2/22/2023
Topic:
Tools And Strategies
Thelmisha Simmons
|
Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
One strategy I currently use is chaining. If I am doing the same art project for different grade levels or for students with disabilities or varying learning styles, I modify the more complex steps and break them down into 2-3 more easily understood steps to make the project more accessible.
Another strategy I use is peer partnering. Typically, we all have those students who are early finishers and who pick up the steps on projects quickly. So, I have started identify those students as peer partners. They model each step of the project for students who are struggling to understand. Then, they explain the steps while working with them individually or in small groups, before guiding the students through their own are making process. |
2/22/2023
Topic:
Assessment of Learning
Thelmisha Simmons
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a group of students whose disabilities affected their hands. Their hands were weak when it came activities like squeezing clay, but most were able to draw, write, and clasp without any hand over hand guidance from me. So one of the ongoing formative assessments I was able to use was just having an in-class journal of their artwork to see how well they were progressing.
Also, for these students, I had them color and draw emoji response cards with popsicle stick handles glued on the end. This would be for critiques when we were looking at an artwork. After a short discussion, they students would hold up the response card to respond to an artwork and share their feeling about the art. |