7/31/2020
Topic:
Students With Disabilities
Danielle Akers
|
I had a student who had very limited vision. I taught her all 3 years that she was at my school, and she was one of my hardest-working and dedicated performers. Her disability affected her by making it difficult for her to read scripts and other printed materials. She also couldn't see the board at all when we were taking notes. I provided accommodations by making large-print versions of materials for her, and during note-taking times I allowed her to look off a friend's notes and just copy the most important points. I also worked with her district teacher to ensure that materials that were difficult to make large-print copies of (such as a full-length script) could be modified. This student's accommodation needs taught me a lot about being mindful of students who need this extra measure of preparedness. In the future, I know I will be a better teacher because I am more informed and practiced in making accommodations for visually impaired students. |
8/1/2020
Topic:
Tools And Strategies
Danielle Akers
|
I think the Cubing method could be extremely helpful in my classroom, especially using the Bloom's Taxonomy of questioning as suggested in the learning material. This would allow my students to analyze one topic from multiple perspectives. I could ask them to complete all 6 prompts, or I could differentiate for students who need more time by asking them to complete 3-4 prompts.
Another method that I would like to implement more is Cornell notes. I had never thought about adding that 3rd column which allows for free expression of opinions, doodles, etc. that go along with the topic. Students who learn best through pictures, key words, etc. would really benefit from the freedom of that 3rd column. And for students who are easily distracted, it gives them a learning-focused, teacher-approved outlet for thoughts, opinions, drawings. |
8/1/2020
Topic:
Assessment of Learning
Danielle Akers
|
On a more basic level, I have adapted my pre- and post-tests for students with limited vision by printing enlarged copies for them. I have also offered that they may use the magnifying device on their phone along with a normal-sized test if they prefer.
On a more creative level, I have evaluated my students with limited vision with slightly different criteria when it comes to performing scenes with other actors. Instead of giving them points for "eye contact / check-ins with your scene partner," I give points for other ways that they "check in" with their partner, including vocally and physically. This tactic allows me to evaluate the actors based on the necessary skills without excluding these students due to their disability. |