6/5/2016
Topic:
Students With Disabilities
C. Robb
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I had 3 students this year with a learning disability-they were Autistic. Several of my lesson plans-projects involve multiple steps in creating the artwork so these students didn't always understand all the steps or remember all the steps in order. To help them, I gave them written instructions with pictures on the steps for these students to be able to follow. I shortened the wording on the steps and added pictures and put them in a binder for these students to refer to as needed. They could also use these written instructions with pictures in their sketchbooks too. In addition to verbally giving the students instructions, I modeled the steps and gave written instructions to my students. With my 3 students I also would check in with them frequently and paired them up with a buddy at their table to also assist if needed. |
6/6/2016
Topic:
Tools and Strategies
C. Robb
|
Three strategies that I implement in my art classroom are; Peer Partners, Guided notes, and Self Evaluation and Reflection. Peer partners or peer buddies help my disabled students by reinforcing directions, repeating directions, keeping them on task and encouraging them to speak up if they need help. We have a program in our school with peer buddies so usually one of them is in class with my disabled students. Guided notes are given to all my students with IEP's to help them with weekly notes and to help them focus on the material I am covering. I have guided notes typed for each chapter and posted on my website in case they lose them. At times some of my general education students will use them too if they don't understand the material. Last, everyone including exceptional education students as well as general education students have to fill out a rubric for each project. On the rubric they have to self evaluate themselves on how they think they did on the project. At the bottom they have to answer several questions like; What did you like, dislike about the project? What would you change? Why did you choose the subject matter? How can you apply what you have learned to the real world. Every student has to self evaluate and reflect. |
6/6/2016
Topic:
Assessment of Learning
C. Robb
|
This past year I had 4 students who were autistic. To assess them I used portfolios, quizzes and sketchbook assignments to help me gauge their progress in Art. Portfolios were used to assess their growth every nine weeks. Bi-weekly sketchbooks also helped assess their progress. At the end of the semester these students would talk to me about their sketchbooks and portfolios. I asked them what they liked and disliked about their sketchbooks, what assignments they liked the most/least. What would they do differently? Did they feel they improved? how they could improve next nine weeks, etc. In addition to portfolios and sketchbook assignments, students were given bi-weekly quizzes over the textbook material. Students had shortened quizzes and were able to use their guided notes to help them. As a teacher, I evaluate and assess each student on their own individual progress from the beginning of the year to the end of the year. |