6/12/2021
Topic:
Assessment of Learning
Rhonda Pittman
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I teach photography at the secondary level. I recently had a student with a hearing impairment. She was not completely deaf but struggled to hear well, even with hearing aids. I sat her in the front of the room and I printed out, or wrote on the board, assignment instructions and teaching notes just in case she missed something I was saying. I also provided visual examples of the types of photographs I was expecting her to take to complete the assignment. Before beginning an assignment I asked her to repeat back to me what she understood the assignment to be, and how to complete it, so I could assess the level of her understanding. |
6/13/2021
Topic:
Tools and Strategies
Rhonda Pittman
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1. Describe how two of the strategies discussed could potentially be implemented in your art classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
Breaking down tasks: In my photography class I break down each part of learning into small, achievable steps and use task cards to guide students that need a little more support. For example, when teaching about composition, I spend ample time on one element at a a time. After introducing the new topic I describe the process of framing, show examples, have students find examples on their own, and then have them photograph pictures using the knowledge they have learned. Then we look at the photos together and I give precise feedback right away. We repeat this process again with the next element, giving ample time for learning.
Task cards: Because there are many steps to remember for each assignment, task cards can use to serve as a helpful tool for those students who struggle with remembering and completing multiple tasks. The cards can be taken with them as they complete their photography assignment (taking pictures outside of the classroom).
Peer partners: For many assignments, I pair up more skilled photographers to help the ones that are struggling. This is helpful for students with learning disabilities because they have a partner to support them in their leaning, helping them to remember how to implement the use of the camera or information about the assignment.
Technology: In Photography we use computers and editing software regularly. It is invaluable to all level of students and tasks can be adjusted by difficulty to match the level of readiness.
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6/13/2021
Topic:
Students With Disabilities
Rhonda Pittman
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I teach photography at the secondary level. I recently had a student with a hearing impairment. She was not completely deaf but struggled to hear well, even with hearing aids. I sat her in the front of the room and made sure she could see my face, and mouth, as I taught. I printed out, or wrote on the board, assignment instructions and photograph descriptions and just in case she missed something I was saying. I also provided visual examples of the types of photographs I was expecting her to take to complete the assignment. Before beginning an assignment I asked her to repeat back to me what she understood the assignment to be, and how to complete it, so I could assess the level of her understanding. I checked in with her at least once when she was photographing to check her work and make sure she was on the right track. If not, I re-explained the instructions one on one, face to face. |
6/13/2021
Topic:
Assessment of Learning
Rhonda Pittman
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I recently had a student with specific learning disability, specifically in the area of reading. Most of the learning in Photography class was assessed by photograph assignments, which he actually did well at. However, I did need to assess learning of technical vocabulary. For this particular student, I read the quiz questions to him aloud and he responded orally. I could've offered more time, which was part of his accommodations, but it helped with the flow of the class to assess him through verbal means. |