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j vizzi Posts: 3
3/14/2018
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I think that the tiered lessons is a valid approach to teach to a group of students that have many differences such as age, background and skills.As an art teacher, I found my classes full of diverse groups of children. Adapting the specific lesson to the student as needed, allows for such diversity. I think that it would help the student to know that he/she has a lesson specifically tailored to his/her needs and background. I particularly like graphic organizers. Since I am a visual learner, I encourage the students to use the different visual organizers provided to better understand and breakdown the nature of the assignment. These tools not only help to understand the material but also help when reviewing if they need to do final assessments.
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Lori Phillips Posts: 4
4/8/2018
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After every major art project I pass out a rubric and ask the students to self assess their projects, then I grade over what they answered using a red pen. I would choose to implement the Reflection Strategy by adding to my existing rubrics these questions: "What parts of the assignment did you find most challenging?" and "Was there an area where you needed further assistance?"
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Lori Phillips Posts: 4
4/8/2018
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For my second strategy I would implement Grouping Practices, specifically peer partners. I would pair up a stronger student, perhaps one of my autistic students who catches on quickly with a student who has a specific learning disability and has difficulty with instructions. In doing this the autistic student-teaching peer would model the steps to get started with the project.
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Loridia Urquiza Posts: 5
5/10/2018
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Loridia Urquiza- Describe how two of the strategies discussed could potentially be implemented in your art classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability.
In my many years teaching I have used pretty much all the strategies mentioned in this module. I use Mnemonic to teach past tense in French class: Mrs and Mr Vandertramp. Each letter represent a different action. We also generate pictures that connect with the Mnemonic.
Reciprocal teaching always work with my students with disabilities. I give them a class period of 45 minutes to plan, deliver and asses a lesson based on a given content. They learn and enjoy the teacher role. They feel in control of their knowledge.
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Loridia Urquiza
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Brandi Benga Posts: 4
6/6/2018
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A student in my art class was partially visually impaired. The students were given an assignment in which they had to do research on an artist and then make a presentation. All of these students were instructed to use the laptops in the classroom to conduct the research and make their presentations. This allowed my student who was visually impaired to increase the font size of information so that he was able to adequately read it. This also allowed him to use computer programs that would help him create a presentation that best suited him and allowed him to present the information eh had learned.
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Dustin Clark Posts: 3
6/11/2018
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2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I had a student who is non-verbal due to a genetic disease. He uses the teacher lap-top at his work station to type questions and responses to questions throughout the period. Before implementing this technology, he seemed disinterested in the subject and frustrated that he was unable to communicate his thoughts and ideas. After implementation, he was able to excel and engage in the assignments.
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Christopher Mink Posts: 5
6/11/2018
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Reciprocal teaching works great with my orchestra students with disabilities. My students have roughly 45 minutes to create a product (them being able to play their parts?
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Samantha Hower Posts: 3
6/19/2018
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In my classes I mostly see students with various specific learning disabilities and I try to use Activity Lists to differentiate instruction. I currently teach AP Studio and Creative Photography, both curriculums are heavily infused with technology but I find that my biggest struggle for students is idea generation/applying concepts and follow through/meeting deadlines and I think that Cubing and Learning Contracts are two things I could use to improve my support of student achievement. Cubing would come in handy for my students who struggle with connecting the big picture art topics with specific technology skills. Learning Contracts would be a great way for me to bring some support and accountability in addition to my Activity Lists for students who struggle with independent work and time management.
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Laura Campbell Posts: 4
6/21/2018
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I teach middle school students. In my experience this year I used technology in google classroom by designing step by step easily read illustrated directions to every step of doing a project. I photographed my projects in progress along with instructions as well as teaching them hands on step by step. This worked out really good for students with learning disabilities. This was a way they could easily review visuals as well as steps that I uploaded in google classroom. As I worked on a sample, I took a picture of it in stages from start to finish so students could review as many times as needed for processing. I like google classroom a lot because it serves as a tool to many projects and units I teach in the classroom. I am in the process of recording my demonstrations so they can see my directions hands on when they are absent. This is useful when I teach skill and technique. I can be free to circulate more in the classroom for individualized instruction. I use peers as well to help one another and share their ideas and that way students can be free to interpret and enjoy art making and learning.
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Laura Campbell Posts: 4
6/21/2018
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Administrator wrote:
(Choose one)
1. Describe how two of the strategies discussed could potentially be implemented in your art 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.
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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heidi enneking Posts: 3
7/25/2018
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One of the strategies discussed that could be implemented in my classroom is a graphic organizer such as a flow chart. A flow chart for Stages in Creating Pottery would help students understand the process and the time involved for clay to become a completed piece of pottery. Another potential strategy for my class is cubing. I like the idea of students making their own cubes for an art history project. They could draw or paint different sides of the cube as an option to having words. One of my students had a hearing disability and I used a special little clip-on microphone that just transmitted to her hearing aid.
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Patricia Beach Posts: 2
8/19/2018
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Laura Campbell wrote:
Administrator wrote:
(Choose one)
1. Describe how two of the strategies discussed could potentially be implemented in your art 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.
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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Patricia Beach Posts: 2
8/19/2018
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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.
As an high school visual art teacher I work with students of all levels of knowledge and abilities. I provide written unit instructions that includes a grading rubric that breaks down each of the steps (that students may check off when finished) that is required in the unit. Verbal instructions are given to the entire class, small groups, and individually as needed. I have created a web page that students can use when they are absent or need to review a technique shown in class. This variety of instruction covers auditory, visual, reading/writing, and kinesthetic learning styles.
I had a student who was identified with Emotional/Behavioral (D/BD) that I taught for two years who did not do well with writing for local and state assessments. This student was not able to stay in her seat for an entire class period, so she was allowed to move to various parts of the room as needed. In one school year she was able pass two Advance Placement Studio Art exams through her art making process. Assistance was given by paring her up with a strong writing student to help her write he short commentary that went with her 12 concentration pieces of art (commentary is read but not scored by AP) for each course.
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Jill M Ross Posts: 1
8/20/2018
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1. Describe how two of the strategies discussed could potentially be implemented in your art 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.
Strategies to implement participation: Setting clear rules to follow and monitoring tools closely to prevent accidental misuses of supplies and materials from occurring. I can also place reminders up around the room as well as have students read and sign a promise to put safety first in my classroom. If a student has problems reading, seeing, or hearing the rules I can provide multiple methods in which they can comprehend the proper use of materials and supplies.
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Students with visual impairments using computers while testing in my classroom may use headphones to have the question read aloud to them.
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Betsy Haskins Posts: 3
9/6/2018
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Describe how two of the strategies discussed could potentially be implemented in your art 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
I see many with the same strategies that I use in my art room. Cooperative learning is embedded in our school, working in teams with projects and getting supplies, reflection, brainstorming or just plain brain breaks.
I would like to investigate using Cubing and Task cards in my room. Cubing exploring 6 different points of view or areas of study and Task Cards would be great tool for setting up students with the process of a project. Will help manage my time with so many students who need direction.
GREAT!
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Scott Whipple Posts: 5
11/7/2018
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I regularly tier my lessons into smaller chunks of activities which helps both my learning disabled students and non learning disabled students. My lessons in art begin with group discussion and teacher questioning to make sure all students understand what we are doing. I often ask my learning disabled students to repeat instructions. In addition, Organizing my lessons with the same steps and sequences has been very effective in maximize learning and improve behavior.
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Scott Whipple
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Angela Amos Posts: 3
11/28/2018
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Technology: I have a student with Asperger's who does not like to present in front of the whole class. So we devised a plan for her to use her phone to record her presentation at home then submit to me for private grading through Google classroom. This way she still had to complete the research and presentation but did not have to stand in front of the class and feel uncomfortable. She also could do multiple "takes" in order to get it right.
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Hallie Smith Posts: 3
12/6/2018
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I had a student with Autism in my 2D art class who was very technically minded and proficient on the computer. When appropriate, I gave her the option of using Photoshop or Illustrator to do her projects. We would first discuss what the learning outcome was and she would explain how she could achieve that using digital design and which program would be best suited for it.
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Sarah Ingram Posts: 3
12/18/2018
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I have used an app called "I Love Hue" to help various students understand some of the concepts of color theory. My classroom was originally designed for a math class and so does not always function well when it comes to projecting images. It is often very difficult to see details, color variations, etc. Because of this I have had difficulty in explaining some concepts of color theory, primarily those that deal with how colors react with each other. To emphasize this I have had students use an app called "I Love Hue." This game is a perfect example of how colors can seemingly change based off of the colors around it. Students also learn about tones, values, intensity, and color schemes. The more students play the game, the more familiar they become with color and its properties.
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Kathleen Tracey Posts: 4
1/6/2019
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Two strategies that I believe will work great for various problems in the art classroom are cooperative learning and discovery learning. For example, if I am teaching printmaking which is best taught in small group instruction I can have a cooperative group learning the history of printmaking, another group designing their print and a third group printing. The groups would then rotate. Discovery learning can be used in say for instance an AP Studio course where through trial and error and using teacher help and instruction a student begins to work on their individual concentration.
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