2/22/2021
Topic:
Students With Disabilities
KHANH TRAN
|
I had an ESE student who had a hearing impairment. She was technically deaf from birth but had cochlear implants. She could read lips fairly well but needed teachers to wear an audio device that linked to her cochlear implant. Some strategies I used were to make sure the device was on, to face her while speaking, give her copies of notes and presentations (powerpoints), and gradual release. |
2/22/2021
Topic:
Tools and Strategies
KHANH TRAN
|
I could use the semantic map for when my senior AP sculpture students explore a concept in their work- this would be a good introductory strategy before they create. They could write the concept in the middle and then in each circle write a possible sculpture idea that would work with that concept. I would also like to use the Task Analysis at the beginning of a project. This would be a timeline of when certain tasks are going to be accomplished to keep students on track and also to put their sculpture into managable parts so students do not get overwhelmed. |
2/22/2021
Topic:
Assessment of Learning
KHANH TRAN
|
I had a student that was legally blind. At the introduction of new art vocabulary, I gave that student a large print copy of the vocabulary terms that she copied into her sketchbook in her own handwriting. When It came to test taking time, I gave her a large print format of her vocabulary test. |