many times project-based learning, according to some specific units. Especially for the unit “How do we express ourselves” I had major projects with Musicals, Theater, Grafitti, etc.

I also used  TPACK- Technology and art in a project:  Draw. Paint. Animate- Meme/ Animation/

Another one was being researchers and we develop critical thinking.

Games Based Learning (GBL)

 EdTechReview, “Game-Based Learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world.”

I created in my last afterschool activity club 3D Creations- dollhouses, balance, crafting, gluing, and applied scientific methods from real life.

Ex: Lego/ Megaformers. – patterns, modules.

What methods would you add to the list in this unit? Which methods might you put into action in Course 5?

For Course 5, I would like to create a Museum at ISB as a big collaboration project around the school. I also planned it as an after school activity club.

I will use Project Based Learning method.

Project-Based Learning (PBL)

“Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience. As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.” Joel Bevans 

I would like to bring technology together within the communication process and doing the researches process.  So I will use a project-based concept with some blending-learning experiences. 

 Which deep learning competencies are strengths for you?

I think I am a passionate collaborator and I refer to the real situation in life. I could grow by being more structured and to keep it simple. I wish I could keep a better balance also with my life. Sometimes I am becoming a bit anxious and I get overwhelmed. 

How do you support your students/colleagues in becoming deep learners?

I think my colleagues are already great deep learners teachers, and I am so happy to recognize that and to understand better everything that they are doing. I am very fortunate to work with a team of amazing teachers and wonderful people. I am always open to collaborate with them and learn together.

I hope after I set the ground base with the main skills that we need in the art to express ourselves (ex: drawing, painting, modeling, printing, crafting, media art)  I would like to apply it in my teaching practice inquiry-based learning, student agency,  life long learner, real-life application.

Let’s get inspired by this artist and dream about the future.

Tatiana Plakhova-Antrum Installation.









Unleashing the Deep Learning


  • Reflect on how you integrate technology with new pedagogies to unleash deep learning.

Last week we went overnight in VLE because the cases of coronavirus raised so much in South Korea, the city council declared a state of emergency, level 2.5 and all the schools went on an online learning system.

That was the perfect opportunity to grab the seesaw, assign my task, and communicate with my students. We had a theme to draw, paint, and animate our favorite character.

Inspired by the 6C from the New Pedagogies for Deep Learning by  Michael Fullan

*Character Education





*Critical Thinking


I try to integrate the communication, creativity, critical thinking attributes to apply in this project. We gave our best to communicate clearly our ideas and to listen to each other carefully. To be original and express our creativity as much as possible. And at the end to make a self-assessment to apply self-critical thinking.

For some of the students went pretty good and for some were limited in expressing themself with the animation tools. I will show you some examples.




We also hold a Zoom meeting session to explain the task more in detail and to answer and guide my students immediately in real-time, while they are creating. 


  • Design personalized learning experiences and accommodate learner differences.


For animation, they could choose between FlipaClip,,  Seesaw, and other animation programs to create something with digital animation. It was depending on their level, how simple or how complicated they would like to develop this task. 

Here are a few examples of their answer for self-assessment for this project. But I admit, because I gave them too many questions, (5pages), the children from 5th Grade, were confused and didn’t answer so detailed as I expect it.

Then I tried to restructure my self-assessment and I reduced it to fewer questions and another class (4th Graders)responded very well. Finally, I could get more information that I could evaluate.



This an example where I used technology to integrate in my art class practice, was to create an assessment assignment where I asked a few important questions to guide their reflection about their art project. In the end, I invited the children to name two things(stars) that they are proud of and one wish that they would like to improve.

I found out a great resource online and I tried to guide my questions based on that model. Here is an explicit self-assessment example.

My students’ response:

Reflecting on theories of pedagogy in deep learning I was happy to read about this author, Paulo Freire, who impressed me very much with his humanist thoughts.

Paulo Freire wrote about “Dialogical Learning. In his book “The Pedagogy of the Oppressed”, he names the five important factors that an educator should have in order to define the dialogical learning process.

*Humility, *Hope, *Faith, *Love, and * Critical Thinking. 

How do you demonstrate humility, hope, faith, love, and critical thinking in your classroom/school?


”  Teachers who approach students with a genuine desire to learn from and understand them facilitates much a more effective relationship than those who adopt a directive approach centered on their own knowledge, education, and experience. “(Paulo Freire)

Because I am an artist myself, and I know what a delicate situation is when expressing your feeling through arts. I try to put myself in their shoes and imagine that my students feel the same. Therefore, I come with much respect and care when I express my opinion, first encouraging them and then guiding them carefully on how can they improve their work. So first I asked them what they wanted to express and listen to them then I can give them some advice.

Because I respect their work, I often ask if they would like me to show aside some technical tricks or directly on their work.


Dialogue cannot be carried on in a climate of hopelessness. If the dialoguers expect nothing to come of their efforts, their encounters will be empty, sterile, bureaucratic and tedious.” – Paulo Freire

I encourage my students and inspire hope, that I believe in them and that I am looking forward to seeing their artwork as soon as they are finished and whenever they are ready to share with me.


When teachers have faith in students, they see them as autonomous individuals deserving of respect. This faith in students paves the way for a deeper trust to be established, and trust is critical in any relationship where real, meaningful learning is a goal.” Paulo Freire

In a way, hope and faith are very close and interconnecting. It is the trust that I invest in them, that they could do their best and that they will be proud of themself and confident in their knowledge and talents.


“If I do not love the world–If I do not love life–If I do not love [people]–I cannot enter into dialogue.” – Paulo Freire

I believe that all the educators who choose this work to work with children, they trully love children and are capable to give, sharing their knowledge with their heart.

To love means to be vulnerable. Brené Brown also explained this in a very deep talk. She explains also about shame, courage, and the power that you can have in your classroom as a teacher.

How can you take etical decisions and that shame and guilty are so important feelings.  A valuable advice that stayed in my mind was :”If someone speaks about a hatred massage then talk about pain.” as Brene Brown said.





“Only dialogue … is … capable of generating critical thinking.” – Paulo Freire

“One way to keep our focus on student learning is to ask, “Are we letting the students do the thinking?” Freire

Some strategies to create an open dialog, constructive, and encouraging critical thinking are:

  • Connecting learning to student interests
  • Asking good questions
  • Using learning structures and teaching strategies that prompt student thinking

For me, connecting learning to student interests, helped me a lot to get their attention and focus on the art subject.  When they have a subject matter, a character(a hero like Zelda, or “Among Us”), that they love, they are so passionate and motivated about what they are doing, that they really try their best.

Guiding the introduction to my lesson with good questions is also one of my personal challenges because I am trying to apply as much as I can, inquiring based learning. That is why I am thinking which are the good key questions to prompt their learning in the direction that I want them to learn.

What do you think, which strategies are you using in your teaching?