3/1/2017
Topic:
Students With Disabilities
Jason Schiessl
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One of my first years teaching I had a theatre student that had a condition similar to ALS. He was wheelchair bound (motorized), severely speech disabled, but had a great personality. At first he was apprehensive to perform, like most students. However, taking small steps with him and those working with him, allowed for confidence building with the work as well as building relationships with the students that usually did not share the same classes. With issues like writing down blocking notation, he had a student carry his script and document his movements so that he could practice and rehearse outside of class. Again, that built trust and strengthened relationships between the students, which is so vital in theatre as well as mainstreamed students with disabilities. By the end of the course, everyone eagerly anticipated him performing and loved his work! |
3/17/2017
Topic:
Tools And Strategies
Jason Schiessl
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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.
I have used a number of the strategies presented in the lesson content, which is encouraging to know that I am on the right track with approaches to learning (ATL).
I use mnemonic instruction when covering an important checklist for my acting analysis course. Students need to know what an action is. However, often times they struggle with knowing what makes a good action. There is an action checklist that I cover with the students that involves nine items on it. Students often times have difficulty simply remembering/recalling that information. I found that creating a series of mnemonic connections both verbally and physically helps not only the recall aspect of the learning process, but due to the ease of the recall using such devices, we can concentrate on connecting the content to higher level thinking and operations, which reinforces the learning process.
Cooperative learning is vital in the arts. I have always found that one learns just as much, if not more, helping/teaching peers. Therefore, often times I group students together into smaller sections so that each can work together on performance pieces (monologues/scenes). When I select groups I often times combine those of varying abilities (low/med/high competency). As a result, those that are low performing can get comfortable performing in front of a smaller group of people, and receiving feedback from peers which can be less intimidating. Those at the medium level can also become more comfortable and gain confidence in what they are doing, as well as work on assessing/analyzing others' work to bring them from mid-performing to high-performing status. The high competency student is operating on the highest level due to the integration of all acting components, but also looking at peers' performances, providing feedback, problem solving, and instructing so that the others can grow and be more successful. |
3/17/2017
Topic:
Assessment of Learning
Jason Schiessl
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a student that had severe physical limitations so for any written assessments a student was assigned to transcribe any answer he responded to verbally. Also, due to the added steps to this process the student was given additional time and was placed in a quiet location so any disruptions (or compromising of testing integrity) were avoided.
For more informal assessments, whether they are pre-assessments or formative, I have students write in their journals addressing prompts that cause them to self-reflect and evaluate, using the concepts/ideas that are covered in class. I am aware that many students do not feel comfortable sharing their thoughts/feelings in front of a large class. Therefore, sharing their personal reflections to me via a journal, or even incorporating a think-pair-share activity where students will share their thoughts/writings to a shoulder buddy allows for honest assessment without the anxiety of whole group exposure. |