5/2/2023
Topic:
Students with Disabilities
Rachel Spicer
|
I teach art with 5th graders. One of the 5th graders has a 504 for OHI- ADHD. I planned a lesson that required 30 minutes of direct instructional time with class discussion before the students were able to begin working with the materials. I noticed that within 12 minutes of the instruction this student was not able to maintain self-control nor was she able to attend to the lesson with detail. She was very easily distracted and began disrupting the learning of others.I realized very quickly that I would need to amend my plans for her. While the rest of the students finished the direct instruction lesson I had her work on helping get the tools organized to give her a brain break and some movement. I was then able to finish the lesson with her in smaller chunks as time went on. She was able to finish the final product even though she needed extra time to complete it. She did amazing. |
5/11/2023
Topic:
Tools And Strategies
Rachel Spicer
|
I will use a Venn Diagram as a graphic organizer for a visual art lesson to compare and contrast two works of art. We will study and compare Van Gogh's Wheatfield and Derain's Mountains at Collioure. Using the diagram will help all students, including those with disabilities, organize their thoughts in a way that is visually appealing and helps them to make sense of the content.
I will use the strategy of teaching in small groups to address the students' zone of learning. While studying how to make secondary and tertiary colors from the primary colors I will teach them in small groups to ensure that they have grasped the concept and are ready to proceed to independent use of color mixing with paints. Students with ADHD especially will benefit from the smaller, more focused group time with explicit instruction. |
5/11/2023
Topic:
Assessment of Learning
Rachel Spicer
|
I have a student with ADHD and a SLD which affects her language- especially written. I will provide the student with extra time as well as chunking for our final formative assessment. She will take half of the test on one day and the other half the following day. She will also receive the accommodation of someone reading the test and answer choices to her. Where there is a written response required, she will be allowed to speak the response to the teacher who will record the answer word for word as she speaks it. |