6/20/2016
Topic:
Assessment of Learning
Alyce Walcavich
|
I have had a student (2 years now) in a Photography class with IND(Intellectual Disability) and E(emotional). He struggles with: following any linear process or steps, tunes out immediately when instructions or lesson are discussed, races through assignments just to finish, wonders around the classroom while everyone else is seated and listening, and plays games on the computer when he thinks I am not watching. He sometimes has "melt-downs" when he will cry, become self-defacing, or destroy his artwork out of frustration. For learning and assessment techniques for him, I use lessons in short bursts with modified, condensed instruction. For an art journal assignment that may contain 6 components, we take it one at time. I condense the sentence (or have him try to simplify) and map out what should be included. Same for the art projects which are broken down into simple steps approached in individualized instruction. I also incorporate peer support and shorten his assignment some. I often times model with hands on instruction to show him how I would solve the problem or let another student show how they are solving the problem. I also give him some time outs as a reward for working so he can play on the computer. |
6/22/2016
Topic:
Tools and Strategies
Alyce Walcavich
|
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
For a student that I have who has problems following linear steps, I can use the strategy of tiered learning using task cards. I can use these cards to divide the project into small tasks the student can complete. I can match the specific project to the needs and readiness and the interest of the student. For example if the assignment involves a photographic assignment with a picture taking component using certain elements of art or technical usage, dividing up this lesson into more simple steps on cards would work for this individual. I could include simple visual examples on each card. Also I like the idea of a Task Analysis for this student. Instead of re-teaching technical steps each time, I could use task analysis for certain function. For example, making a contact sheet requires a series of technical "how to" steps. These steps could be laminated on cards and used each time this procedure needs to be accomplished. I can post these cards on the wall beside the enlarge so he could follow along. |
6/24/2016
Topic:
Assessment of Learning
Alyce Walcavich
|
In reviewing Alternative Assessment Checklist some options that could potentially benefit a student in assessing his visual arts learning. I would like to include the following components that would help assessment and instruction on several ESE students. For Presentation using blank cards or cards with cut out window to isolate text and direct visual attention. Also repeated reading to increase word recognition and fluency which would provide feedback on comprehension, and finally advanced organization which would help student understand and retrieve information by previewing of objectives, topics and summary. For Response using task adaptation to reduce the amount of copying, graphic organizer for response, and for taking summative evaluations alternative spot without distractions or with ESE specialist. For Setting reducing sources of distraction, time allocation allowing more time, for these students who process slowly, and separating task into parts and checklists. |