3/19/2020
Topic:
Tools and Strategies
tlytle
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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 the needs of a student with a disability.
One teaching strategy I use is Differentiated assignments and projects, so as to reach all students and at all levels and allow ESE and all students succeed at their level with the option of going further to challenge themselves. I provide clear Learning Goals that can be reached by all students with different Learning Styles. In order to encourage students to take the challenge, I provide the support needed (scaffolding) so that students feel confident enough to step out and advance. Another teaching strategy I use is Guided Notes. I provide a clear outline that students use to record key facts, vocabulary, quotes, and an optional section for extra information. When taking notes from an Art movie, I repeat key facts and pause the movie to reinforce key facts. Taking time to recap facts also gives ESE students time to not only hear the information again but gives them more time to record the information. |
3/19/2020
Topic:
Students With Disabilities
tlytle
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have many ESE students in my classes. I provide constant guidance and numerous resources to accommodate all of my ESE students. One student in particular is Deaf/Hard-of-Hearing. She is not deaf but does have hearing challenges. However, she is a very responsible and observant student. I provide a plethora of services and resources to help her. There are visuals for the Elements and Principles as well as for each project, former student project examples, and step-by-step instruction with examples. Her disability affects her learning in that she does not read lips or know sign language so I always speak directly to her while working with her one-one. When I am demonstrating, or showing examples for projects/assignments I make sure she has a clear, unobstructed view. I also set the closed-caption on movies/art clips. I assign peer partners. I provide an Art Contract (containing Expectations, Daily Procedures, Visual Art Rubric, Reminders, and encouraging words), visual vocabulary, and printed directions with project-specific vocabulary. My classroom is designed with labels in all areas so that students can easily navigate to get supplies as well as find posted signs for directions, procedures, and art poster examples of a variety of visual creativity. My boards have the Learning Goal, Daily Activity, and Weekly Agenda clearly posted and able to be viewed easily from all seats. My curriculum includes: pre-assessment, vocabulary, art history, practice, projects (with open-ended creativity), and post-assessment which includes a self-critique/art reflection. I find that routine and consistency are the keys to helping ESE students become familiar with the class and be able to advocate for their needs, which sets them on the path to succeed. |
3/19/2020
Topic:
Assessment of Learning
tlytle
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
One example of adapted assessment I have successfully used in my Visual Art classroom is the Exit Card. We refer to them as “Exit Slips”. I have found that my ESE students gain a stronger understanding of new information or recall previous information if I first group students, to discuss the specific information, at the beginning of class. Then, during the Exit activity at the end of class, the students are more confident, can recall specific information, and are able to record it on their Exit Slip. The next day, during a brief review, they remember the information discussed previously and are accurate in their responses. |