6/22/2021
Topic:
Students with Disabilities
Ronelle Williams
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I had a student that was diagnosed with Asberger. When he came to music class he could be very disruptive. He was not comfortable with group activities and did not like to join in activities. Giving him "jobs" to help me seemed to settle him down. At the beginning of the year, I gave him a puppet to have participate in the class. It worked well and then he gradually moved into peer/buddy interactions and his actual participation in the class without the continual use of the puppet. |
6/22/2021
Topic:
Tools and Strategies
Ronelle Williams
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
Two strategies discussed I could potentially use in my fine arts classroom would be Peer Partners and Technology. Peer partners allow students to learn from a peer rather than the teacher, meaning more growth and understanding. It seems that students will pay closer attention to what a peer is explaining. A peer has more time to spend with the partner than the teacher does so they can work more closely together. Another important aspect is that the partners can support each other by assisting, prompting, and reinforcing. Technology can be used to differentiate instruction and create an environment of discovery and self-instruction. Students of this century need to be prepared to live and function in a digital world. I think technology will encourage creativity and offer them many artistic connections to enable to find their artistic interests and ability to interact with many people throughout the world.
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6/23/2021
Topic:
Assessment of Learning
Ronelle Williams
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- For students with organizational disabilities in art class I have used a personal notebook. It has a section for notes and a section for short writing responses. I put the pages in the notebook - Introduction pages with lesson objective and vocabulary sheets, Cornell notes template pages, drawing/thinking/planning sheets, and lined paper for responding to questions from teacher. The notebook stays in the classroom basket and are passed out at the beginning of class. Daily lessons are written out on the white board so all can see the notes and other information that needs to be in their notebook. That serves 2 purposes - Students are getting both visual and auditory information and the information is there for anyone that was absent. The notebooks work for ongoing adapted assessment because peer partners can help each other check notebooks for completion. At the end of the lesson the notebook serves as a summative assessment. It makes it easy to adapt individual notebooks (help, assignment changes, etc.) as needed.
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