|
Joshua Goldstein Posts: 3
11/19/2018
|
1. Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have one student who has Autism. When the classroom environment gets to be too much for her, I have several art games and repetitive "fidget games" on the ipad that help to soothe her until she is ready to rejoin the class. I have also found that certain types of music, played over the sound system, help to calm the entire class, which is a more suitable environment for all of us.
|
|
|
0
link
|
|
Gina Vassay Posts: 3
12/27/2018
|
To answer this question fully, and for my own understanding, I had to cite one of my own lesson plans with objectives. Basically mixing prior knowledge and scaffolding new information into the lesson plan, specifically, what I had learned from this unit, Tools and Strategies. Linking information is a key for me. At least, two of the strategies that could potentially be implemented into my art classroom are task cards and graphic organizers. Task cards could be very helpful in creating specific centers for student learning. By grouping students according to materials + skill, the tasks could focus on key concepts or skills, what you want the students to know. Graphic organizers can assist the students in learning about an artist’s life or vocabulary for the lesson. I could not leave out technology, so important. I added a few more possibilities for the lesson based on potential student needs.
Key Concept/ Big Idea: All students will create a 2D- collage/ drawing of an interior space as well as discovering and interpreting 2 artworks by Matisse.
Learning Objectives
TSW be introduced to artist the artist Henri Matisse (1869-1954).
Henri Matisse… read parts of “Drawing with Scissors” Show visuals; Large Red Interior, Snow Flowers. A Venn diagram activity could be added here to compare and contrast the two visuals/ artworks by Matisse. What do you see? What is similar what is different about the works?
This component to the lesson could be done though a peer partnering activity helping students who have trouble organizing information.
Technology is also an option here for research groups, with guided notes, breaking down the information into smaller more manageable sequences, Q & A. This will also help students actively engage with the material.
TSW create a collage based, cutout interpretation of Matisse’s work, creating fore, middle and background interior space.
TSW create irregular shape cutouts, placing/pasting as positive and negative shapes
TSW create texture by rubbing plates for floor and wall space.
For the above three objectives: Tiered Lessons according to materials, as well as, task cards could be used here as part of skill centers. Teacher modeling each station first, the task cards would break down the steps involved in completing each skill necessary at each center either visually or texturally.
Task Analysis is very useful here breaking complex tasks into a sequence of smaller steps or actions.
For Vocabulary associated with the lesson: foreground, middle ground, back ground, irregular shape, positive/negative space, cutouts.
I would have an interactive activity, Computer Assisted Instruction; Smart board: Imagine the two visuals side by side in a large format on the screen...have students come up to the screen and drag + drop vocabulary words to identifying points in each artwork. Take a screen shot of the works, identified with corresponding vocabulary, and display it in the classroom for future reference and review, throughout the unit. CAI improves instruction for students with disabilities because it can capture students’ attention, either with animation, sound or demonstrations. In this particular case, I can provide a monitored session of learning intervening when needed.
|
|
|
0
link
|
|
erica bordonaro Posts: 3
12/30/2018
|
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.
One strategy I use is a multisensory approach which I incorporate most often when teaching how to draw figures with my first and second graders. As we draw the figure from head to toe we are up moving, bending, stretching, balancing and posing. We feel our head to describe its form, bend our arm or knee to show where movement takes place, and place our arms to our sides or even up over our head showing measurement so they can see and touch where things begin and end (ie: true arm length) They love getting up and moving and posing for each other to draw (figure in action).
Another strategy I use is chaining. I am always breaking down lessons into smaller bites so that they are easier to grasp and once some students get the concept I encourage them to pair up with others and reteach. This is very helpful since all my classes are inclusive. Because of smaller class sizes which makes for more classes and less time on the schedule, some classes are split and added in to others. Every class I teach has students with varying disabilities (ELL, SLD, PMH, EBD, ASD just to name a few) and so breaking the lesson into smaller "bites" and even tiering the lesson by varying the process within the lesson for specific students has been very helpful for their success.
|
|
|
0
link
|
|
Jessica Russell Posts: 3
1/1/2019
|
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I had a blind student enroll in my band class a few years ago. The student had a learned to play the trumpet by ear in her previous band program. I worked with the family and aids to develop a stratetgy for the student to learn how to read braille. It was difficult for the student to transition from the ease of learning by ear to braille, and she became discouraged. Speaking with the family and aides, we agreed that incorporating some wrote playing would help the student regain some enjoyment of the instrument. We used cell phone technology (audible response app) to record a solo piece that had been selected for the student. I played the piece and the student was responsible for recording. The student then took the recording home to learn the piece over a school break.
|
|
|
0
link
|
|
patricia longo Posts: 3
1/9/2019
|
A strategy that I use often is using graphic organizers. My school has adopted Thinking Maps and each grade level is required to use them with instruction. They are good ways for my students to organize their thoughts and usually helps them retain steps to a problem or other content information. Peer partnering is excellent to use when I pair up my students who have disabilities with those who are on level. I use a 360 approach to skill building in my math class as students work around the room solving problems. It helps when students can help each other learn.
|
|
|
0
link
|
|
Kristen Williams Posts: 1
1/19/2019
|
- One strategy I have used was peer grouping. I think that this benefits both involved. Students who need more assistance gain clarity and support and the student at mastery concretes their learning through teaching. I also enjoy the bond it creates. If a student or students need(s) additional instruction, I will put them at one table (small group) while everyone else is on another task and go over the lesson using different material. I have also used differentiated instruction in several ways. I try to give the student the opportunity to choose from different materials they may express themselves through more comfortably. I also use two methods to help students who lack trust in themselves and without intervention will become angry and act out. I create stencils and find that tracing requires some skill building for some of my students or I play follow my finger and I will lead with my finger while the student follows behind with the pencil. These are just instruments to gain confidence until they are ready to try on their own.
|
|
|
0
link
|
|
Mary K Johnson Posts: 3
1/20/2019
|
Prompt 1:
My classroom could benefit from implementing graphic organizers and peer partners more frequently. I often partner students for critiques throughout projects to offer advice and discuss their progress. However, taking the time to strategically pair students by ability would greatly benefit students with disabilities, or even students that aren't very confident in Art. My classroom would also benefit from using a variety of graphic organizers, rather than seeing the same diagram every time we compare and contrast artwork. This will allow me to see what works best for certain students with disabilities and offer them a more specific way to organize content in the future.
|
|
|
0
link
|
|
Susan Hill Posts: 3
1/23/2019
|
I had a E/BD ESE student who did not like to use chalk or pastel, because they did not like the way it felt on their hands. They were super sensitive to tactile experiences. There were certain materials they really enjoyed using such as clay. I would allow the student to work with the material of choice for the project. They demonstrated what they learned through a different art material. I also would pair him with a buddy (Peer Partner) and they would work on a project with the different material, so he felt he wasn't singled out with this strategy.
This student also benefited by the (task cards)which scaffolded the lesson for the student. This strategy really kept the student on track and accountable.
edited by Susan Hill on 1/23/2019
|
|
|
0
link
|
|
Jodi Wells Posts: 5
1/30/2019
|
I can implement both Peer Partners and Graphic Organizers to support students with disabilities in my class. I could use Peer Partners by pairing students together where they can learn together as they model for each other the new skill. Students often assist each other while giving immediate feedback. I can also use Graphic Organizes to lay out an assignment and show its order and connection. This will help all students along with students with disabilities to understand the steps need to complete the assignment.
|
|
|
0
link
|
|
Jordan Wolf Posts: 3
2/12/2019
|
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.
The first strategy I have implemented is the use of graphic organizers, especially the Venn diagram, which we use to compare and contrast two works of art or two artists. I project a large Venn diagram directly onto the whiteboard and allow students to come up and write their observations themselves. The Venn diagram is a fantastic, simple, effective visual that helps students grasp the concept of "same" and "different."
The second strategy I have used with success is cooperative learning/peer partners. I divide students into groups to complete an artwork or an art-related challenge. Students who are more advanced support those who are struggling while demonstrating their mastery of the content or skill through teaching. Students who need more assistance enjoy learning from their peers and benefit from seeing the skills modeled by another student - sometimes my teacher demonstrations/examples seem too "perfect" and intimidating to some children.
|
|
|
0
link
|
|
Tracy S Hodges Posts: 3
2/12/2019
|
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.
We often use graphic organizers as preparation for our projects and to help retain information. For instance, today my 2nd graders used graphic organizers at Picasso learning centers to learn more about him and have practice in some of his more abstract ideas like "cubism".
We also use peer partners to support each other's learning, especially with ESOL students who may need extra assistance understanding instructions.
We use learning contracts in my room especially with 5th graders. These are particularly helpful to identify our objective and issues that may be preventing us from reaching that objective.
|
|
|
0
link
|
|
Lisa Farrell Posts: 2
2/12/2019
|
Two of the strategies discussed that could be implemented in my classroom would be using reflection at the end of a project and using a semantic map at the beginning. Reflecting on their own projects would be a great way for students to take ownership of their strengths and weaknesses. A semantic map would be a great way for students to learn new art vocabulary or concepts.
I use a microphone technology to meet the needs of several students with hearing disabilities in my classroom. Many of my students have hearing aids that are tuned into a paired microphone that can focus on my voice only, extinguishing background noises.
|
|
|
0
link
|
|
Carrie Johnson Posts: 3
2/14/2019
|
Two of the strategies discussed that I use in my classroom are mnemonic devices and peer tutoring. I use a mnemonic device with my first grade students to remember the 7 elements of art. We say, "The fat cat sang songs very loudly" for texture, form, color, shape, space, value, and line. It helps them remember all the elements in a fun way. The other strategy I use is peer partners. If I see a student struggling with either project directions or tools, I may place them with a peer partner so the partner can model for the student what skills they may be lacking or needing.
|
|
|
0
link
|
|
Laura Reynolds Posts: 4
2/19/2019
|
Administrator wrote:
(Choose one)
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.
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
|
|
|
0
link
|
|
Laura Reynolds Posts: 4
2/19/2019
|
one way that I use technology to meet the needs of my students that have a hearing disability is with the use of a FM mic. This ensures whenever I am in the classroom my students can here me. If I have my back turned while I am demonstrating they are still able to easily hear what I am saying.
|
|
|
0
link
|
|
Laura Reynolds Posts: 4
2/22/2019
|
I use these strategies in the art room must often as they assist everyone in referencing directions and resources. Chaining and task analysis. Most projects multiple steps and directions, so I break down the directions few at a time, and orally go over them. I usually have them written up and shown on the projector. I can then zoom in for those who need a more up close and personal view. Step by step directions posted has helped a lot of students stay on task. I use the audio system for the benefit of students that don't hear as well as other but find it to be a benefit to all.
|
|
|
0
link
|
|
Kailee Trippett Posts: 5
3/1/2019
|
1. I could implement graphic organizers and video instruction a bit more in my classroom. Graphic organizers would be a great way to have information listed in front of the student so that verbal instructions don't have to be repeated many times. It is also effective for teaching self-pacing in my 2nd grade class, as this is a great age to teach reference, and self-monitoring for progress.
2. I have used a magnifying machine in my internship classroom to help a severely visually impaired student. She was labeled as legally blind, so in addition to glasses, magnifying print on paper, and the magnifying machine, she was able to successfully complete individual math problems and read stories with little to no assistance.
|
|
|
0
link
|
|
Jennifer Ingemansson Posts: 3
3/11/2019
|
Sometimes I will deliver my lesson through a Youtube video that is upbeat and many times gives you the information through song. For example, Scratch Garden's Color Song: https://www.youtube.com/watch?v=N8yuyekP_So&t=1s
I have had great success with this strategy especially with a few of my students who have emotional/behavioral disabilities. It's like slipping spinach into your smoothie.
|
|
|
0
link
|
|
Nancy Andrews Posts: 7
3/11/2019
|
I use peer partners as well as teams sometimes to help students work together and get something done. Sometimes I show a video on the board and they discuss in groups or do a group activity based on what they saw.
I also have small erase boards that groups use to show answers or brainstorm answers to questions.
|
|
|
0
link
|
|
Rosanna Schofield Posts: 3
3/24/2019
|
Two of the strategies discussed that could potentially be implemented in the classroom are cooperative learning and chaining. As students head towards the 21st century each student must have a clear understanding of how to think critically and be able to provide a response to a question in a clear and literate way. I believe that the grouping practice that allows for cooperative learning teaches the student not only how to reach a common goal, but it teaches the student how to work effectively with others. In addition to the cooperative learning piece i have selected chaining. Chaining involving breaking a task down and that can be beneficial to not only a student with a disability but to class as a whole. When assignments are chunked many students produce better results because the student is not overwhelmed with the amount of material, therefore producing work that reflects the content taught and the process steps.
|
|
|
0
link
|