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Kristen created several teaching aids for the classroom and in the virtual classroom. Some are general and others are strictly for one-on-instruction. Below are a few examples.

Table-toppers: These work marvelously well for grades 3 and under. The students instantly sought them out and regularly referenced them throughout the lesson, giving them more ownership over their learning.

Work Sheets: Having students brainstorm with a guided worksheet via paper and pencil proves to invaluable. It also cuts down the "I don't know what to make" situations. 

Proof of Learning: A student can upload an image of their work and then identify the Elements of Art in the various parts of it. This can also serve uploaded work that another student can review and identify.

Reminder: A diagram Kristen made to help identify and understand the process of indirect instruction. Thus being less of a 'sage on the stage" and more of a "guide on the side."

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Diagram: Items to keep in mind when drawing human eyes on the face. This was drawn for a freshman class.

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Individualized Help during Online Learning: Students uploaded their work's progress. Kristen notes were the successes are and where's there's room for improvement.

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Online Lesson Webpage: Each course had its own webpage with drop-down lesson plans. There they can find what the lesson is, slide shows on the history and culture of the topic, a how-to video, how-to step by step instructions, a rubric, vocabulary, list of materials, advice, a focus artist from which the lesson was inspired, and the class objectives.

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Critiquing Online: In this summative assessment crit-card, students critique each other using higher-order thinking in this online form.

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Individualized end-of-season cards going

Custom made appreciation: Kristen hand-lettered students' names to show appreciation for their hard work.

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Agendas: A visual agenda, along with the day's goals, and vocabulary help with indirect instruction and a routine helps maintain classroom management. 
Below is a specific agenda decorated with dinosaurs for a particular child with special needs. This student was anxious about changes in schedules, but Kristen also knew that he was found of dinosaurs. She told the child that changes in the schedule would always be in red and anything written in blue was a constant. This helped put the child at ease.

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SHoM Cheat Sheet: Kristen admires that the 8 Studio Habits of Mind (SHoM) have thinking and creative growth in every step. She made making the Habits of Mind into a code. A code would be repeated if a student was showing extra investment. She put that code to use in aligning assessments. Notes of 4 students were taken in the first week of a repoussé lesson. At the end of the week, she could see the mode of which habit they were keying into. This helped when assessing a student's work. 

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