2/17/2020
Topic:
Tools and Strategies
Colleen Vinson
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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.
I have a student in my high school two-dimensional art course who has Down Syndrome. She loves art and does very well with a Peer Partner who reminds her of the instructions and steps, gives instant feedback and shows her the correct way to use tools when needed, and assists with reflection questions at the end of a project. Of course this student gets a lot of teacher feedback because I monitor and assist all students as they work on projects, but it helps to have a Peer Partner as an extra helper in a large class.
When introducing new lessons, I often give guided notes. I have many students with ADHD and auditory processing disabilities. It is easier for these students to listen for key words, instead of writing a lot of notes while listening and watching at the same time.
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2/17/2020
Topic:
Assessment of Learning
Colleen Vinson
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As a part of my students' visual arts summative projects, they also must write answers to 4 or 5 reflection questions. These questions are about the art making process, art techniques, art terminology, art history, and artistic challenges faced while working on a particular assignment. While most students hand write the answers, some of my students prefer to take their time and type and edit answers, and others dictate their reflection question answers orally. With the students who answer orally, I often reword the questions with simpler wording. If the question is asking specifically about art terminology, I lead these students to the resources in the classroom to help them find the meanings on their own. |