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.
When working with exceptionalities, I purposefully geared the lesson to aid in their developmental struggles of expressions. This lesson taught how to explain your feelings using visual mark-making and colors instead of the go-to verbalization. The class dived into the work! Here was an outlet for them in an otherwise sometimes tricky situation. I made sure to include modifications and accommodations so that each student felt comfortable with the medium and applications.
I first did a visit so that I would get to know my students ahead of time, get an idea on who they are so that I could make art lessons for them that would suit their needs and learning levels. I sent out a preview of the lessons to the program manager and reflected back the experience to my professor, Dr. Somerville (1B,C).
Also, in my student teaching experience, I worked with a range of very talented students and students who would likely need assistance throughout their life.
By respecting everyone's learning differences and strengths, growth and development can be fostered (1B). In my class's rubrics, I include information for those high rollers that want to knock the assignment out of the park (1H).
IMG_5580 (1).movWorking with James and pattern printmaking. The mentor and I requested that his ed tach be there in the class with him (1C). James has autism and needs a lot of supervision while working with the cutting tools. Here, I wanted to make sure he understood how his print was making the connections. (1D)
Susie and Thomas showed me there's more than meets the eye, and more than what I expected. Susie (above) had passion for the project and kept going on developing her work after the class had ended. And Thomas (below) who was fairly unresponsive during the lesson made a very rich painting (1I,H). I will remember to make available a wider range of art supplies next time.
When I returned for the printmaking lesson, I made sure to offer some higher level provoking images, also more PPE. Thomas does not like getting dirty –at all. (1A)
A gifted student, when told she needed a minimum of 2 colors in her reductive print, laid down 6. Another surprise in students' ability surpassing my expectations. (1I)
2.1.1. Performance – Indicators:
A teacher…
1A. Regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
1B. Creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests and needs and that enables each learner to advance and accelerate his/her learning.
1C. Collaborates with families, communities, colleagues and other professionals to promote learner growth and development.
2.1.1. Essential Knowledge – Indicators:
A teacher…
1D. Understands how learning occurs—how learners construct knowledge, acquire skills, and develop disciplined thinking processes—and knows how to use instructional strategies that promote student learning.
1E. Understands that each learner's cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
1F .Identifies readiness for learning, and understands how development in any one area may affect performance in others.
1G. Understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.
2.1.1. Critical Dispositions – Indicators:
A teacher…
1H. Respects learner’s differing strengths and needs and is committed to using this information to further each learner’s development.
1I. Is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning.
1J. Takes responsibility for promoting learner’s growth and development.
1K. Values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.
