Case study on a student with Dyslexia What is dyslexia?

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Case study on a student with Dyslexia What is dyslexia?

Transcript of Case study on a student with Dyslexia What is dyslexia?

Page 1: Case study on a student with Dyslexia What is dyslexia?

Case study on a student with Dyslexia

What is dyslexia?

Page 2: Case study on a student with Dyslexia What is dyslexia?

Definition of Dyslexia

Dyslexia is a complex neurological condition which may be described as a specific difficulty in reading, spelling and written language. One or more of these areas can be affected. Numeracy, notation skills, motor function and organisational skills may also be involved.

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Recommended strategies

KeywordsVisual cues

Short list of steps

Promotion of self-esteem

Seating

Clear, natural voice

Pre task discussion

Repetition

Time managemen

t

Pen friend XP

Use PowerPoint and bullet

points.

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Additional Strategies suitable for Art and design teaching.

Multisensory approach (visual, Kinaesthetic, Auditory).

Use primary colours

Use pictures

often

Encourage Visualisatio

n

Use coloured markers on

board and hand-out.

Use cream coloured

paper

Step by step instructions

Check written

homework

Use of colour transparencie

s

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Rationale

To help maximise the pupils capacity to access the scheme.

“ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she

has learned is a match for that student’s readiness level, interests, and preferred mode of learning”.

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Screen Printing Scheme

Creating a ‘Pop art’ self-portrait

Create a ‘Pop art’ self-portrait in the

style of Roy Lichtenstein.

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Learning strengths:

• Highly motivated.• Focused and productive

approach to completing short tasks.

• Neat and tidy worker.• Likes Art, Music and Home

Ec.• Works well using colour,

specifically painting and print media.

Student Profile

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Learning Needs:

• Social skills: Self confidence and teacher-pupil communication.

• Visualisation of Screen Printing process including stylisation, stencil creation and printing procedure.

• Management of multiple tasks.• Organisational skills with regard

to remembering homework.• Understanding of new Key

words.• Sensitivity to lighting and

difficulty with reading black print on white paper.

Student Profile

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Specific Learning Outcomes for the Print scheme

To help the student to:Visualise their self-portrait in a Pop art style, considering the

reduction of their photograph into block colours and colour selection.

Comprehend stencil creation and organise stencils in printing order (visualising the shapes to be cut out and the layering of colours).

Create a proportionately correct print through accurate stencil cutting.

Follow multiple step by step procedures and learn the process of screen printing by putting the steps into action.

Set up the equipment and use tools and materials correctly.Become confident with asking questions and talking about their

work.To be organised and prepared for class, creating stencils for

homework.

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Differentiating the Content

To help the student access the content of the scheme, I used multiple visuals on a PowerPoint presentation in

conjunction with brief information to examine and describe the work of artists.

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Roy Lichtenstein

Used Comic Strips as his main inspiration. He produced hard-edged, precise compositions that Parodied traditional comic book art of the 1950s, often in a tongue in cheek, humorous manner.

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Differentiating the content

To help the student to visualise their image in a Pop art style, the class were shown an artwork by Roy Lichtenstein in contrast with

a realist painting by Chuck close. This exercise allowed the student to identify the stylistic features of Pop art by observing

the difference in appearance.

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What are the differences between these two paintings?

Block colours vs. multiple shades, Sharp outlines vs. soft shadows. Vibrant colours vs. natural tones. Cartoon-like vs. Realism, Primary colours vs. multiple shades. Stylization vs.

Direct observation

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I used PowerPoint Presentation and a hand-out to present a clear outline

of the project, listing the initial tasks for the next two classes and

what the students should consider. I used bullet points, different

colours and bold font for visual clarity.

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Class Project

Design your own Pop art self portrait in the style of these two artists.

1. Select your photograph.Consider: An imaginative design, looking at composition, colour choice and

facial expression. 2. Trace from the photograph and produce a drawing design of yourself in colouring pencil in bold block colours with stark outlines.Consider: The reduction of the photograph into block colours and bold

outlines (simple design). Paired colour selection to limit number of stencils (Aim for 5

colours).

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To check that the student has successfully visualised their self-portrait in a Pop art style, they received 1:1 pre task discussion and the student selected primary colours for her self-portrait design.

Differentiating the Process

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Differentiating the Process

To further aid stylisation and stencil creation, the student was shown an example of a black colour stencil (for the stark outlines) before finishing the drawing.

She was shown how to stylise by leaving spaces at the corners of the eyes, lips, face and neck to avoid creating ‘islands’ (sections that will fall out during stencil creation).

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To enable the student to visualise the breakdown of their self- portrait design into separate colour stencils, the student was shown examples of a self-portrait drawing design, colour stencils and a second colour print. Demonstrating that you isolate a particular colour from your design and cut

away the shape to turn that colour, also demonstrating the concept of layering and overprinting.

Self-portrait Drawing Stencil (pre and post cutting) Second colour print

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To aid with stencil creation and organisation of stencils in printing order. The student was presented with a colour co-ordinated sheet of General rules and Guidelines on cream

paper.

General rules for stencil creation:

Separate stencil for each colour. Stencils will be cut in the exact shape of each colour traced from your

colouring pencil drawing. To make a stencil: Trace the shape of the colour from your drawing onto stencil

paper using carbon paper. Then, using the blade cut away the shape. You are cutting away what you want to turn that colour! The rest of the stencil acts as a barrier to the ink.

Accuracy is important, trace precisely to avoid gaps in the stencils. To help prevent this in certain areas you can trace slightly beyond the lines to aid registration. Eg. Extending the line where the top meets the background ensuring that the lines meet.

Work from light to dark, so print lightest colours first (with the exception of white teeth over lips, the red of the lips would come first then white).

Find ways to limit number of colours to about 5, 6 max. E.g. Red lips and background in the same stencil.

Be VERY careful with the blades, do not cut with your opposite hand in front of the other. Rotate the page when cutting don’t try to move around it.

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Guidelines for stencil order:

Arrange the stencils as they would be in printing order, think of the colours in layers, which would come first? What would be printed on top?

 1. Skin stencil – Unless there is a way to retain the white of the page for the eyes, the skin is

usually first. The stencil should be in one simple block in the shape of your face and neck. Bare in mind other colours may be printed on top. This is called ‘over printing’ you will get extra marks for this in the Leaving Cert.

2. Red /pink stencil (lips) - This will come before the white layer if teeth are shown (in which case the white will be printed on top). Consists of the shape of the lips and possibly another area.

3. White stencil- one simple block for eyes as eye colour will be printed on top. May include teeth.4. Blue/green stencil (eyes) – may combine eyes and background or eyes and top. Consists of two

circles.5. Hair stencil- This should be one solid block of colour in the shape of your hair, use the black

layer to show individual strands. When tracing, trace slightly beyond the line along the hairline, this ensures the hair layer meets the skin when printing.

6. Background colour- make sure this colour appear s on the same stencil as another to limit number of stencils.

7. Black stencil – This stencil will consist of the black outlines in your drawing. Be careful to avoid islands (islands are parts that will fall out of the stencil). Don’t link any lines together in a circle, leave spaces. Areas to check: corners of the eyes, corners of the mouth, contour of face and neck, hair outline. Also, watch out for a black outline around the iris, this will create an island so leave it out.

 

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Differentiating the ProcessAs the student has a sensitivity to light and difficulty seeing black on white paper, the student was provided with semi-transparent cream coloured paper to work out her colour stencils. This helped her to trace more accurately hence, creating better stencils with accurate proportions. Furthermore, the transparency enabled the student to visualise the layering of her colours and organise them in printing order, labelling each stencil.

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Differentiating the Process

Whole class demonstration on Screen printing procedure including a sample first colour print.

Differentiation: • Spoken language was clear, and natural.• New keywords were identified.• A visual breakdown of the process with numbered steps,

coloured writing and images remained on the board during class using the overhead projector.

The demonstration and visual breakdown of each step, assisted the student to understand and visualise the screen printing process, carry out multiple tasks during the one lesson and remember how to correctly use tools and equipment.

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Step by step instructions of screen Printing Procedure:

9. Hold the squeegee at a 45 degree angle and pull towards you firmly. Do this a second time to ensure the ink has come through.10. Lift up your screen and inspect your print.

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Structure and organisation to the lesson was important to ensure that the student could manage their time effectively.

The student was seated near to the teacher, to allow for

discrete assistance.

The lesson tasks were

structured and achievable.

The students were reminded of the time left before clean up at

various intervals throughout lesson,

helping them to manage their time effectively.

The desks were paired together in fours, providing more space so the students

could move freely and maintain an organised

working area.

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Organisation of homework and understanding key words.

Keywords were repeated and

written on the board on a daily

basis.

Homework was always written on

the board ten minutes before class ended, ensuring the

student remembers .

Stencil making was to be completed for

homework, ensuring the student was organised and prepared for class.

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To initiate confidence with asking questions and talking about their work.

Frequent encouragement and supportive

comments.

Communicate Supportiveness and friendliness through tone of voice, facial

expressions and body language.

Pre task discussion

Encourage self evaluation of work

through class discussion on multiple examples of student

work.

Ask questions

1:1 instruction

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Differentiating the Product

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Differentiating the productStudent successfully:• Visualised their self-portrait in a

Pop art style.• Understood stencil creation and

organised stencils in printing order.

• Created a proportionately correct print through accurate stencil cutting.

• Followed multiple step by step procedures and learned the process of screen printing.

• Managed her time effectively in class.

• Student was confident in the making of the project and became more open with talking about their work.

• Organised and prepared stencils at home for class.

Objectives achieved

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Future Alterations

Continue to check each stencil is

accurate prior to set up for printing.

Encourage more communication in class to initiate

confidence. Perhaps through class discussion.

Be wary of overly literal

interpretation of guidelines.

Maintain class management.

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Art history SchemeEarly Christian Ireland- examining early monastic settlements and the

development of the High cross

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Specific Learning Outcomes for the scheme

To develop an understanding of monastic settlements and the development of the High Cross.

Notation skills: The student should be able to give an account of the development of the high cross in their own words using the notes provided.

Visual analysis: The student should be able to visually assess and illustrate the crosses, identifying key features and their significance.

Drawing skills: student should be able to create a detailed drawing of the Cross of Moone, understanding the importance of correct proportions, layout, correct shapes, clarity and indication of relief.

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Differentiating the Process

I made sure this student understood key words by

explaining new terms, repetition, asking questions during

presentation and writing them on the board.

Straight forward, simple language

was used both verbally and within the written notes.

The students notes were printed on cream paper

and the student was provided with coloured

overlays to provide clarity when reading and looking

at illustrations.

Visual cues were used including a PowerPoint presentation with photographs and illustrations, handouts with illustrated diagrams and illustrations on the wall of the classroom. These were used to identify and examine significant features of the high crosses.

Notes were kept brief avoiding

lengthy copying and dictation.

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Differentiating the Process

Notes printed on cream paper and choice of overlay

Image displayed in classroom

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Differentiating the Product

Objectives achieved

• Notation skills: The Student was able to outline the development of the high cross in her own words, demonstrating understanding.

• Visual analysis: The student s’ illustration was accurately drawn and correctly labeled indicating an ability to visually assess and identify key features.

• Drawing skills: Students’ drawing of the Cross of Moone indicated understanding of the importance of correct proportions, layout, correct shapes, clarity and indication of relief.

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Future AlterationsIntroduce the

student to software that

helps with creative writing e.g. Penfriend

XP

Include a test on the written information as well as the

diagram.

Continue to explain and repeat new key words.

A blue overlay makes the

writing easer to see than a red

overlay.