4/8/2018
Topic:
Tools and Strategies
Lori Phillips
|
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?" |
4/8/2018
Topic:
Tools and Strategies
Lori Phillips
|
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. |
4/8/2018
Topic:
Assessment of Learning
Lori Phillips
|
I frequently use adaptive assessments with my ESE students. Typically I reduce the number of questions using the most important ones central to the main idea. Also I have divided up a word bank to go along with two sets of questions printed on the front and back sides of the assessment making it a little less overwhelming for the students with learning disabilities. |
4/14/2018
Topic:
Students With Disabilities
Lori Phillips
|
I have an autistic student in my Art 1 class. He is very creative, very capable of drawing, and has good motor skills. Once I model a concept and give directions, it seems he doesn't know how to start. I believe the problem is he lacks confidence in getting started on his own. He will say "I can't do it" or "this is stupid." So I approach him individually, show him an example, then help him line up a ruler if a line is needed or show him where to make a mark on his paper to get him started, and/or prompt him verbally by talking him through the first step. Maybe I should try a reward system if he starts a project on his own? |