6/22/2020
Topic:
Tools and Strategies
Lesley Shea
|
The two strategies that I could implement in my classrooms would be the Task Cards and the Letter Strategy. The Task Cards could help the students work in groups with specific tasks of responsibilities...and even help them with the beginning specific procedures. This would help ALL students know exactly what is expected for the lesson/procedure. The Letter Strategy would be helpful when going over story design...like learning exposition, rising action, climax, falling action, resolution. When students organize their skits, they can remember the letter strategy to know how to make the story more well rounded and complete.
I already use a lot of the listed strategies but these two are new and I would like to try to implement them as something new. |
6/22/2020
Topic:
Assessment Of Learning
Lesley Shea
|
I worked with a student that was visually impaired. He could not read from a textbook, worksheet or from the board without one on one assistance. Many of the assessments given to him were either verbal (I read question with him responding) or he presented it (acting it out physically). He and I would go over the test concepts and discuss what best way he could express the answers. |
6/22/2020
Topic:
Students With Disabilities
Lesley Shea
|
In my Drama class, I had a student that was visually impaired. He could not read from a textbook, worksheet or the board but could see shapes so got around the classroom and school very well. I use a lot of demonstrations to show and teach concepts and this was a problem when he was first in my class. I soon paired him with a peer so that he could get help with materials (props, etc) and with the lesson I would give him hands on instruction to understand...a lot of time he was my person to help with the example/demonstration to the class. |
6/22/2020
Topic:
Tools and Strategies
Lesley Shea
|
The two strategies that I could implement in my classrooms would be the Task Cards and the Letter Strategy. The Task Cards could help the students work in groups with specific tasks of responsibilities...and even help them with the beginning specific procedures. This would help ALL students know exactly what is expected for the lesson/procedure. The Letter Strategy would be helpful when going over story design...like learning exposition, rising action, climax, falling action, resolution. When students organize their skits, they can remember the letter strategy to know how to make the story more well rounded and complete.
I already use a lot of the listed strategies but these two are new and I would like to try to implement them as something new. |
6/22/2020
Topic:
Assessment of Learning
Lesley Shea
|
In my Drama class, I had a student that was visually impaired. He could not read from a textbook, worksheet or the board but could see shapes so got around the classroom and school very well. I use a lot of demonstrations to show and teach concepts and this was a problem when he was first in my class. I soon paired him with a peer so that he could get help with materials (props, etc) and with the lesson I would give him hands on instruction to understand...a lot of time he was my person to help with the example/demonstration to the class. |
6/22/2020
Topic:
Assessment of Learning
Lesley Shea
|
n my Drama class, I had a student that was visually impaired. He could not read from a textbook, worksheet or the board but could see shapes so got around the classroom and school very well. I use a lot of demonstrations to show and teach concepts and this was a problem when he was first in my class. I soon paired him with a peer so that he could get help with materials (props, etc) and with the lesson I would give him hands on instruction to understand...a lot of time he was my person to help with the example/demonstration to the class. |
6/22/2020
Topic:
Students With Disabilities
Lesley Shea
|
I worked with a student that was visually impaired. He could not read from a textbook, worksheet or from the board without one on one assistance. Many of the assessments given to him were either verbal (I read question with him responding) or he presented it (acting it out physically). He and I would go over the test concepts and discuss what best way he could express the answers. |