1/15/2023
Topic:
Students with Disabilities
Lauren Dross
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I have had a student with ASD for 3 years now. He is in 4th grade and I have been teaching him since 1st grade. He is diagnosed Autistic. This student has hard times with transitions and communicating with other peers. He repeats certain phrases continuously and waits for specific responses. For example when he says thank you, he will repeat it until someone says you're welcome. He also is very particular about what he touches. I know that this child will not use oil pastels because of the way they feel on his hands and fingers. During a lesson when we are using oil pastels, I give the student markers to complete and fill in the drawing. The student is very skilled in drawing and has the ability to copy exactly my model. The student really enjoys how to drawing and following my instruction exactly. If the project is more creative and something where the student is assigned to come up with their own subject matter, this student is not willing to do so. I accommodate the student by giving how to draw handouts on something similar to the projects i assign. The student is in an ESE classroom with one teacher and 2 paraprofessionals. |
3/4/2023
Topic:
Tools And Strategies
Lauren Dross
|
Two of the strategies that could be used in my classroom are the task cards and the reflection strategy.
I really like the idea of having my students do a self evaluation after a project in art. After a hands on application of an art project for example a painting of a landscape learning about one point perspective. I would give students a self-evaluation to reflect and critique their work. I could ask them which parts of the project were challenging for the,? Where do they think the needed more assistance? Can they give suggestions on how they can receive the help? This allows them to also evaluate me as their teacher. I can see what areas I need to work on. I really like the idea of the task cards with tiered instructions. I could have each table with a different task card and have 15 minute stations. I could place my students with similar skill levels at the same table to work on the tasks at hand. For example if I were to do a project on color. Tier one could be identify the primary colors and secondary colors in the images and circle them. Tier two could have them fill in the blank of the primary secondary and complementary. Explaining them and how each color is made. Tier three would be to apply the primary colors only to their drawing. Tier four could be use only primary colors to mix all the other colors to make your own landscape. Tier five could be use the the primary colors to paint but make painting with one of the complementary color sequences to create contrast in their work.
One way I have used technology in the classroom is by recording myself demonstrating how to do the projects. The students can see my hands and have a step by step process of how to do the project. They have the ability to pause or replay the instructions as many times as they want. |
3/4/2023
Topic:
Assessment of Learning
Lauren Dross
|
I teach at a pride program in duval county that services EBD students that are in self-contained classrooms. When I go to their classrooms I have student sit in their assigned seats doing tiered assignments. One of my students who is ADHD, is able to stand the whole time and has a rubber band at his chair to play with. I get in close proximity and allow to have a conversation about what he is creating and what art words he is using. He likes to describe the colors and the tools he is using. This allows me to see if he has understanding of the project and time for him to talk. It also gives me a chance to talk to him about the concept and make sure that he is comprehending the lesson. |