6/21/2018
Topic:
Tools and Strategies
Laura Campbell
|
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. |
6/21/2018
Topic:
Tools and Strategies
Laura Campbell
|
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. |
6/21/2018
Topic:
Students With Disabilities
Laura Campbell
|
I had a student who is autistic. This young man was very inspiring to me. He loved to draw anything that came to his mind. He is high level. Very bright. He did well in my class because I wanted him to create his own style of drawings. They were detailed, very thought out, he wrote a story about each one on the back ot the drawing. His mother is an artist. She encouraged him at a young age to create. He had issues with speech however, his art spoke for him. I told his mother to compile his drawings and publish a book. Art from the heart of ( I will say Joe as his name to protect his identity.) I showed his work to the students and they were amazed and he was very happy to show his work. This helped him fit in. I often told him that the world needed to catch up with him. He had his drawings in area art exhibits and he was so happy that his art was appreciated. Students really respected Joe. With encouragement, allowing his own space, not being rigid to a certain outcome , enabled Joe to succeed with art class in his own terms. |
6/22/2018
Topic:
Assessment of Learning
Laura Campbell
|
I teach all students and mixed grade levels. I give pre assessments on daily drawing prompts. I call them before and after. For example: I ask students to draw a cup like they know how to do. I normally get two-dimensional shapes with a line handle. They use a sketchbook daily for daily prompts. Students draw a before drawing- then I ask them to hold up their drawings as a group. I give immediate feedback in my observations. Then, I use brief guided practice in drawing a cylinder with a two dimensional handle. I use scaffolding as drawing with cylinders are practiced with upcoming drawing prompts that involve cylinder based objects throughout the week. I use Judicious review with my drawing lesson prompt. Students end up with a collection of drawings in their sketchbooks. I use peer tutoring when needed. Assessments are based on individual progress of each student and their abilities. I use informal assessments daily, participation grades weekly based on work habits, effort, clean-up in which students are grouped in tables of 4 and each has a task to participate in setting up and cleaning up , helping each other with understanding daily objectives and directions. I post everything on line, use posters , smart board, teach hands on, then assess fairly based on individual student progress. Final assessments are a combination of portfolio, collected grades on sketchbooks and participation. I use centers based on units and easier to more challenging assignments that could reach the same overall student objective. |