6/12/2018
Topic:
Students With Disabilities
Samantha Hower
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When I taught 6th and 8th grade Art, I had a young man who was both blind and severe speech impediment in a 6th grade class. I was lucky to have wonderful resources and support from both his ESE teacher and the paraprofessional that accompanied him to my class. Throughout each of our projects I was able to find ways to modify the materials to allow him to meet the learning goals. For example, for our Color Wheel Paintings I cut strips of matboard for each of the different colors and added a different pattern using hot glue on each strip. In order to help him with the task of mixing all of the colors, I added fragrance to each color with essential oils (i.e. red smelled like roses, yellow smelled like lemons, etc.) The student decided which pattern he wanted to designate for each color and identified/mixed each of his colors using smell and painted each strip. With some simple modifications, he was able to meet all of the lesson expectations and had ownership of the final product. |
6/19/2018
Topic:
Assessment of Learning
Samantha Hower
|
When I was previously teaching high school drawing, painting, and sculpture I had a more wide variety of student needs than I do now. One particular student needed adapted presentation, responding, setting, and scheduling. This student and I went through a getting to know you process in my sculpture class that took a number of weeks but following what I look at as somewhat of a pre-assessment, I was able to establish routines for adapting all four areas of accommodations. My adapted assessments were to monitor how he was able to improve, over time, his ability to describe and communicate his ideas verbally, how he was able to articulate problems he was having during the process of executing his ideas over time, and how he was able to discuss his ideas and artistic processes to other teacher and peers. Although he was creating original works like his peers, we dedicated more time to supporting and monitoring his ability to communicate with others through focused assessment which I consider successful because by the end of the year he was enthusiastic about discussing his ideas a final products with anyone who would listen. |
6/19/2018
Topic:
Tools and Strategies
Samantha Hower
|
In my classes I mostly see students with various specific learning disabilities and I try to use Activity Lists to differentiate instruction. I currently teach AP Studio and Creative Photography, both curriculums are heavily infused with technology but I find that my biggest struggle for students is idea generation/applying concepts and follow through/meeting deadlines and I think that Cubing and Learning Contracts are two things I could use to improve my support of student achievement. Cubing would come in handy for my students who struggle with connecting the big picture art topics with specific technology skills. Learning Contracts would be a great way for me to bring some support and accountability in addition to my Activity Lists for students who struggle with independent work and time management. |