11/7/2020
Topic:
Tools And Strategies
Jennifer Snead
|
#2
I have several students with hearing disabilities. Most are able to visually follow the steps in the project as I demonstrate, visually, while explaining verbally. I do have some students who require me to wear a device that aids in their ability to hear the verbal instructions as well.
I have had a student that was missing an arm. Most of the time she did not desire help, as she would try to figure out obstacles to the lesson on her own. However, I was available to help with tasks like cutting, should she reach a frustration point. I did not want to do it for her, but I would help holding paper still and/or follow the instructions she would give me. I did not want to offend her by assuming she was incapable of performing any of the tasks, so I let her reach out when she was ready for help. Personally, I was quite impressed with this young student. She was quite self determined! |
11/7/2020
Topic:
Students with Disabilities
Jennifer Snead
|
I had a 5th grade student with Asperger's who did not appear interested in art, at all, and could only seem to stay engaged during instructions for about 1 to 11/2 minutes. He would create distractions as soon as he disengaged. I was also not able to get him to actually work on a project longer than 30 seconds. I found that there were activities that he loved doing, such as cleaning glue tops (especially the clogged ones). When he had trouble listening, I would send him back to work on the glue bottles. While back there, he would listen to all the instructions. (I equate it to doodling while in a faculty meeting. It would help me focus) This student would then come back to his seat and work for longer periods of time on his project. I discovered that he really loved photography, and as a result, really took some great pictures. This really impacted him and his interest in art class. It was nice to have connected with his inner artist. |
11/7/2020
Topic:
Assessment of Learning
Jennifer Snead
|
Assessment at the elementary level is mostly a subjective visual assessment, as I want to encourage a love of art and individual self expression. However, I do want to check for understanding of different techniques and/or concepts that would help students improve their personal work. I have a student who has a traumatic Brain injury. He is very quiet and, has in the past, participated, but would have trouble completing the project in the allotted period of time. Many times the results of the project were reflective of a much younger student's ability. In assessing learning for this student, I could not look at the final product, but look at how he progressed through processes being taught. I was available to reteach the lesson in shorter sections throughout the work time, which also helped me understand where any misconceptions or lack of learning were ocurring (ongoing assessment). Assessing the understanding of new art vocabulary is usually done verbally and individually as sometimes it is about him pointing to the area that demonstrates that technique or concept. |
11/14/2020
Topic:
Tools And Strategies
Jennifer Snead
|
Two strategies that I would use in my classroom are Graphic organizers and Collaborative groupings. The graphic organizers help keep all students (not just those with disabilities) on task with a focus on the steps of the project. Having those displayed during my classes, allows all students to reference the next step or expectation. Collaborative Groupings help all students at different stages and abilities to work together and contribute to a project. Assigning specific jobs gives everyone a voice and input into the final outcome. Jobs can be adjusted and assigned to meet ability levels, yet present a challenge to entice engagement. I have used chaining quite a bit helping students to learn to hold the scissors and to practice cutting on lines. Venn Diagrams are useful when comparing and contrasting different works of art. |
11/14/2020
Topic:
Assessment of Learning
Jennifer Snead
|
My assessments of my students are mainly Formative as I will visually asses work in progress to see where adjustments need to be made. Some of my ESE students require reteaching or additional demonstrations to help them reach the goal of the lesson. I have an Autistic student, who can do the task but requires extra time and extra starts. He is not as responsive to suggestions on improving what he has done, but instead needs to start over. He does eventually reach the goal. I can assess his understanding through informal questioning as he works. I have also used pre/post assessments to document learning of certain concepts. My 504 students and ESE students are given the additional time if needed to complete the assessment. I have had situations where I have allowed the student to finish the assessment once they leave the art classroom and return to their regular classroom. |
11/14/2020
Topic:
Students with Disabilities
Jennifer Snead
|
Assessment at the elementary level is mostly a subjective visual assessment, as I want to encourage a love of art and individual self expression. However, I do want to check for understanding of different techniques and/or concepts that would help students improve their personal work. I have a student who has a traumatic Brain injury. He is very quiet and, has in the past, participated, but would have trouble completing the project in the allotted period of time. Many times the results of the project were reflective of a much younger student's ability. In assessing learning for this student, I could not look at the final product, but look at how he progressed through processes being taught. I was available to reteach the lesson in shorter sections throughout the work time, which also helped me understand where any misconceptions or lack of learning were ocurring (ongoing assessment). Assessing the understanding of new art vocabulary is usually done verbally and individually as sometimes it is about him pointing to the area that demonstrates that technique or concept. |