2/16/2019
Topic:
Tools and Strategies
Michelle Farah
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Selected- 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.
To facilitate peer conversation during art critique while ensuring that conversations are content related and respectful. I plan to use Mnemonic letter strategy with my students: TAG. Tell your peer something you like about their artwork, Ask the peer a question about the artwork, and Give one constructive suggestion for how the art could be improved. Students tend to feel put on the spot when they are asked to speak about another person’s work, especially their friends, and T-A-G will provide a roadmap as well as help with pacing and the momentum of the conversation since the student leading the critique will verbally TAG whose art will be reviewed next. I feel this would greatly help my students who have autism and other health impairment.
I use the self-evaluation and reflecting strategy but reading the Reflection Strategies piece made me realize I could extend the learning by not only asking what students found most challenging, but also question “what could you do different next time” or “what can you do now that you were not able to do prior to this task/project”.
I currently give students a written self-assessment rubric before I grade their work. They put a checkmark next to the level of achievement where they think they are for each task specific criteria. Mostly I find that they are far more critical of themselves and mark lower than I do. For my students who have content disabilities, I could create a visual rubric where the level of achievement is recognized by a pictorial range of criteria, for example displaying an image that shows 3 levels of craftsmanship. |