6/7/2023
Topic:
Students with Disabilities
Stef Prieto
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I have and have had many students with disabilities in my art class, though one in particular comes to mind. I had a student who is visually impaired, but nonetheless loved art class. So much of my lessons surround visual presentations, so I made sure to verbally describe things when possible and if I was showing an image or demonstrating, I tried to seat them as close to and directly in front of the image as possible since the student had limited peripheral vision. They were a remarkably skilled artist, but due to their visual impairment they sometimes needed additional time to complete their work. |
7/4/2023
Topic:
Tools And Strategies
Stef Prieto
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1. 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 the student's disability. Share your response in the threaded discussion.
Implementing peer partners and technology helps me address the diverse the needs of students, especially those with more strict learning modalities.
Assignments typically have many steps, as I try to break down art processes to allow for every student to follow along without falling behind, however it is inevitable that some students will work faster while others may need to see a step demonstrated more than once or hear an instruction more than once. By pairing students who are moving through an assignment quickly with a student who may need more guidance, I'm reducing how many times I have to repeat myself and my students have more time to work rather than waiting to ask me a question or come help them individually.
Technology in the form of videos are used a lot in my classroom, and I display these using a smartboard. Videos that demonstrate tasks are useful to play on loop so that students who learn visually can look up at the board to see any part of a process without me having to demonstrate more than once. I also play a video timer on YouTube so students have a clear reference for how long they have left to work. This is helpful for students that struggle with transition times, so they are not caught off guard when they suddenly have to clean up. |
7/18/2023
Topic:
Assessment of Learning
Stef Prieto
|
I have a student with E/BD who is very skilled in technical drawing, and typically prefers to only draw their special interests. The units and lessons I teach in my classroom do not always align with this special interest, which can result in the student becoming distracted or not completing the task as instructed.
The checklist I use to grade finished artworks (the summative assessment of a unit) focuses on whether the objective was met rather than what the artwork looks like. I accommodate the aforementioned student by using informal ongoing assessments where I question them about what they are drawing throughout a project to assess if he has grasped a concept (for example: using value through shading, making a picture that tells a story, etc.). This way, when I am going through the checklist to assess the student for a grade, I can recall their personal explanation of their drawing process to determine if they met the objective. |