5/27/2018
Topic:
Tools And Strategies
Art Tch
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Some students arrive in the Art room with peer helpers already assigned, so I allow them to sit near each other so this relationship can continue and the connections between the subjects can be affirmed. In the past I have used Venn diagrams when comparing works of art during the introduction to a lesson theme. Asking students to offer similarities and differences while I write their responses to be viewed on the overhead camera allows them to see and compare the written words with the visuals being discussed. This year, I added visuals to the Word Wall for Elements and Principles of Design. I purchased additional adaptive scissors in a variety of styles to assist with our adaptive technology(low tech) needs. For early finishers(AD/HD, Gifted), I had an advanced learning kit available with post cards of fine art reproductions, a questionnaire, and paper supply for written responses and a sketch. The process used in the activity was a Cubing one. |
5/27/2018
Topic:
Assessment of Learning
Art Tch
|
Preferential seating is a major accommodation we use. Once the large group lesson has been presented, we often have groups working on different projects, based on progress and need.
Picture cue cards as a Response to Behavior intervention are great nonverbal ways to remind my students to get back on task without distracting others or losing the flow of classroom activity.
Changing the lighting, adjusting the blinds while the overhead cam is on to lower the glare factor are two daily options for visual presentations.
Next year, I am thinking that using the sketchbooks more as unit pretesting, as journaling tools, and visual mapping of content. Students could also engage in cubing activities more often using the Feldman process.
These visual recordings could also be used as additional forms of assessment.
edited by Art Tch on 5/27/2018 |
5/27/2018
Topic:
Students with Disabilities
Art Tch
|
We've had a 4th grade girl with CSS/Autism and some E/BD. She had trouble focusing and managing her behavior; disrupting others and interrupting. She was seated up front. Her ESE teacher sent some cue cards which we have used and she has had students assigned that would help her. She enjoys Art and can meet the standards better than many regular ed students. Over time, through reminders and natural maturity, she has needed the cue cards less often and her behavior has improved quite notably. |