5/21/2022
Topic:
Students with Disabilities
Susan Vertullo
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My situation is a little unique because I teach in a magnet school designated for both Gifted Services and Literacy Innovation, therefore ALL of my students fall in the special education category. The students in our Center for Literacy Innovation are mostly dyslexic, and dyslexia sometimes comes with an added set of emotional and behavioral challenges. Most of my students respond positively to the rigorous curriculum that our school has in place, but there are quite a few who require additional accommodations and extra attention. One student in particular, Hunter, has trouble focusing and listening to directions, as well as staying on task. I have to give him constant reminders to focus on whatever task we are working on. I have him seated close to me and the Smart Board, and at a table with another student that he responses well to, and who also helps him along the way. Hunter seems to do well when I use interactive learning games on the Smart Board, and loves to be picked to participate. He often needs extended time to complete a task, however, he responds positively to positive criticism along with the constructive criticism. Sometime if he is having a frustrated or emotional moment, I just let him cool down for a little while before resuming. Even though Hunter doesn't produce work like students with more natural artistic skills, these strategies seem to help Hunter to enjoy art and to achieve the desired effect. |
5/21/2022
Topic:
Assessment of Learning
Susan Vertullo
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I teach at a magnet school where one of the concentrations is Literacy Innovation and Dyslexia. Although everything we do in art involves lots of visual aids, assessing each student's understanding is essential. Even though the work itself seems to reflect evidence of understanding, the students sometimes can't answer direct questions about what they learned or why they are leaning it. One formative assessment that I like to use for my dyslexic students who have trouble connecting a word to a concept, is a visual rubric. On a scale of 1-4 the rubric has visual examples of what the work would look like for each level. I sometimes have the students write the number on a card, or even one the back of their work. Another way I sometimes do it is to point to each level and ask for a raise of hands from students to see where we are as a class, and what changes I need to make for the next session. |
5/21/2022
Topic:
Tools And Strategies
Susan Vertullo
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I love using Venn diagrams for having students make comparisons between artworks. This has really helped my 5th grade students in preparing for their EOC assessment as the on written response they have to answer is to name a both a difference and a likeness between 2 works of art. I'll put a Venn diagram on the Smart Board and students can interactively slide their choices.
I also think self reflection is essential to student's understanding what they are learning. I like to use the 1-2-3 approach. For instance: 1. Name one thing that you learned today. 2. Name one thing that you enjoyed about today's lesson. 3. Name one thing you didn't understand or would like to learn more about the topic. |