12/26/2018
Topic:
Students with Disabilities
Gina Vassay
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I was working in an ESE Pre-K Classroom, most of the students were in the program because of Speech or Language Impairments. As a supplemental part to the curriculum, I came up with a yearlong "Art Activity", an art book corresponding to all twenty six letters of the alphabet. As each letter was discussed, identified and written throughout the year, my job was to create, teach and accommodate the lessons to be linked to an "animal art activity", starting with that letter, for example, "M is for Manatee". My overall strategy was to teach in designed, clear steps with intervals of learning, using visual and verbal instruction along with motor skill instruction. I always had a PowerPoint Presentation that was shown to the entire class first. I found this to be very useful in helping the students’ process information. Q&A was also a part of the PowerPoint Presentation. I outlined the steps to complete the project as well as instructional videos about the animal and/or art technique. To communicate to the students I used visual, textural and verbal methods of instruction. These lessons were supplemental to the curriculum and were incorporated into the regular classroom schedule, specifically during centers; we had an "art center". Students were called to participate in groups of three or four at one table. I kept in mind the skill level of each student and used peer support methodology. I used visuals as examples, picture cues or quick demonstrations for each group. Each step was simplified into direct, short language and visual modeling. Sometimes I had worksheets for the students to do first, showing or practicing a very basic drawing skill, specific to the individual lesson. By using intervals of learning, not too much information in one learning session, or one skill at a time, I found that the projects could usually be completed in 2-4 days. Specifically, for one student, non-verbal, I had to model everything. For example, if I wanted the student to draw a circle in the middle of the paper I would draw it on my own piece and say, "your turn". At other times, I would give them a modified “connect the dot worksheet” to complete a drawing, modeling each step or I would give them a traceable worksheet. If the student still could not complete the skill I would gently guide the student, hand over hand, to complete the shape(s) on their piece of paper. |
12/27/2018
Topic:
Tools And Strategies
Gina Vassay
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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. |
12/27/2018
Topic:
Assessment of Learning
Gina Vassay
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A student with speech and language impairments Pre-K. If I have a small group and doing Q & A verbal assessments on colors, “Are bananas yellow or blue?” with him as part of the group, he listens to the other students’ responses and repeats what he has heard. He repeats answers/words to the best of his abilities, some words are identifiable but it is hard to tell if he understands what the color yellow is. One option for assessing his learning is to use response cards. Assessing his knowledge of colors I placed 3 cards of different colors in front of this student and asked him to select the card colored with yellow, “Show me yellow”, the student either points to the card or picks it up and gives it to me. I then say the word yellow and he repeats it. I also ask the same question, as in the group session, “Are bananas Yellow or Blue?” This is done with all the colors resulting in a pile he has identified and another pile of colors he doesn’t know, I record this data. This can be done periodically as an ongoing assessment to see if he is making progress. Accommodating the setting of this assessment for a one on one, not in the group, individualized with no other students answering. This would ensure he is not copying the verbal sounds/answers of other students and benefit the students understanding of the correct words with the corresponding colors as well as identifying colors within a variety presented. Not to mention applying that color to a recognizable object, one he likes to eat. |