2/4/2020
Topic:
Students With Disabilities
Joie Marsh
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Like many other teachers have mentioned, students on the Autism spectrum can be a challenge to work with. In my Theatre 1 class I have had a few students over the years with Autism. One student in particular I have had twice. He is one of the sweetest kids and everyone loves him, but he can frustrate the other students with his repeated questions and some of his routines. He has trouble understanding social cues--like when two people are talking, he will interrupt to say his routine or practiced phrases. During improv games, he sometimes misses the point of the game but that does not stop him from volunteering to play! He has difficulty following directions and often will write his own made up answers to questions asked in class. As my class is one of a few electives where he is included into general ed classes, he is challenged when working on memorization of lines or any writing assignment. These activities are usually modified for his "Access" status. He is good at reading aloud, cooperates with his group mates, and his acting skills improve all of the time. I think the class is beneficial from the perspective of "least restrictive environment." Theatre class has given him the opportunity to work with many students with different backgrounds, interests, personalities, that he would not experience if he was in my regular Access Theatre (ESE only) class. |
2/16/2020
Topic:
Tools And Strategies
Joie Marsh
|
Option 1:
One tool I have used in the past is Cornell Notes. This is a simple and easy to follow method for my students whenever we are learning new material (especially about Theatre History or Technical Theatre). I like that it is a strategy most students are familiar with from other classes as well.
One strategy I look forward to using in the future is the Cube Strategy tiered lesson. I think this will be effective in teaching particular plays or styles/genres of theatre. We have an upcoming musical theatre project where students will be researching a musical. The format of the Cube Strategy will allow for opportunities to demonstrate their knowledge of their selected musical at levels appropriate for their ability and interest. |
2/16/2020
Topic:
Assessment of Learning
Joie Marsh
|
I have an Access Theatre class, where each student has a different disability...or multiple disabilities. To assess them on what they know in one particular way is nearly impossible. Each student requires a different method. I have had students match pictures to help understand characters, setting, and plot points. I have worked one-on-one and ask students to either speak, perform, draw or write their responses. I may even ask them to finish the line of dialogue or the action that goes with the dialogue. I have in the past had students who can use tablets to communicate and must ask them yes or no questions only because those are responses programmed in their tablet. I think teaching Access Theatre has helped me develop patience and flexibility in instruction. You can be completely amazed some days by what students can recall or understand. I have students who seem catatonic or completely ambivalent to what is happening in the classroom, but if you ask them the right question, or rather present the question the right way, they prove time and time again they are paying attention and engaged in what is happening. |