|
Jo-Ann Brazle Posts: 4
4/29/2020
|
Robin Burton wrote:
I use the overhead projector to demonstrate how to do something and break up the instruction. I have also used video clips. This way students have visuals and audio to help them understand the project.
It's good that you have that piece of technology at your disposal. It can prove very useful not only for breaking up the instruction, but also for interactive use. This would encourage active participation from the student as well.
|
|
|
0
link
|
|
Sarah McDonald Posts: 5
5/1/2020
|
Two strategies that are useful are chaining and graphic organizers. My school was trained in thinking maps and I found that many of them were very useful in whole group activities or in small groups or even for individuals in sketchbooks for brainstorming, organizing background information or thinking about the sequential steps of various art processes. Chaining helps students to focus on sequential steps.
The document camera has been an invaluable piece of tech in the art room. Students can clearly see my hands completing the steps and fine motor techniques while hearing the descriptions, I can record so that students who need a review can rewatch all or certain parts.
|
|
|
0
link
|
|
Sarah McDonald Posts: 5
5/1/2020
|
Two strategies that are useful are chaining and graphic organizers. My school was trained in thinking maps and I found that many of them were very useful in whole group activities or in small groups or even for individuals in sketchbooks for brainstorming, organizing background information or thinking about the sequential steps of various art processes. Chaining helps students to focus on sequential steps.
The document camera has been an invaluable piece of tech in the art room. Students can clearly see my hands completing the steps and fine motor techniques while hearing the descriptions, I can record so that students who need a review can rewatch all or certain parts.
|
|
|
0
link
|
|
Jennifer Protano Posts: 6
5/3/2020
|
Technology is extremely useful in the art room. I create slide shows for each lesson and use lots of images and videos within the presentations for the whole class to view. I teach many students with ADD and their attention span will cause them to be distracted thus having a difficult time understanding important information. Being able to replay the video or presentation gives them the opportunity to get back on track. The ELMO Camera is also used everyday in the art room, it's great for allowing students to share their work and teach the class as well as for my students with visual disabilities so they can see details they would otherwise miss during a demonstration.
|
|
|
0
link
|
|
Jennifer Protano Posts: 6
5/3/2020
|
Two strategies that I use in my art classroom that have been very beneficial to all students and especially my ESE Students are Graphic Organizers and Learning centers. At our school classroom teachers have spent the first part of the year introducing the different graphic organizers to each grade level. By the time they get to the art room each school year, they have a firm grasp on how to utilize them and which to use depending on the information we need to pull from the content. we use Circle and Bubble maps, Sequencing too for learning new processes. I will allow students to refer back to them and this especially helps my ESE students to stay on task and feel a sense of independence. I use learning centers as a reward for classes who achieve excellent hearts for art class. I will take concepts and materials that students have learned and create stations around the room and we call it "free choice" but each student must complete 4 out of the 5 tasks set up on the tables. It allows movement, choice, cooperative learning, use of task cards with varying complexities at each station.
|
|
|
0
link
|
|
Sandra Valeria Stojack Posts: 2
5/6/2020
|
I use PowerPoint presentation, usually to introduce new assignments. I perceived that visual input is very powerful to bring and hold special-needs students attention. In those slide-shows, I present step by step instruction, with concise explanation, pictures and videos to emphasis the goal of assignment. I find it be very helpful to students with disabilities. Oftentimes when the PowerPoint slides end, these students request and sometimes demand that I show more to them... Another effective medium - I often play classical music to these students, as music is proven to be a powerful positive stimulus. This works so well that I have also applied classical music to my other classes.
|
|
|
0
link
|
|
Patricia Holloway Posts: 9
5/15/2020
|
Just this past year I rearranged my art room so that all students could sit in close rows and view instructions on a document camera. This has been an amazing tool, allowing me to demonstrate one step at a time to the entire class, then walk around the room to assess each child's progress. I have several D/HH students that this is invaluable to. I have these students seated close to me, and I also wear a clip-on microphone connected to their implant so they can hear me clearly. But with the document camera, they can also see what to do in a large format.
|
|
|
0
link
|
|
Patricia Holloway Posts: 9
5/18/2020
|
I like the idea of using mnemonic instruction for learning basic art concepts and elements. I teach "ROY G BIV" to my Kindergarteners as part of a color unit. They are able to remember the colors of the rainbow more easily with this technique. There is a fun ROY G BIV song on a Youtube video that the students love. Music is fabulous in helping students remember things. My older students will bring the song and video up when they are working with color, illustrating to me tha it helps with information recall.
Which brings me to the other strategy that I will use in my classroom...Peer Partners. Many students respond well when instruction and help comes from a friend/peer/table mate. The classroom teachers use this very well with special time of reading partners...one class will pair up with another class and read a book or story together. The students love this because it forges new friendships as well as encourages them to try hard without pressure. I have several inclusion classes where there is an mix of students with IEPs....D/HH, ASD, and AD/HD, and students that don't have one. If I seat the students together at table they will help each other, which gives me more opportunity circulate the room to assist as needed.
|
|
|
0
link
|
|
Patricia Holloway Posts: 9
5/20/2020
|
Technology has enabled me to bring very interesting a fun online tutorials to my students' attention. One of my 4th graders is ADD and ASD so it's hard for him to focus for long on any one assignment. But he also doesn't handle making mistakes very well, constantly wants to to start over, and also is very detailed oriented. Using my document camera connected to my school laptop I introduced Zentangles to his class through a "how-to-draw" video. He was mesmerized! He could watch the video, which was on a continuous loop, follow along, and, since Zentangles are very detailed but also made up of random and planned patterns, this appealed so perfectly to his learning style. Tutorials on the large screen are great, not only for students with disabilities, but for any student who benefits from breaking down a project into step by step instruction. Plus I'm able to walk around and assess everyone's progress more freely.
|
|
|
0
link
|
|
Janet Jones Posts: 3
5/20/2020
|
I utilize technology in my classroom on a daily basis. I show step by step movies which I stop frequently for any students that is behind. I also display artwork on my smartboard in order for the students to analyze. I have many students with ADHD and I find that I need to segment the lesson into smaller chunks in order for them to focus on doing their best at each point in the lesson or they will rush their work and not show much effort.
|
|
|
0
link
|
|
Nicole Pistorius Posts: 3
5/25/2020
|
I often use chromebooks in my classroom and create "how to videos" for students. This helps students who may need to see the demonstration more times than one, they can back up, slow down or stop the video at any time. This is especially effective when teaching origami. The video allows students to practice and work at their own pace.
|
|
|
0
link
|
|
ashley nickels Posts: 3
5/27/2020
|
A strategy I use in my classroom is cooperative learning. I have my students pair and share or talk as a table when discussing vocabulary and relating it to an artwork. I also have them pair and share or talk as able while discussing directions so they remember what to do. My students work at tables and use peer partners before asking for help. I use ask 3 students before me. I do find my ESE students usually gain confidence getting help from a student rather than a para. I agree that the students usually know what to do better than the paras and the ESE students benefit from that and gain relationships.
Another strategy I use is backwards chaining when I need to assist students with learning a new skill. I always start with full on assistance and back away as they learn independently. Like the example in the reading, cutting skills are a way of using backwards chaining.
I use technology by recording my demonstrations and playing the videos for the students. The screen I play them on is large so everyone can see well. It's very handy so if a student isn't understanding something I can go back and replay the video. I can also pause the video if student's need more time or go back and use the video as needed later on.. All students are engaged with the video demonstrations verse the live demonstrations because they can see better and it captures their attention well.
|
|
|
0
link
|
|
gelaina lovario Posts: 4
6/2/2020
|
1. One strategy I would use would be to differentiate a lesson on lines in the visual arts. For example, if I were teaching a lesson about lines to a blind student, while their peers are drawing various lines on paper, I would allow the blind student to use wire and bend the lines into the correct forms to demonstrate their learning of the same content. A second strategy I would use would be a task analysis for a student who is language impaired, or has ADD, both disabilities making it difficult for them to remember a longer sequence of steps given. I would write a list of short, direct written and visual cues for them to help them stay on track.
|
|
|
0
link
|
|
gelaina lovario Posts: 4
6/2/2020
|
Taylor Peterson wrote:
- 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 think your idea to use printed photographs in addition to the projected image is a good one as it works for both near-sighted and far-sighted students. I normally bring students to the center table of my room to demonstrate hands-on activities. Have you found the document camera to be more effective? I've heard you can use it to record videos of your hands demonstrating processes. I can't wait to try this technology as it seems it would not only be great for the visually impaired but also those who struggle to remember the steps.
I use technology almost every day in my classroom to assist with certain lessons. For my students who are visually impaired, it helps to use the projector alongside printed photographs of paintings. This way the student does not need to strain to see the details of the painting - they are automatically enlarged via the projector. I also make sure to include text with the images, for those students who are hard of hearing (and also for English-Language-Learners). Also for the visually impaired students, I use the document camera when showing things in a small area - for example, how to mix colors (when discussing how primary colors create secondary colors). This way I can show the entire class something on a larger screen rather than having them all crowd around the table.
|
|
|
0
link
|
|
Lorraine Berg Posts: 3
6/3/2020
|
In my second grade classroom I had a student with behavioral disabilities. I often used individual sessions to repeat missed information as a result of the student being off task. When I was sure the student understood the task I assigned a peer tutor to help guide and provide support for this student. This allowed them to return to a place in close proximity so I could monitor the student while continuing with my small groups. This was a strategy I used to help this student complete the task and be successful in our class.
|
|
|
0
link
|
|
Lorraine Berg Posts: 3
6/5/2020
|
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 needs of a student with a disability.
One of the strategies I have used in the past is a Learning Contract. The student and parent understood the assignment and the guidelines that I put in place for producing the skill based task.The student began the work in the classroom but needed more time and review of the steps. The student is able to have more time and guidance as a result of the contract. The work must be a product of the student. I have used this strategy in the general education classroom but I can see how it could be used in a Visual Arts class.
Another strategy that I use often is Grouping Practices. The use of Kagan Strategies, Recipricol Teaching, and Peer Tutoring are all very effective strategies. Students are accountable for their part in the learning but the have a different voice helping to explain the task and produce the desired product. This would be a very helpful strategy in the Visual arts classroom as well with students who have intellectual disabilities or learning differences.
|
|
|
0
link
|
|
Laura Dickey Posts: 3
6/17/2020
|
I really would like to implement chaining and graphic organizers in my classroom. Chaining would be helpful in breaking down a project into small steps that would be less likely to overwhelm my students with and without disabilities. I always try to give steps in smaller increments to keep engagement. I'm always worried that my instruction will turn into something like a lecture. Chaining would have even further break things down for my students. Graphic organizers would help as a visual guide through those steps and help them organize their process better.
I do not have a SmartBoard but I do have a projector and a large screen. I often use them to show examples and videos from my computer. I also use them with my document camera and project my hands working on the example so they can better see what I am doing, as well.
|
|
|
0
link
|
|
Lisa Coder Posts: 6
7/1/2020
|
Visual supports and clearly defined learning spaces that are task specific seem to really help children who struggle with cognitive organization. This helps them to connect the space to the task.
|
|
|
0
link
|
|
Carmen Torres Posts: 3
7/17/2020
|
Chaining which involeves braking a task down into smaller sequentional steps gradually adding steps and Peer Partners which support students to learn simultaneously with the teaching peer modeling supporting their partner by assisting, prompting, or reinforcing. Those strategies will keep the students engage on the different activities, increase their socialization skills, keep them focus and increase their abilities to been sucessful on the different areas of the fine arts.
|
|
|
0
link
|
|
Julianne Gonzalez Posts: 3
7/25/2020
|
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.
I like to use graphic organizers. Using the Venn Diagram can help highlight the similarities and differences between two artists, artworks, media, artistic process or other topics as needed. I would like to use Cornell notes when students are reading articles to help them identify key information and create a study guide at the same time. Chaining is something I would like to implement. I feel all students could benefit from this practice when using a new art medium for the first time. For example, allowing a student to use an x-acto knife with the chaining method would ensure their safety and help them learn appropriate cutting techniques.
|
|
|
0
link
|