BellaHendry_ eportfolio

Universal Design for Learning

Standard #1: Learner Development

Standard #2: Learning Differences

Standard #6: Assessment

Standard #11 : Technology

Using individualized classroom strategies, tools and instructions while providing multiple avenues of learning and making for students.

Standard #1: Learner Development

"The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional and physical areas, and designs and implements developmentally appropriate and challenging learning experiences."

Pop Art Cultural Foods Stencils - Westbrook Middle School

After noticing that some students struggled to create their desired shapes - which caused some frustration - I created several different stencils of varying sizes. These tools were accessible for every student and most chose to include them in some way in their artwork.

Employing a Written Out Schedule, Visual Timer, and Structured Breaks - Westbrook Middle School

The student pictured here was a kiddo that required some extra one on one attention. He exhibited attention seeking behaviors that resulted in loud outbursts and struggled to stay on task, often causing disruptions for those around him. To help this student navigate the classroom structure and expectations, I implemented a printed out schedule (which was sonic themed - he told me he loves sonic) that included structured breaks. To help stick to the schedule, I used my laptop to set a visual timer for him so that he knew when break time was expected and when work time was meant to happen. This student thrived using this schedule, even completing a summative project at the same time as his peers.

Pivoting Projects - Biddeford High School

The student pictured has specific behavioral struggles which causes verbal and physical outbursts, specfically when he is uninterested in a project. After multiple attempts to get this student engaged, I pivoted and offered him the opportunity to practice making stained glass pieces. He chose to pursue this project as it aligned closely with his interests. He created a beautiful ornament after his first attempt and became passionate about working on this project further.

Standard #2: Learning Differences

"The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach their full potential."

Assistive Technology - Biddeford High School

A student in my Introduction to Drawing and Color 1 class had a physical disability that impacted her ability to use her right arm. She often struggled to hold on to paper while she drew and made without assistance a struggle. To combat this, tape became a frequent tool, using it to stabilize the paper as she drew. I also brought in a metal inking plate which was used as a way to hold the linoblock in place while carving. In the last week, I met with the students occupational therapist to discuss next steps for providing support in the classroom. She provided me with dycem, a tacky, rubber-like material which we used to keep paper and other materials in place. If the student still had difficulty performing a task, I provided one-on-one support.

Providing Translated Instructional Resources - Westbrook Middle School

The student pictured here was my first long term experience with a multilingual learner. While google translate is a useful tool for Spanish or French speaking students, Arabic dialects are not specified and therefore translation is often lost through speak-to-text translation tools. I was able to create these resources by researching the dialect that this student spoke and translating the text to his specific language. After providing him with these resources, he began understanding collage as a process and amploying color theory to his work.

Stencils and Examples - Westbrook Middle School

The student pictured to the left has Down syndrome and would often struggle to remember the objectives of the project. To help him stay focused, I provided him with specific stencils and mark making examples which he used to complete the modified projects.

The students to the left often struggled with their fine motor skills and experienced frustration in trying to draw the "perfect" circle, line, or motif. To combat this, I provided them with rulers and circle stencils and we worked together to figure out the best way to apply these tools in their process.

Standard #6: Assessment

"The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learning progress, and to guide the teacher's on-going planning and instruction."

Scaffolding Printmaking Success in Formative Assessments - Biddeford High School

When first learning printmaking, and coming from experience, it can be incredibly confusing to imagine the final product due to the inverted way of working. It can cause students to think that -- because they are making a mark -- the carved areas will be dark and the negative space will be light. To assist students through this process and assess the guidance they will need in the final, tasked with carving and printing a practice block using 3 different carving tools and 3 different mark-making techniques. After this was completed, I gave them each a black-painted block for their monogram so that they could see that where they carve it would be light. The lettering step helped students understand the mirroring process that happens when transfering a print. These steps were used as a formative assessment to see student readiness for the final piece, makign sure they were set up with the needed skills to create their work to the best of their abilities.

Formative Assessment Planning and Checklist

Westbrook Middle School (left)

I created this single page worksheet for students to start their planning process for the Pop Art Cultural Foods lesson. Students were provided a color theory reference guide in order to assist them with this task. A checklist was also included at the bottom to break down the necessary components of the formative steps and summative work. I wanted students to use this sheet throughout the making process, by including summative steps, it means that they are tasked with having this worksheet out at all times to help them remember their chosen elements and colors.

Biddeford High School (right)

The checklist became an essential tool in my block 5 Introduction to Drawing and Color class. I found that it greatly improved student independence in the classroom. It was an accessible intervention that provided students with clear expectations and steps, simplifying the artmaking process for all students.

Standard #11 : Technology

"Effective teachers model and apply the International Society for Technology Standards for educators (ISTE) as they design, implement and assess learning experiences to engage students and improve learning, enrich professional practice, and provide positive models for students, colleagues, and the community."

Projectors and Presentations: Planning and Executing a Community Mural - Biddeford High School

Students were provided with a projector to project image of the drawn out small-scale plan to complete a large scale mural. This simplified the scale transfer for students and made the painting process more manageable.

Before beginning this mural, I presented students with various contemporary artworks using a presentation and prompted them to begin the planning process by discussing the artwork. These prompts and essential questions remained on the screen so that students could easily access the necessary information and inspiration. They were able to gain new perspectives from each other and have open discussions about what felt most important to include in the final design.

Taking Photographs and Editing Still Life Images - Biddeford High School

Students were tasked with setting up still lives and taking photographs with them. We went over how to take successful photographs through a demonstration and with discussion prompts on the board. They were then instructed to put those photos through an editing application to crop the image, change the brightness, and adjust the saturation. The application instruction was done using screen-mirroring and shown to students in real time, with this slide showing the various tools being available after the initial demonstration. Expectations for both the photographing and editing process were posted online and presented on the board.

Projecting Videos, Steps, and Expectations - Biddeford High School

Using the projector to show students videos of different techniques and skills for warm up activities and useful tips to help them throughout their process. Providing students with instructions, expectations, and next steps up on the board for easy access to infomation and daily reminders. Setting up this routine through the use of technology meant that students were able to easily know what the plans for the day were and how to execute them. Video tutorials were particularly helpful and I utilized those throughout the grid drawing and portrait of power lessons.

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