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Christa Whittaker Posts: 5
3/9/2019
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The two I am discussing are breaking tasks down and self evaluation and reflection. In my theatre department, we produce 6-8 shows a year from original student one acts to comedy clubs and full scale musicals. The administration of all of these is led by student teams who ask for or who are selected for roles based on interest and ability The majority of my ESE students are on the autistic spectrum, and it takes a bit of exploration and observation to find where they are and what they can accomplish to feel successful and part of the team. I have a notebook full of organizational materials and forms for tasks relating to stage management, wardrobe, props, etc. Having students make their own to-do lists and lists for proper sequence and show protocol allow them to be in control and cross reference what they are doing with the charts and lists in their notebook.
I have one ESE student who is a prop master, and is meticulous in making sure that everything is set where it should be, is maintained, and is stored.
Honest reflection is essential for artistic growth in any level. In my improv classes I have a wide variety of abilities and aptitudes, and performing improv successfully is far more difficult than anyone anticipates. To be able to create and sustain a character that supports a common narrative in a compelling story on a team with nothing more than a suggestion is a lot to handle. I grade on process far more than product, so students keep reflection journals that they write in on a bi-weekly basis to assess how they feel they are performing and progressing. I collect them once or twice a month, and write in them as well-it's our conversation. Many of the ESE students are not strong writers, but they do get better, and I never comment on anything but their progress and how they feel about it.
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Nancy Andrews Posts: 7
3/11/2019
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Describe how two strategies discussed could potentially be implemented in your classroom. Be sure to identify two strategies by name and describe how they could be used to address a student with a disabilities need.
I use Peer Partner often for students who need extra help. They help the student with movements to songs, or assisting while playing an instrument, helping them play it correctly.
I also use Color Coding for students to know where they belong and what materials are theirs to use. It helps students identify where they sit and what group they belong to for activities.
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Laurie Reeder Posts: 3
3/22/2019
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
Theatre lends itself so completely to both Cooperative Learning and Peer Partnering since acting students are often working on various scenes in class. Peer Partnering would work perfectly when assigning duet scenes whereas Cooperative Learning is the best way to have students work on a group ensemble acting scene. When a student with disabilities works with a peer partner on a duet scene, he/she is not having to worry about performing in front of everyone. He/she can focus on learning the scene and interacting with just one other person. When the duet is performed in front of the entire class, the student with a disability has already built some confidence working with just one other person.
Although Cooperative Learning requires the student with a disability to be in a bigger learning environment, it is still a safe space. Theatre is based on collaboration, and Cooperative Learning used for ensemble acting scenes is all about collaboration.
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Tim DEBorde Posts: 3
3/22/2019
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Two strategies that I use in my Theatre classroom are guided notes and cooperative learning.
Guided notes can used in various ways. The most common way being that of Listening or Viewing guides for movies and performances. I tend to include both open ended and multiple guess type questions with this strategy.
another strategy i use offten is that cooperative learning. Cooperative learning leads to colabotration, an important aspect of the teaching and production of Theatre. This often takes place when students are grouped toward their strengths and other weaknesses. Often, when a performance is fully created by the group, one may take the roll or director, on props, etc.
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kathy Rodriguez Posts: 2
4/9/2019
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The two strategies I use most in my current classroom with a student who has a severe learning disability and autistic is differentiated instruction and cooperative learning. This student can not write words and can not even copy words, so when my students are doing the daily writing assignment, this student traces over the words on a worksheet that has already been pre-printed for him. Do to his disability, he often does not finish his assignments my one class period, so he is given extra time. I do not expect him yo give me the same final product as the other students. While all the other students in my class do a worksheet, he is often given a whiteboard and sits next to me and draws me the related picture to what the students are writing. Cooperative learning has been wonderful for this student because I always sit him with a high achieving student. I have found that most high students like to help and that works out perfectly because he needs a lot of help. This student can not follow multi step directions, so by putting him in a group with other students that know what to do, he is able to follow the work more easily.
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Jennifer Laudia Posts: 3
4/25/2019
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Performing and memorization can be difficult for some students. I have integrated a radio play unit into my curriculum. This takes the pressure off memorization, but still reaches the story telling benchmark. Using free programs on our computes we have written, recorded and listened to their original radio plays. This gives the students the creative when creating play and relieves the students from the intense performance element. This also gives students opportunity to try again and re-record. It is not a one and done situation.
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Roxane Caravan Posts: 6
5/4/2019
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Option 1 Response:
My final unit in my Theatre I class is to write and produce a play in a cooperative group setting. This can be an overwhelming and daunting task for any student when presented with the assignment, particularly for students with disabilities. By implementing Task Analysis, which breaks down the complex task into smaller steps or sequences, students are able to see the page to stage process of writing and producing a play in a more manageable way. This enables students with varying disabilities from Autism Spectrum, Emotional/Behavioral, Language, etc. an opportunity to utilize Chaining in order to successfully manage the assignment. Since the students are also working cooperatively, it enables students with varying gifts within a troupe to come together during the course of the assignment by pooling their talent and resources in writing, acting, directing, and all aspects of tech including costume design, lighting, sound, props, set and producing a playbill for their production. Students of all abilities can find an area of interest where they can be a contributing member of their troupe. This all being done in a methodical manner to show how the process of page to stage works and Task Analysis and Chaining pretty much is a textbook approach to this process.
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Roxane Caravan Posts: 6
5/4/2019
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Laurie,
I totally agree with you. A safe space for all students is the key and a cooperative setting, particularly the larger learning environment is much more secure for students with disabilities because they are not in the spotlight. I think this is true of all students as well, particularly today's students who are much more sensitive and worried about being bullied. And the great thing with theatre is that, as you said, once they build that confidence and feel safe in the environment, then they are able to open up and eventually be comfortable in small scenarios. Laurie Reeder wrote:
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
Theatre lends itself so completely to both Cooperative Learning and Peer Partnering since acting students are often working on various scenes in class. Peer Partnering would work perfectly when assigning duet scenes whereas Cooperative Learning is the best way to have students work on a group ensemble acting scene. When a student with disabilities works with a peer partner on a duet scene, he/she is not having to worry about performing in front of everyone. He/she can focus on learning the scene and interacting with just one other person. When the duet is performed in front of the entire class, the student with a disability has already built some confidence working with just one other person.
Although Cooperative Learning requires the student with a disability to be in a bigger learning environment, it is still a safe space. Theatre is based on collaboration, and Cooperative Learning used for ensemble acting scenes is all about collaboration.
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Brooke West Posts: 3
5/23/2019
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Choose One(1):- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
- I have a student with Aspergers whose IEP gives permission for him to type and email his written work on a laptop. To be honest, this accommodation has made him slower to turn things in because it has proven to be more of a distraction than simple pen and paper. I allow it because he also gets extended time, but he is usually about 5-7 weeks late turning in an assignment, with is well past his extended time allowance. I will be requesting reevaluation in regards to these accommodations. I personally feel that he is taking advantage of a system that was made to benefit him.
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Wendy Holt Posts: 3
5/28/2019
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The Tools & Strategies Overview ask for me to describe how two strategies could potentially be implemented in my classroom, and how they could be used to address students with disabilities. The two strategies I would implement would be graphic organizers and mnemonic strategies. Graphic organizers, such as cognitive mapping, may allow explicit instructions whereby my students develop deeper connections between major ideas and correlating relationships, using lines or arrows, to connect ideas with written language. Mnemonic strategies provide a systematic procedure I believe will enhance memory skills by encoding information that may result in ease of mental retrieval thereby enhancing cognitive development.
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Kym O'Sullivan Posts: 3
6/11/2019
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Last year, I had a student on the lower end of the autism spectrum who paradoxically loved acting and was scared to be on stage. As we worked on monologues for their final exam assessment, I paired each person up with another to work on their delivery, emotions, gestures, levels, and whatever else was needed to create a successful scene. Pairing this student with an advanced student worked wonders. The advanced student first showed his monologue to the ESE student, and the ESE student was able to give some solid critiques, perhaps more honest than the advanced student would have received from a more socially conscious peer. Then the advanced student gently guided the ESE student to portray more emotion, use hand gestures and movement, and to change levels. In fact, these techniques helped the ESE to memorize the piece, which was a problem for him, but by remembering what emotion or gesture went with which line, it made it easier to memorize. Ultimately, both students benefited from being placed together and both performed splendid monologues.
Another activity that we do occasionally is based off of discovery learning. I place an item in the middle of the group, perhaps a towel or stuffed animal, and each person has to use it in his or her own way to create a short scene. The towel became such items as a super hero cape, a turban, a flying carpet, a whip, and a baby. This is a fun open-ended improvisation that everyone can do in their own way. The ESE student never wanted to go first, but after seeing so many of his peers enjoying themselves with the item, he would jump in and perform. Sometimes, he would do the same thing that another student did, but nobody minded because he was expressing it in his own way, which was always different from the other student. Other times, he would come up with his own idea, which always received the highest volume of applause from the others. This truly is a great warm up exercise for all the students and works well for ESE students to explore acting in a safe, simple, and exploratory manner.
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Kaitlin Baxter Posts: 3
6/23/2019
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
To some extent I've used several of these strategies and tools discussed, though I don't think I've utilized the, to their full potential. One strategy that really stood out to me was cubing. It seems like it could be a fun interactive way to accomplish certain assignments either individually or in groups. I would follow the example of having different cubes based on complexity. Then I would divide the class into color groups that match the color of the cubes. From there I could do a number of things individually or in groups. Depending on the child's disability, I would put them in a group that best matches their abilities yet still will help them grow.
Another strategy I'd like to utilize further are Cornell notes. I've already been well trained in Cornell Notes and have utilized them in my classroom for years, however I always felt something was missing for an arts class and that is the 3rd column. As sugggested in the reading, the third column could be utilized for thoughts, opinions, reactions, drawings and more. I think this would greatly benefit students with disabilities because they could truly demonstrate their grasp on the material through their connection and understanding--not just facts or plot points. If they take notes in a group or with a partner for column two they'd be likely to get the notes needed but then still utilize the third column for this own thoughts and responses.
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PATRICIA WRIGHT Posts: 5
7/11/2019
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion. One way I have used technology in the classroom for a student who had language impairment was to have the assignments available on file where the student could use their computer to answer the questions and turn in all the writing assignments using the computer. This helps them stay organized and not have to write everything. It also helps to provide immediate feedback.
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PATRICIA WRIGHT
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PATRICIA WRIGHT Posts: 5
7/11/2019
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Graphic Organizers are a great way to help students collect all the notes taken and put in one place.
ileana reich wrote:
Hi Erin,
I too have used graphic organizers to help student break down text in centers. I have also used notes Cornell notes. I agree that smaller groups are more effective as well. These are all great ways to help assist our students in learning.
Erin Wright wrote:
I've used graphic organizers and grouping practices regularly. In AVID training, we learned a lot about Cornell notes and I think it's extremely important to teach students how to take notes. The basic Cornell note can be modified to meet different needs for each student, but it provides an excellent framework and routine to help them document information they learn, either in class or from books or videos.
Grouping practices do need close monitoring, but there is so much that can be done to differentiate learning using stations for groups. You can teach the same topic in the same amount of time providing multiple possibilities for product. Students who have trouble learning visually can be placed into a small group with a project that centers around movement or sound. In smaller groups, students tend to feel less lost in the crowd and have a chance to voice their thoughts without feeling too intimidated.
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PATRICIA WRIGHT
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Kyle Lacertosa Posts: 4
7/14/2019
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I have used technology to help students with disabilities. For rehearsals, I allow students to record notes with a voice memo app instead of writing down their notes. I also have students use Quizlet and Kahoot to study for tests. For discussion posts and journals, I allow students to film their responses instead of having to write them out.
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Johanna Broihahn Posts: 6
7/22/2019
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Option 1: Two strategies that I found to be the most effective and flexible in my classroom are graphic organizers and reflection strategies.
I often make my own graphic organizers for my students so that it relates to the current play we are reading and analyzing. Our Shakespeare unit is usually the hardest to master, especially with the difficult language. I create story maps for the students so that we can break down each scene together, focusing on sequence of events, but also characters and their relationships. At the end of the play, students have a “cheat sheet” for each specific scene to help them study. This helps all students, especially those with processing issues and students with ADD/ADHD who need help with organization.
One of the most important skills an artist needs to grow and become successful is the ability to self-reflect and adjust their work. After my groups have finished presenting their skits- I often ask them first about how they felt about the performance. I ask them to evaluate themselves on a scale of 1-5 and give a reason for their response. I ask students to do this individually, on a post-it note so they do not have to share with the class and I can give feedback to them in a more private way. This helps struggling students who are nervous in front of their peers or those students who need positive encouragement.
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Johanna Broihahn Posts: 6
7/22/2019
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I have a similar final unit for my Theater students, but I never thought about using task analysis in a more direct way to help students reach that final goal. Awesome recommendation!
Roxane Caravan wrote:
Option 1 Response:
My final unit in my Theatre I class is to write and produce a play in a cooperative group setting. This can be an overwhelming and daunting task for any student when presented with the assignment, particularly for students with disabilities. By implementing Task Analysis, which breaks down the complex task into smaller steps or sequences, students are able to see the page to stage process of writing and producing a play in a more manageable way. This enables students with varying disabilities from Autism Spectrum, Emotional/Behavioral, Language, etc. an opportunity to utilize Chaining in order to successfully manage the assignment. Since the students are also working cooperatively, it enables students with varying gifts within a troupe to come together during the course of the assignment by pooling their talent and resources in writing, acting, directing, and all aspects of tech including costume design, lighting, sound, props, set and producing a playbill for their production. Students of all abilities can find an area of interest where they can be a contributing member of their troupe. This all being done in a methodical manner to show how the process of page to stage works and Task Analysis and Chaining pretty much is a textbook approach to this process.
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Scott Weill Posts: 3
12/8/2019
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In response to Option 2:
I have several students this year who came from other countries with little formal education.
On top of that they have ADHD and dysgraphia. I allow them to type their responses to test questions as their writing is
impossible to read. I also use Language Live to help with picking up needed reading skills.
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Trish Grunz Posts: 3
12/17/2019
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I have a unit I like to do with my musical theatre class and my tech theatre class called, "The Soundtrack of my Life". The students choose 5 (appropriate) songs that they feel highlights 2 times of happiness , 2 times of sadness and a favorite artist song that they share with the class. I find that this lesson engages all learners across the spectrum and also creates a connection within the classroom fostering trust and friendship. The music is played on youTube on my Smart Board but is only lyrics, no videos. The student provides a background for the song choice with their story then plays the best 45 seconds of each song. It takes a week to get through everyone but its so worth it!
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Amy Sullivan Posts: 3
12/18/2019
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Multiple formative assessment options- students in the technical theatre unit have the options of researching and writing a paper on design, desiging mockups for costumes or makeup, set design, stage management prompt book, etc. This allows students with certain disabilities to gravitate towards their strengths and navigate away from activities that are not beneficial for them.
Graphic organizers- students map out plotlines with graphic organizers- this along with discussion addresses learning through multiple instructional styles.
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