11/22/2020
Topic:
Students With Disabilities
Michelle Clinton
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I have been a visual arts teacher for 15 years, and have taught many children that are on the Autism spectrum. My "go to" accommodations start with redirection, repeating directions for understanding, and sitting close to me while teaching. These three usually help with most of the students. I recall one student in particular that I had to come up with a unique accommodation. He would ask a question every 2 minutes. Of course you want students to ask questions, but I could not ever get through a lesson as I was always answering his questions, and usually the questions did not have anything to do with what we were learning at the time. We came up with a system that helped both of us. My usual lesson plan started with going over the lesson, modeling how to do the project, and then leaving time for the students to work independently on their projects. I gave him 3 tokens at the start of each class period. While I was giving the instructional information, he could use the tokens to ask 3 questions during that part of class. We discussed that he should try to use the 3 questions for things that he needed answered immediately, and which could wait until independent work time. I made sure that he understood that ALL of his questions were important, but getting the instructional information to everyone at the beginning of class was also important. If he had any additional questions and he had already used up his tokens, he was to write the questions down. Immediately after giving the instructional material, he knew that I would check in with him first to answer any of the questions that he had before going on to the other students. It was a good solution for both of us, as he still felt that ALL of his questions were validated and still answered, and I could get through all of the content that I need to get through at the beginning of class. |
11/22/2020
Topic:
Tools And Strategies
Michelle Clinton
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Option 1: I have used technology as one of my strategies in the classroom. I make tutorial videos of the different art lessons that we are doing. It helps if students are absent, but it especially helps students who need to work at a slower pace, or need extra time. They are able to access the videos and work at their own pace. They can also rewind and review the information also. This has worked especially well this year with on line school. I also use self-evaluation as a reflection strategy. I have a rubric for each of my art projects. When the project is completed, there is a rubric they have top fill out with point values for each of the objectives for the assignment. They also have reflection questions about the objectives, They will complete the self evaluation, then I will fill out the same evolution with the point values that I have awarded fort each of the objectives. I always make sure toe give a positive note on each of the evaluations and something that they can improve upon. I have found this to be very effective strategy. |
11/22/2020
Topic:
Assessment of Learning
Michelle Clinton
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Option 1: At the beginning of the year, I have my studio art students take a pre-test. When I first started giving the pretest, I gave it as a written test. I then modified it to a written test and also they needed to include images of their 5 favorite things, or 5 things that they knew that could draw skillfully. I changed the pre test to include the drawing aspect to identify prior art knowledge, but also to identify the skill level of my students with motor disabilities. I changed the pre test for that reason, but found that it helped my students with many of the other disabilities also. My ELL learners were better able to show their prior knowledge through visual representation than written or verbal testing. |