10/10/2021
Topic:
Students With Disabilities
Sarah Knudtson
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In my advanced level art courses, I have taught many students with Social Emotional Disabilities, often with anxiety disorders. The first assignment each year is a simple slide show, wherein students present their artwork, this can be difficult for introverts and those with social anxiety. One way students can have their work without having to speak in front of the class is to use a “Pinch Extrovert” similar to a pinch hitter in baseball. The class extroverts volunteer to present other students' work and in the best cases make friends with the person they are presenting for. In other variations, I have presented the students' work myself, or put it in an online form where students can view it without it being on the big screen.
In addition, I am ever reminded by my students of the power of closed captions. Playing videos with closed captions enabled not only helps my hearing impaired students, but it helps students with processing delays and types of autism as well. |
10/10/2021
Topic:
Tools And Strategies
Sarah Knudtson
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In my class I have used chaining to teach art research and analysis, which is in turn linked to larger projects. I have a set of five criteria that students must use to analyze a work of art sufficiently for their final exam portfolios. In the beginning they start with simple ideas such as describing the work and overtime they begin to add, academic vocabulary, biographical and contextual information and final intent.
I can also use Computer-Assisted instruction allowing students to use a variety of photo editing software, to create collages, edit their own images or create an image from scratch. Students can use Adobe programs at school and free programs such as Photopea and Pixlr on their school issued chromebooks. The user-friendly variations of these programs also allows for differentiation between students, and students can choose the program that best suits their needs. |
10/10/2021
Topic:
Assessment of Learning
Sarah Knudtson
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In my classroom one adapted assessment I have successfully used was in the form of a written response for critiques. Students have the option of participating in a traditional critique in the classroom, but for students with some forms of anxiety or language disabilities this is not appropriate. Initially, students were given a stack of blank notecards and they could write their feedback on the work on the card and pass it to the person whose work was being presented. This was also helpful for students who were being critiqued as they have a written record of the feedback they received. I have further adapted this to use Google Classroom, so that students can type their feedback and receive it digitally. |