10/25/2022
Topic:
Tools and Strategies
Anique Stubbs
|
I have a class currently with 28 students, and 5 students with disabilities and one ELL student. Five have ADHD, one has ADHD and ASD, one has Specific learning disability and language impairment, and one is gifted with severe anxiety. Because of this class size, and demands from each student besides managing behavior and differentiating instruction, I utilize Google Classroom to give them my entire slideshow with visual references, and guided drawing instruction, as well as references for inspiration, and a bulleted list of the process. This is after our initial instruction, introduction of the lesson/project, and having them watch my project from start-to-finish, which I pre-record and speed up so they only have to watch careful parts with more instruction, and repetitive processes are sped up as needed. I add music and sound effects to keep their attention during these transitions in the video. I've also included video versions without editing for those who need the longer-paced step-by-step every step of the way videos, and super short versions for those who are ready and able to make it their own without any needed supports.
I have two students who need consistent affirmation and check-ins, and because they have the entire slideshow, I am able to guide them to the appropriate slide or references on the slideshow where they can watch the video of my instruction, and pause it as needed. This allows me to be available for more students, while giving them the tools they need to work independently. This is not all of the support offered, but this is the technology I utilize for those students. |
10/28/2022
Topic:
Students With Disabilities
Anique Stubbs
|
I have multiple students in one class with ADHD. I provide the entire class with the lesson slides after they are presented to the class at the beginning of each project, for them to use as reference, however many students still come up asking is this good? What do I do now? How do I do that?
This affects their learning because they don't have a clear direction which they are taking their artwork -- their processes are seemingly disjointed, so they can't plan the big picture or think backwards, since they are taking one forward step at a time. I think it also affects their time-management, so when we get closer to finishing a project, they may rush because they used so much time at the beginning working out what to do next.
edited by Anique Stubbs on 10/28/2022 |
10/28/2022
Topic:
Assessment of Learning
Anique Stubbs
|
I have a student currently who is gifted and also suffers from extreme anxiety. To help my student, I've created a project planning guide which I can use as a formative assessment. The first block in the page asks the students to restate what the project/unit is about (Japanese Kimonos, Portraits, etc.) and the learning goals. This is important in making sure she understands what we are accomplishing through the art project, as she often likes to take things in her own direction, and if I am assessing their understanding of Japanese motifs, and facial proportions along with watercolor resist processes, she will know that she needs to do more than just fashion drawings with no color or faces.)
The next section outlines the steps. Often I prefer process over product, so I would like my students to draw with pencil outline with sharpie, erase the pencil marks, begin coloring with crayon or colored pencil, and complete their project with watercolor. I also want them to draw their kimono first, then draw their portrait, then add the designs to the kimono (this seems the best for scaffolding) so having them outline the steps they want to take is important in assessing their process. This student gets extended time on assessments, and I categorize these final art projects as summative assessments.
After this, I have a section to reflect on how to get help if the student feels stuck (ask a neighbor, refer to slides which I attach to their google classroom after I present them during our lessons, ask the teacher, etc.) Because sometimes with her anxiety she will sit there writing on a post-it-note with her head down and will not approach me. This makes it difficult because I have a handful of other students with higher needs in that class, and I won't always circle back to her immediately unless I feel I am needed. So giving her a prompt to approach me could help. I also added a section for daily goals, because while she has extra time, she doesn't adhere to deadlines, and I want her to have a long-term plan as well, for completing the project, since she will do drawings that are not what she should turn in for her final project. |