6/13/2016
Topic:
Students With Disabilities
Jennifer Abney
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I previously taught a student who was deaf. He signed up to take both my drawing and painting class. This student had the help of an interpreter, in addition to my written instructions and additional/private demonstrations. Because painting and drawing are so visual, this student easily understood assignment expectations and created several outstanding projects. By watching me, and then observing his fellow classmates, he understood what to do, and what not to do. I would communicate with him via hand signals (thumbs up sign), facial expressions (smile), and limited sign-language signs (thank you, you're welcome) I learned from his interpreter. |
6/13/2016
Topic:
Tools and Strategies
Jennifer Abney
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One strategy I use frequently in my high-school art classroom is the Mnemonic Instruction tool of "Letter Strategy." While studying Feldman's Method of Art Criticism, students come up with a (funny) phrase to help them remember the 4 steps in order. For example, "Dance Always in Jammies" or "Dogs are Igloo Jumpers" helps students remember DAIJ (Description, Analysis, Interpretation, Judgement). We take the "Letter Strategy" one step farther and draw a picture that corresponds to their phrase (they will draw a colored picture of a dog jumping over an igloo, writing their phrase and the 4 criticism steps next to their picture). Drawing and re-writing the information helps the students retain it!
Additionally, I feel that the "Cubing" strategy can be used with the "Self-evaluation and Reflection" strategy when we have finished creating a work of art and it is time for the students' self-critique. Cubing could help them reflect on the basic vocabulary and strategies (knowledge, comprehension) illustrated in creating their work, while also allowing them to reflect on a deeper level concerning synthesis, analysis, and evaluation. This activity could be done independently or as a "small group" discussion. |
6/13/2016
Topic:
Assessment of Learning
Jennifer Abney
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Throughout my years of teaching, I have had multiple students with behavior/emotional disabilities and several students with down-syndrome who had learning difficulities. Adapted assessments that I have used to ensure that these exceptional students were successful are as follows: testing in a "safe" comfortable space (either near the teacher's desk or near a friend) ,allotting extended time when needed, and assessing student comprehension through demonstration of techniques. Additionally, some students (as per their accommodations) were orally read their tests by a para- tests were condensed or switched from open-ended questions/ higher-order questions to multiple choice or matching to assess basic comprehension of vocabulary and art techniques. These adapted assessments allowed students of varying abilities the opportunity to demonstrate their knowledge in multiple ways. |