4/6/2017
Topic:
Tools And Strategies
Christian Wicklein
|
Option 1: Peer teaching is one of the strategies I've been working on and building up for the past couple of years. Currently 3rd to 5th grades are where I've focused building the skills (lesson skills/modeling/assistance/positive reinforcement) of students in being a peer. The main obstacle I've run into is the high transient population which makes it difficult keeping "trained" peer students. Enough students have returned that it is a viable strategy and I've continued to build on it. My goal is to work back to include 2nd grade as well.
I've also used Venn diagrams when comparing artists or artistic styles, but haven't yet applied it to students with disabilities. It's an idea I'd like to explore more with concepts such as color and color mixing for students with disabilities. I've played off the idea by using colored overlays so the students can see how the colors mix together.
I have begun putting together task cards for students with disabilities. They aren't exactly task cards, but a printed out PowerPoint geared toward the concept and activity being taught. The information is stated in simple terms and with visuals. The layout is geared to follow the lesson that I'm teaching. The student is a able to work on the activity at their own pace. I've used this as a replacement when a peer isn't available. |
4/17/2017
Topic:
Students with Disabilities
Christian Wicklein
|
****Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I had an ASD student (mainstreamed) that struggled with fine motor skills and would often show frustration and act out because of this. For example, the class was doing a Sunflower painting project for Van Gogh. They would sketch the vase and flowers in pencil. After sketching the entire picture they would then paint it. This was a very procedural based project with many steps and concepts. To assist the ASD student I would first make task cards using printed PowerPoint presentation for the project. The task cards streamlined and simplified the concepts. I would also cut out the basic shapes (vase, stems, flowers, etc.) in white paper for the student to paint separately. This was done so that they could be painted, made again if frustrated or needed, and arranged on the main paper in a way that the student would be satisfied with the outcome. Once this was done, the student would glue down the final work. This was a surprisingly successful way for the student to complete the project the rest of the class was doing and have a sense of accomplishment with very little acting out. |
5/2/2017
Topic:
Assessment of Learning
Christian Wicklein
|
2. Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning.
This school year I've begun using "response" and "exit" cards with a 3rd grade ASD student that has communication and language issues. At first I started by using response cards that were very simple responses using pictures that the student could circle. I used clip art & photos with PowerPoint printed out for the cards. Once the student saw it was part of the routine it became successful. It did take time though. Eventually I started using "exit" cards as way of assessing the student's attention to what was being discussed in the class. The concepts were simplified, such as circle the warm colors on the sheet, or circle the geometric shapes. This has been an excellent way to monitor what the student is getting out of the class. It also has drawn my attention more to clarifying concepts for the student during class. |