1/19/2022
Topic:
Students with Disabilities
Erin Boyd
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have had several students with ADHD. Such students, like the descriptors in this course, have a hard time paying attention, especially for set amounts of time. It also affects their ability to complete the steps in an assignment. This causes them to get behind, interrupt others in the process, repeat questions, and get frustrated which can then lead to misbehaviors.
I have found that sitting the student near the demonstration/teacher can be helpful as problems can be seen quickly and help given. Having a student helper is also beneficial. A partner that the student can follow with or ask questions of. Care needs to be taken to find a good partner. Visuals are extremely helpful as they can be referred to when needed. I have found making the student a teacher helper can also be beneficial. With responsibility the student pays closer attention than they might otherwise to keep their job. |
2/5/2022
Topic:
Tools And Strategies
Erin Boyd
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Two strategies that I could implement in my classroom would be differentiated assignments and the mnemoniomic, keyword strategy.
DIFFERENTIATED ASSIGNMENTS:
An assignment of teaching students about prehistoric times and cave art comes to mind . Students learn that people have not always had the letters and words to communicate as they do now. In ancient times these things had to be communicated orally and over time, people began drawing symbols/pictures to communicate, eventually using letters and words.
After reading, watching and discussing this history and seeing examples of cave art, one of the objectives is to understand and recognize that these pictures conveyed meaning. To differentiate students could be given the different opportunities I have listed.
1. Students could take cards of various cave art and match it to another card with a ‘meaning’
2. Students could choose/draw a word or phrase and then draw a cave art symbol to represent it.
3. Students can create their own cave art to depict a short story of their own.
This would allow students of varying abilities to be successful. The above lessons give scaffolding for students who might have difficulty completing the drawing process. Some students have a larger vocabulary and easily apply it to new situations, where they might be able to create their own singular symbol/word, while others would flourish with creating more of a story.
KEYWORD STRATEGY
Students often have a better idea of a word's meaning than they realize. With some guidance and support they can use their knowledge to determine the meaning of a topic or other word.
An art term such as LINE. Students get in lines everyday to transition from one place to another. If they go to a store, people have to get in line to pay for goods. When driving in cars, traffic must follow lines. Students can then relate lines to being straight, curving, zig zag, etc. Lines create shapes in math, letters and symbols in writing. Students could create a collage of these related words and pictures to show that they are part of the art definition of LINE.
edited by Erin Boyd on 2/5/2022 |
2/5/2022
Topic:
Assessment of Learning
Erin Boyd
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The student I am choosing to discuss assessment options for is on the autism spectrum. This student has repetitive behaviors that require movement, a need for personal space, and some need for assistance in staying on task as well as appropriately verbalizing needs.
Although this student needs personal space, it is important to include them in groups. The placement of the student is important, placing them on an end or corner of a table/desk arrangement where they can easily get up, move, and then return to the assignment. Clearly organized and available materials would benefit the student as well. While I might have groups share materials and tools, this student would do better if they had their own supplies available and prepared for them. I would avoid having this student share materials as it could upset them if they were unaware of where a supply item or tool went if a group member had already obtained it for use.
This student sometimes has difficulty following oral directions therefore, using an additional mode of presentation would be helpful. Digital cameras make it much easier to snap pictures of a project as steps are being completed. I, as the teacher, could take these visuals as I created a sample item before the class. These could be displayed for reference. This would help the student as they completed a step they could then look to see what they should do next.
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