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Jo Davidsmeyer Posts: 4
5/17/2017
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Two strategies that I use in my class are
1) chaining. I teach my elementary students computer programming, so chaining is essential. We work together to break down tasks into small steps that the computer can understand and implement.
2) peer partners. Also in the computer programming units they have programming pairs. They alternate between the "driver" and the "navigator" roles, where one student is controlling the mouse and the other student is helping to navigate the correct programming choices.
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Barbara Stroer Posts: 3
6/2/2017
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In my classroom I have used the Kagan grouping practice called think/pair/share. I might pose a question to the students such as, "How does the artist use line to communicate his feelings in this work of art?" The student will write a response on his whiteboard, then will pair up with another student to share his thoughts, and they with him. That way, everyone can share with at least one other student. They change partners for the next question.
I use self reflection and evaluation at the end of every project. I post a rubric that the students can reference. They compose a short statement about the art. They tell me if they feel they accomplished the goal of the project, and what things they did well. They also tell me what they could improve on and suggest ideas for future projects.
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Tracie Huntley Posts: 3
6/12/2017
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I use technology everyday within my classroom. Several students are visually impaired in my classes. I am able to use a video to demonstrate a particular art technique. This enlargement on the screen enables those particular students to visually see versus demonstrating or drawing in a smaller area on the board or at a table. Also, it is helpful that I can stop and rewind and repeat a particular step. Usually, I will have printouts for each table that will show an example as to what we are working toward. I do not want to "single out" a student, so I make sure everyone is included by doing this.
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Johanna Riddle Posts: 3
6/20/2017
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Technology is embedded in the way I choose to teach, and can be especially helpful for some of my students. iPads serve many important functions for my low vision students. The backlighting on the screen makes text and images more visible for some of my students. It's great for providing models. Programs like ArtWeaver also support my low vision students in creating works of art. I also like to use SeeSaw as a vehicle to enable students to explain, assess, and share their work, and critique the works of well known artists. I use videos in place of traditional print for many of my low vision students.
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Sonia Amirkhanova Posts: 3
6/23/2017
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I have a student with ASD and technology has really aided his success in art class. He loves to sculpt and was having a difficult time understanding and recreating a 3D form. We were able to locate an age appropriate youtube video that he was able to access during class to create his genie lamp. Next he used visual aides to choose the correct colors to paint it and then he create a backdrop to display his genie lamp and genie. It was terrific to see him so proud of his work and even take it home and work on it over the weekend and bring it back to class to share.
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KDahlhei Posts: 3
7/15/2017
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Two strategies that could be implemented into the art studio are tiered lessons and cooperative learning in groups. Tiered lessons allow students to challenge themselves based on their readiness and to begin learning where they are with the knowledge of the use of an art medium. This allows students with a disability to pace themselves and decreases anxiety. Cooperative learning groups allows small groups (two or more) to work together on a project such as a design thinking challenge or maybe in a drawing center where students are engaged in drawing but they are using different mediums (crayons, charcoal, markers) and various subjects. This allows students with a disability to learn from their peers.
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Angeline Parkin-Milambiling Posts: 6
7/22/2017
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- 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.
Venn Diagrams are a great strategy to use for all students in general, but greatly support learning for students with disabilities. Since some students with disabilities may have trouble interpreting and understanding larger themes, or main ideas, Venn Diagrams allow students to visually compare and contrast, and organize information in smaller chunks. Venn Diagrams are a useful strategy for students with disabilities to show their understanding.
I can use Venn Diagrams in comparing and contrasting artwork, art mediums or tools, art stories, etc... When introducing a Venn Diagram, guided sequence and direction on how to fill it out is a must, so students know how to use it properly.
Another great strategy for students with disabilities are Tiered Lessons. Organizing the tasks from basic to more complex or organized for learning styles (Bloom's Taxonomy), this approach gives students in your class more choice and individualization. This helps students with disabilities as they can choose the appropriate readiness level, and still be learning the same content with class peers. Tiered Lessons can give flexibility for students to either reinforce or build upon their learning with a concept.
An example of a Tiered Lesson strategy
1. Group 1: reinforcing understanding
Students will draw 2 dimensional geometric shapes using cross-hatching techniques.
2. Group 2. building upon learning
Students will draw 3 dimensional geometric shapes using cross-hatching techniques.
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Angeline Parkin-Milambiling Posts: 6
7/22/2017
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Christine Jamrok wrote:
Hi Christine, What a nice way to include your student with ASD and boost his self-esteem! I will be looking up the Kahoot game. Thanks for sharing.- 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 a non-verbal student with ASD in my classroom. He is incredibly bright, but lacks the ability to communicate effectively with his peers (in addition to not being non-verbal, writing also poses a challenge). One of the ways I encourage this student to work with his peers is through Kahoot--- a trivia game that uses tablets and my smart board. Rather than having to speak or write responses, students choose from available options, and their answers are projected on the board, and points are awarded based on response times. Because this student excels at this activity, he has become a valuable team member in a group that may have otherwise not included him. Not only does this activity allow me to assess his learning, it lets him be a valued member of our classroom community.
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Valeri Borstelmann Posts: 3
8/29/2017
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- I can use acronyms to help students remember steps to certain procedures, or art making processes in my art room. I can also allow student to work in groups with mixed abilities to experience and experiment with the artmaking process in Discovery Learning Centers.
- I have used iPads as a technology center in my classroom for students to learn about and experience a variety of media. One particular app, Pottery Lite, allows students to use a wheel to "throw" pottery. Students use their fingers to form the shape of the pottery. Then they can also paint glaze, and fire the pottery. This help reinforces the steps required to make real pottery for those students who need multiple means of comprehension. It also allows students with tactile issues to create virtual pottery without the fuss.
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Jay Chris Hardison Posts: 4
9/2/2017
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I currently use graphic organizers within PowerPoint during my lessons to map out the process to students prior to moving into the studio portion of our lessons. I also model the steps for them as we begin. I typically will leave the slide up with the organizer shown so that we can refer back to it. For my ADHD students they often can get started but then don't recall the next steps and become unfocused. Having the organizer up for reference helps me and also is a visual map to remind them where our path is leading.
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Krystle Suarez Ramirez Posts: 2
9/3/2017
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In my classroom we use technology every day. I present my students PowerPoint with information on different artists and their works. It is very useful for the students with special needs because if they need to create an artwork using the artist style I can leave the computer on with examples or ideas to how complete the task. In addition I use YouTube to present videos on how to use different techniques of arts, for mi little ones I used to present a story or songs. When we analyze two artists and their works I use the Venn Diagram so we can see the characteristics, similarities and differences. I love Self-evaluation reflection because give opportunity to the student to analyze their own work and think about the process.
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Renee Brigandi Posts: 3
9/8/2017
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I try to use technology in my classroom every day. The advantages of having technology to go with my instruction really benefits all students. There is one class in particular that has a student who is Deaf /Hard of Hearing that I am thinking of that I always use technology in. Every time he comes to my class, he has someone who signs to him, but having my computer projected on the screen with images and examples of work that we will be creating always seems to help him further understand the task. Occasionally I will have a video prepared to show the class of a "fast forward" process of creating the project assigned. This has always been a big interest for children in my classroom, as they become very interested in creating the project themselves.
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Elaine Weeks Posts: 9
9/8/2017
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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.
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Elaine Weeks Posts: 9
9/8/2017
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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. The following describes how my art room utilizes and exemplifies TAB--Teaching for Artistic Behavior, ie., centers, small cooperative learning groups, task cards an self-evaluation:
TAB or Teaching for Artistic Behavior is the equivalent of learning centers in the classroom. I have provided space in my classroom for certain materials and media so that my students needs may be met throughout the day. In order to effectively provide differentiated instruction to all of my students and provide accommodations to those students with certain disabilities, I have provided a space for certain projects to be created using specific materials. At the beginning of the year I demonstrate how to use the materials and media, what projects can be accomplished with those materials and with the addition of task cards, I provide scaffolding of ideas to take the lesson to another level of creativity, once the initial project has been completed and self-evaluated by the student and or their peers. The students working in these areas may elect to work in small cooperative learning groups and consider creating their own lesson, once the initial skill set and criteria has been met. This fortifies their mastery of the materials, the intent of the big and concepts in their choice of the TAB center.
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.
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Brittany Elliott Posts: 3
9/15/2017
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The first strategy is differentiating instruction for my self contained classes by varying the amount of structure needed to complete their projects and also modifying the materials I give them. Things like pre-cutting or gluing will allow them to focus more on their creative process then the technical portion. Also, using mnemonic devices for smaller kids or ones struggling with reading and writing is a great way to "note take" and learn. I have used a smart board in my class before and kids are really motivated by them. They love having the opportunity to draw something or touch and move shapes around.
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aliciatura Posts: 3
10/25/2017
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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 utilize my smartboards daily which supports inclusive instruction by affording students alternative ways to express ideas, and demonstrate understanding. It helps to engage students and improve communication skills . I am able to modify activities providing kinesthetic stimulation and visual ques.
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Suzanne Greene Posts: 3
11/21/2017
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2. I had a Hearing Impaired kindergarten student for which I used technology to learn sign language. She knew some basic signing, but the particular computer program focused on learning the signs for individual words. It had drag and drop to place the hand gesture to the picture. Games that interested her where in the program. It then used the written word for which she had to pick the correct hand gesture. She learned very quickly and was able to pair up with a peer, so they could learn sign language in a game to see who could find the correct sign language word first. She had an interpreter in the classroom, but with this computer program, she could be independent. We made graphic organizers for which she could cut the word out to glue to the picture and then the hand sign in the third square. This way, she could apply it to group work where she was learning to read and write sentences.
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Tracie Claflin-Bryant Posts: 5
11/28/2017
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1. Currently in my class I use the Mnemonic instruction strategy to assist my students. On my white board where I post my lessons I put up visuals of the materials we will be using for the project. For example: pencils, erasers, paper, ruler, crayons, and markers. These are images that I purchased, cut out and laminated. I find that when going over my current lesson it is helpful to point to the images of the materials we are using. When a student asks what materials we are using I remind them to look on the board and refer to the images of materials. Students seem to use it and proceed accordingly. I also have all my cabinet labeled for easy access to materials and student portfolios by class. It helps both the students and I to gain faster access to what is needed. When learning about these strategies it seems that I do use a few currently and I am happy that I do. One strategy that I want to use more is self-evaluation and reflection. I used to do it quite a bit at the high school level, but find at the elementary level due to time I do not use it nearly enough. At the end of a project or during a project I ask students to share how their experience was with what they are working on either project wise and or with a new material they are using. I think it is very important to do this so that the student is paying attention to their own process and it allows me to get feedback and see what level my students are at and determine if they need more instruction or demonstrations.
Plus I know that the students love to give their personal opinions.
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Deborah Walker-Tannehill Posts: 7
1/1/2018
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I have several students in my classes across the grade levels with ADD/ADHD. I try to pre-teach with every lesson so that the class is familiar with our standard, vocabulary, and our goals. I often show short demonstration video clips or history cartoons as visual aides (using my computer and projector linked through a cable). I select short, colorful, and important material related to our projects. Most often, this is my introduction to each lesson. It gives time to discuss, share, and analyze different techniques or images used by artists. I then demonstrate the steps of our project as we move through a lesson. I leave my demonstrated art posted from class to class as a reminder and visual aide reference. I tend to review and reteach steps at the beginning of class. Hands-on practice is closely guided during this time. I scan students as I am demonstrating or directly after, to help students who may be struggling. We correct any issues together. I often model by pointing out my mistakes and how to correct them out loud.
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Emily Kline Posts: 3
1/5/2018
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I found that using the document camera and my laptop to be very helpful for the wide variety of students with disabilities that I see. Visually impaired students can see items, art, words, etc at a larger scale. When instructing students, I use my laptop to show images of examples. So many students with disabilities seem to rush through their art work, I feel that taking the extra time to show different uses of colors and many examples of neatly created artwork helps to inspire them to try to focus a little bit more. Since I have 45 minute classes, I feel that talking a lot about the art work beforehand allows them to make the art with more ease, so their attention (and some have very little or none at all) isn't just focused on one thing for the entire span of time. I also occasionally play music and sometimes we will create art with the lights out (dimly lit room). Both of these, whereas not really considered technology probably, do help the students to stay calm and hopefully get their creative juices flowing, allowing for overall better retention.
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