12/6/2022
Topic:
Assessment of Learning
Andrew Sangas
|
I currently have a student with a visual impairment. Since I teach Digital Video Technology, he has a hard time with the visual elements of my class such as observing a scene or an excerpt of a clip that I share with my class, or framing shots or certain types of camera angles. He also struggles with seeing the interface of our cameras because the items on the viewfinder (screen on side of camcorder) are very small and there really isn't a way to enlarge those things. Though I haven't figured out a way to solve the issues he is having with out cameras, I have encouraged him to enlarge texts from class readings and to also watch videos in full screen or sit up closer to the front of the room so that he may see these things better. |
1/11/2023
Topic:
Tools and Strategies
Andrew Sangas
|
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
One thing that I have done in my classroom to meet the needs of one of my students (Student A) with a disability is in the form of the learning tutorials that come with the editing software that we use in my program (Adobe Premiere Pro). While other students in my class work at a faster pace than he does, Student A is able to work through the tutorials at his own pace and learn the basics of the video editing process, as well as the tools provided within the editing software. He is a very low-performing/functioning student, so this assisted him as, again, it let him work at his own pace and learn how to edit without feeling the stress of keeping up with me during lectures or with the rest of his classmates. I typically tell my students to just ignore this function as I will teach them what they need to know, but in Student A's case, it actually proved to be a very useful tool! I guess this would technically count as differentiated instruction/assignment as well. |
1/12/2023
Topic:
Assessment of Learning
Andrew Sangas
|
1. Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a student in my Advanced TV class who is on access points. When we were going through ENG (or Electronic News Gathering) as a class, I gave him an alternative assignment/assessment that was more tailored to a student with his abilities. While my other students were working on writing open-ended interview questions to be used in a formal interview segment/package with voice-over, b-roll footage, etc., I gave him a similar outline of questions (really a template for a script) for him to do instead. He still had to write a lead-in (introduces the segment/interview/interviewee), three open-ended interview questions, and a wrap (concludes the interview), but he did not have to put together as involved of a segment as the other students. I gave him a few of these to do over a span of a few weeks, just so he could get some practice thinking of questions to ask and to see how the process goes before sitting down and conducting an actual interview.
Ultimately, I wanted him to learn how to structure an interview, and then, ultimately, conduct the interview with a teacher/adult on campus of his choosing. He just wrapped up the interview portion of this assignment the other day, and he did an excellent job! He told me that he wants to be a talk show host after he graduates, so I felt that this was a good exercise for him to think of different people he would want to interview and the different types of questions that he would ask each person based on who they are and what they do. All in all, I think he was able to do this successfully because it was aligned with his skills/ability level, but still effective in getting him to master the standard(s) that we were covering as a class. |
1/12/2023
Topic:
Students With Disabilities
Andrew Sangas
|
Just realized I posted this in the wrong forum...
I currently have a student with a visual impairment. Since I teach Digital Video Technology, he has a hard time with the visual elements of my class such as observing a scene or an excerpt of a clip that I share with my class, or framing shots or certain types of camera angles. He also struggles with seeing the interface of our cameras because the items on the viewfinder (screen on side of camcorder) are very small and there really isn't a way to enlarge those things. Though I haven't figured out a way to solve the issues he is having with out cameras, I have encouraged him to enlarge texts from class readings and to also watch videos in full screen or sit up closer to the front of the room so that he may see these things better. |