7/23/2016
Topic:
Students with Disabilities
Deb Magahey
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I had a 3rd grade student with E/BD. In the beginning of the year, he sat with other students at round tables of 4. He had a lot of trouble controlling his behavior with this arrangement. He would become very angry with the other students. When I would remove him from the situation, he would get frustrated and angry. With this scenario, he was not completing his work or engaging in class. Every class period, I took time to talk to him to see how he was doing. He responded well to our quick conversations that focused on the positives. I had moved his seat during this time to a table that worked a little better for him since he really seemed to want to interact with others. He started working better, but still became unpredictable when over stimulated by classmates. During demonstartions, he started coming and sitting at my demo table. Here is was very focused and began to interact more with the lesson. He had a lot of positive things to say. After noticing this, I told him I wanted him to be successful and needed to know from him what would be a good seat for him in art class. I gave him three choices- his seat he was already in, a new table with peers, or a permanent seat at my demo table. He chose the demo table. With a couple bumps in the road here and there, he ultimately became positively engaged in the lessons, discussions, and activities. |
7/31/2016
Topic:
Tools And Strategies
Deb Magahey
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I already use several of the techniques as well. However, this year I am thinking of creating a seating chart where the tables will be tiered. That way if I want to use a task card activity at the beginning of a unit for a skill or concept, I can easily implement that activity. I also love the cubing idea. This activity could be targeted around art criticism, discussion, and reflection. I could have a six step visual and let students roll a dice in small groups to complete an activity. Lots of great ideas from this section! |
7/31/2016
Topic:
Assessment of Learning
Deb Magahey
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One assessment I have used in the past are journal entries with art criticism response or art reflection responses. I had a student before that struggled with putting his words in writing. He did great and was successful in the art room with discussion and project completion. When it came to journal entry time, He would tell me What he was trying to say and I would write it out for him to document in his journal. Sometimes, I would have a fellow student help him as well. |