10/9/2021
Topic:
Students with Disabilities
Stephanie Graeber
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I have a student who is ASD. If they are not interested in the project we are doing, they will sit and do nothing and refuse to work, sometimes throwing their paper on the floor or crumbling it up. I talked with his teacher to get advice on strategies that would work for this student to have a successful experience in the Art Room. I adjust the project for this student. For example, if the rest of the class is working on cutting circles from construction paper to make a gumball machine, but this student wants to use the circles to make flowers then I make accomodations for that. Also, I allow for breaks if this student is getting overwhelmed. Some examples of breaktime activities are washing paintbrushes at the sink, sorting markers, sharpening pencils. |
10/9/2021
Topic:
Tools And Strategies
Stephanie Graeber
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I use technology in the classroom through the use of video shown on the projector. Often these videos will give information on a particular artist we are learning about combined with background music and bright visual images which help to capture the students attention and keep them interested. Videos that demonstrate a particular skill are also beneficial because they can be paused to allow students to follow along at a slower pace or these videos can also be played again for students who would like to see the steps demonstrated more than one time. |
10/9/2021
Topic:
Assessment of Learning
Stephanie Graeber
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I have a student with ADD and they have difficulty completing a multi step project or a project with many details. I chunk the lesson into smaller sections for them and have them check in with me at the end of each section. Together, we assess their progress and review the next small step for them to complete. Chunking the lesson into more manageable sections and having them feel successful in completing small steps at a time makes for a more successful learning experience in the Art Room. I also use laminated Self - Reflection sheets with questions for the students to think about. Examples are "What part of this project did I enjoy the most?", "Did I learn something new?", "Is there a part of this project I think I can improve on?". |