10/20/2016
Topic:
Assessment of Learning
Jodi Lubrant
|
I had a student who was legally blind in my art classroom. He was very eager to participate and please his teachers. I sat him in the front of the room and created examples for him that were bigger and put them on his table for him to follow. I did a lot of one on one direction with him and always had helpful students sit at his table. Although his artwork wasn't always the best, he understood the concepts being taught and enjoyed creating and using the different supplies that were given to him. |
4/4/2017
Topic:
Assessment of Learning
Jodi Lubrant
|
At the end of the year in my 3rd-5th grade classes we go over the elements and principles of design we have been working on all year as a review for the EOC we are required to give students. We play a game on the laptops called Kahoot and students pair up. I tend to pair a student with a disability with a non disability student and they work together to come up with the answers to the questions. My students that are on the autism spectrum or have ADHD are very successful with this study activity because it is engaging and anonymous and fast paced. Working with their peers help with the anxiety of answer questions alone. |
4/4/2017
Topic:
Tools And Strategies
Jodi Lubrant
|
To review my content at the end of the year I use a computer game call Kahoots, which is an interactive game I project from my computer and students have time to answer the questions on their own laptops. Students pair up with 2-3 to a laptop and work on answering questions together. I pair up students with disabilities with non disability students. The answers are anonymous and just show a (code name) of the top 5 that got the answer right in the quickest time. All students enjoy this activity even the autistic spectrum kids and ADHD students. They are all successful and have a great time review key concepts (elements and principles of design) |
4/4/2017
Topic:
Students with Disabilities
Jodi Lubrant
|
I have a student that was hearing impaired so I demonstrate what I am doing on the board while discussing it with the class. I also have had a student that visually impaired and I had him sitting up front. When I was done with teaching the lesson and the students were independently working, I would give him extra help and draw things out for him on separate pieces of paper really big so he could look up close and understand the concept I was teaching and draw his own design on his paper. |
4/10/2017
Topic:
Assessment of Learning
Jodi Lubrant
|
I have students use curriculum binders for art. This is where the students write vocabulary and practice elements and principles that we are working on. When students turn in their artwork which is evaluated throughout the time of the project and guided through as needed, they go back into their curriculum binders and either write out a description of what they worked on and why or they draw me another example of the element or principle they were working on. This allows me to help all students with and without disabilities to further gain understanding of the concept being taught. |
4/10/2017
Topic:
Tools And Strategies
Jodi Lubrant
|
Two strategies that can be incorporated into my lessons would be differentiated assignments and graphic organizers. I currently use differentiated assignments in some lessons but I believe it would benefit students with disabilities to have levels of achievement. I feel that many students with disabilities thrive in my art class and many general education students often ask for help from these students but in any case a differentiated project would benefit all student levels. I think after students are finished with their project, it would be a great idea to have them use a graphic organizer to recap what they have learned and what concept we were working on. |