Perhaps I had too many Ideas?

I ended up giving myself too many things to look at during my placement year and this led to me having research in perhaps too many different areas and some areas having more than others. I’ve been told in the past how I often have too many ideas and that I should have stuck to one and once again that has happened.

I found so many different aspects of school to be interesting and it led me more into looking at Art therapy and classroom assistants purely because that’s what my role became within the school.  I was supposed to go more into the teaching side of things but I guess I lost track over the months I was there, so I would like to apologise if my research is perhaps all over the place or not making an awful lot of sense at times.

I feel like I forgot the main points I should have been looking at to begin with such as animation and education, do I want to be a teacher? etc… I would probably say that I lost track due to the fact I was enjoying what I was doing so much that I forgot I was on placement year.

Personal – Sehun Rotoscope Animation – I never finished it.

Once EXO announced their comeback I got hyped and decided to make a rotoscope animation of only Sehun doing to the dances to all their songs so far (Songs being one or two from each album/mini album) You’ll how the quality of each video varies and this affected me attempting to rotoscope a lot. I was using photoshop to do it in. I compiled a collection of videos, their actual music videos and dance practices/live versions on tv shows. I then made a video compiling each of the songs into the order I wanted as well as choosing the most suitable section of dancing from each:

I then took each song imported the video to photoshop and traced over only Sehun’s parts. The first one, MAMA, is a mess and I wish they had better quality videos of the dance!!! History was slightly better quality and you can tell by my drawings.

Ok after that I actually moved onto growl…I skipped a few songs purely because I didn’t want to deal with the horrible quality again…

I then put what I had together because I got a bit fed up with it and my hand did not appreciate the thousands of frames it had ahead of it so i’ve left it at that:

Personal Stuff – Aqua + Green Sketchbook

I’ve worked on multiple sketchbooks over the past year and in this post i’ll be talking about my most recent ones. One being an A5 Aqua sketchbook and the other being an A4 green one.

I made a youtube video of the Aqua sketchbook which was started in November 2016 and completed in April 2017. I felt like this sketchbook played an important part in my progress of getting better at drawing boys.

I started off with the one on the left and ended with the one on the right. Ok, I didn’t do he body like I did with the first one but still I noticed an improvement in the way I draw faces and do hair.

Some other notable pieces I want to show are these;

They look familiar right? Well that’s because I’ve kept my characters from the Neo Tokyo project and I keep drawing them every so often while adjusting their appearance with my ever changing way of drawing. The painting on the left is the final version of the sketch on the right. I personally preferred the sketch but I always do…I feel like when I do “final” versions they lose something about them.

Just in case you don’t recognise the two guys here’s an old example of them:

 

Another piece I wish to highlight is this one here;

I felt that this sketch was the turning point of my drawing in the Aqua sketchbook, it was the drawing that made my faces seem to improve after it. Above you can see the two other versions I did of the sketch. I personally really like the one in the middle because of the hair.

I would also like to point out how much I’ve changed with this old watercolour piece and a small sketch I done in my Aqua sketchbook of Sehun (Yes he’s a recurring guy in it but I don’t just draw him I promise!!)

sehunoooobro.jpg

One last one I’d like to point out is this:

sea.png

I just really like how I managed to fill two pages with a pretty decent watercolour piece of my favourite guy, Sehun.

Once the Aqua sketchbook was completed I moved on this A4 sized one, Which features a sticker made by Amy! (cactus) and three stickers made by me of Amy, Natalie and myself! There’s no video this one yet as it’s no where near done yet!!

img_29041.jpg

The big green one – one big step for me – moving onto larger paper!

I was sad enough to actually start this one on Sehun’s birthday (I know i have no life.) and since I name each of my sketchbooks this one was named after him and was ruined with an average portrait of him on the first page, it’s quite a let down I know…but ayyy always have to ruin the first page right?

IMG_2960.JPG

Ok I moved onto something better and I tried out my pigment markers again. This time with a different guy! Chanyeol :D! (Who is also a recurring guy in my sketchbooks) I have to be honest I do enjoy the pigment markers, they’re like digital and paint so they’re quite fun to use. The sketch on the left is from my Aqua sketchbook, the sheet with the marker version was stuck into my green one.

The ones below are just some I wanted to include in this post cause why not.

I would like to point out my love of rainbow pencils:

Also, I redrew a guy from my Aqua sketchbook (I do this a lot, I like to redraw things and see how much better I’ve got). The one on the left is the original and the one on the right is the new sketch perhaps in the future I shall reattempt the original properly. I feel like my faces are getting more character to them but that’s just my opinion.

I would like to point out this piece because I hate it and how I can never recreate faces in this style again. (I only hate it because it was a one off for me and I can’t seem to draw this way again…)

IMG_2979.JPG

Siobhan and I challenged each other to draw each others OCs. Here is my attempt at hers! I actually tried out gouache for the first time this year (2017) and I like it. I hope to get better at using it!! The first image is Siobhan’s the other two is my sketch and gouache painting.

Here’s a few more gouache things, 1 is my first go with my new Winsor & Newton Gouache, then my second go is copying a photo of Xiumin (CBX) and the final is my attempt of Magic Katio (fanart).

The Magic Kaito fanart piece leads onto my phase of Detective Conan and Magic Kaito fanart…

IMG_1257

Next is a watercolour piece and the sketches and I done before the final version.

And again something a bit different, a large watercolour/gouache piece which is actually complete!! The sketch is much better but for once I completed a full piece.

There’s plenty more art to show but at the side of this website you can see my latest work on instagram :D!!

 

A collection of websites I’ve looked at

This is just copied from a word document that I found. I found all these around May and was using them to help me create documents for my sketchbook and just to build up my knowledge on things. The minecraft section is there because of the child c’s obsession with minecraft and i was curious about possible links, like was this a common interest of autistic children and if so why? etc

A few links may not work now and i’m not exactly sure why as it wasn’t that long ago that I got them but perhaps the websites have changed since May.

Art Therapy Research

http://the-art-of-autism.com/the-value-of-art-therapy-for-those-on-the-autism-spectrum/

http://the-art-of-autism.com/educating-autism-art-and-creativity-to-engage-an-autistic-child-in-the-classroom/

https://www.google.co.uk/search?q=adhd+and+art&oq=adhd+and+art&aqs=chrome..69i57.4482j0j7&sourceid=chrome&ie=UTF-8

http://www.additudemag.com/adhdblogs/21/11007.html

http://www.additudemag.com/adhd/article/10114.html

http://www.additudemag.com/adhdblogs/7/9503.html

https://blogs.psychcentral.com/adhd-zoe/2012/08/the-adhd-artists-way/

http://www.winmentalhealth.com/art_for_adhd_children.php

https://www.psychologytoday.com/blog/we-are-only-human/201210/the-art-adhd

http://www.everydayhealth.com/news/art-therapy-adhd/

http://www.teachartathome.com/art-and-adhd.html

http://www.goodtherapy.org/blog/is-art-therapy-for-adhd-the-right-choice-for-your-child-1204144

http://www.goodtherapy.org/learn-about-therapy/issues/child-and-adolescent-issues

https://www.theguardian.com/social-care-network/2012/dec/21/children-art-therapist-day-in-life

http://www.goodtherapy.org/blog/creative-healing-frequently-asked-questions-about-how-art-therapy-works-0722135

http://www.arttherapyblog.com/c/child-art-therapy/

Minecraft Research

http://www.gameskinny.com/2e0f6/if-youre-a-parent-read-this-before-your-kids-play-minecraft

http://www.citizen-times.com/story/life/family/2016/01/02/minecraft-good-bad-kids/77458724/

http://www.foxnews.com/tech/2015/01/10/5-things-minecraft-teaches-kids-plus-one-bad-thing-too.html

http://learningworksforkids.com/playbooks/minecraft/

http://learningworksforkids.com/2015/04/7-reasons-kids-with-autism-love-minecraft-2/

https://www.newscientist.com/article/mg23030713-100-how-is-helping-children-with-autism-make-new-friends/

https://www.cnet.com/uk/news/minecraft-helps-kids-with-autism-build-richer-lives/

http://www.bbc.co.uk/newsround/33916933

http://network.autism.org.uk/content/how-minecraft-helps-some-children-and-young-people-autism

https://www.theguardian.com/lifeandstyle/2016/jun/02/how-i-connected-with-my-autistic-son-through-video-games

http://www.autcraft.com/

https://www.autismspeaks.org/wordpress-tags/minecraft

http://www.iteach-uk.com/programmes/6-nations-minecraft-competition

https://childdevelopmentinfo.com/child-activities/5-reasons-your-kids-should-be-playing-minecraft/

https://www.understood.org/en/community-events/blogs/my-parent-journey/2016/02/29/what-my-son-with-adhd-taught-me-about-minecraft-and-executive-functioning

http://www.additudemag.com/adhd/article/11040.html

http://learningworksforkids.com/2015/03/minecraft-appealing-children-adhd/

 

 

Reflection on the past year

This post is very long and quite personal, at time perhaps a bit all over the place but I wished to get down as much as I could about this year. I’ve probably missed a lot of things but I think it’s long enough.

At the start of 2nd year I was worrying a lot about placement year, I had a year to prepare myself for the industry and in my opinion that did not go so well. My portfolio was not to a high enough standard a lot of my work was unfinished, I had little confidence in myself and my art work. I had the smallest amount of motivation too. Even with the time I spent working at Sixteen South I still didn’t feel prepared for going out into proper companies. My summer was spent feeling annoyed at my art and where it was not going. It was all a very negative time. I tried a few companies attempted a draft email to one and didn’t bother with anymore, when I felt like I wasn’t getting anywhere especially after one day of crying because I was just done with being so unsuccessful due to my own problems, my mum suggested doing it in her school she works at.

The thought of doing my placement in a school was in my head for a long time before my mum suggested it to me but I never really thought it would be suitable as I wouldn’t be doing Animation there, I thought it could end up being a waste of a year as everyone else in the class would be going back to final year with better skills for animation and the software we use etc. I was definitely in a bit of stump last year, It was a very depressing time and I did get annoyed at myself a lot for things like not working hard enough and letting things get in the way of me learning.

Once my mum got it cleared through the school in September I went to the school for a visit and talk with a member of staff. I was getting quite nervous at this point as I was going to a school I did no know anyone at. I spent the next few months waiting on the AccessNI certificate which was delayed due to things beyond my control and it did annoy me that I missed out on a lot of months because of it but once I got the certificate and was clear to attend the school I was feeling a lot better.

I went into the school as my usual shy and quiet self who could barely speak to the kids let alone the staff. I was finding it hard to talk with the P2 class I was with and in the beginning I felt a bit out of place. I don’t talk or interact with kids at all, I don’t have very young family members anymore and since i’m the most unsocial person ever, my contact with other humans is limited! I would say it took me a while to find out what each kid liked and how I could connect with them, there was one child in particular that I really connected with and he became like a small friend of mine. We connected through Minecraft and Art, in the beginning he wasn’t into drawing much the teacher only noticed the increase in drawing that took place during class once I showed up because I was their “real” artist. It was good to see how my art made a positive impact on someone, I never really know if my art is any good or use to people even though I post it online I rarely get feedback from anyone. (I would like feedback though…it would help me deal with criticisms better.)

Over the 6 months I was able to help this child who does have a learning difficulty express himself through drawing. Once he had paper he would quieten down and become less of a distraction to the class. He got a drawing book from one teacher because of this and they actually ended up writing this down for his future teacher to use next year to help him. I’m glad I was able to make a difference to someone! This lead into me looking at Art Therapy as a potential career in future but I realised that it could be hard to get into or make money from so becoming a teacher or classroom assistant would be a better way as then you’d be able to introduce that kind of help to all the students you’d be with.

During my time there I also got the see a “real” trainee Teacher and what sort of things she had to do for her degree, she was the same age as me and went straight into teaching. I got to see the kind of work she had to do on top of being there to teach the children and I also got to experience how she was assessed on two occasions. I’ve looked into the ways of becoming a teacher and i’m still quite confused about how I, an Animation student would fit in and manage to become a teacher as my subject isn’t exactly one that is taught in school. I found that tend to look for those with qualifications in English and Maths etc. Art was also one that was perhaps not looked down on but had too many people trying to become art teachers and such. I have always wanted to become an Art teacher because mine were not exactly 10/10 teachers and I wanted to do a better job for future artists.

I had several opportunities to teach art lessons, once with P5s and a lot of times with the P7s. These experiences were challenging at the time as you know i’m the worst at presenting since i’m so shy and have panic attack like things before doing such things but after getting up in front of the P7s a lot of times I got used to it but that doesn’t mean I still wasn’t a bit nervous!! Getting up to draw in front of kids who probably have high expectations of you because you’re a “real” artist was quite daunting to me because I tend to hide my art from people I know in real life it’s hard to deal with people’s real reactions to my art not that i’m scared of possible bad reactions…I think it’s more that I don’t want to let them down.

The entire 6 months has been a massive learning experience for me in many ways. I’ve been able to not only learn about myself but also built upon so many skills through working at Cavehill. I’ve also become somewhat aware of how I should improve myself for final year and how I’m perhaps a bit of a bothersome student because I didn’t pay an awful lot of attention in class last year. ALSO! This year has got really thinking about what exactly do I want to do after final year? Do I want to go into teaching? Do I want to be an assistant? Would I prefer doing Art/Animation as a job? At the minute I wish to give final year the chance it deserves and I want to see how successful that year will go. I wouldn’t mind doing Art related things as a job but I still feel that the Animation industry is not right for me. I enjoyed the times of working at school, it gave me time to work on my Art when I got home (and also University work but I can’t guarantee that was priority…I’m sorry, I know my university work is important but drawing took over most of the time…plus the Procrastinator life is still with me…) so that quite appeals to me more than working long hours and looking at computer screens for days while doing something I most likely don’t enjoy.

 

As I mentioned above I used this year as a chance to improve on my drawing skills. You’ll see in my personal posts just a small amount of the drawing I did over the entire year and I would like to think that my art is now heading a good direction. I would like to apologise for the lack of maya though…I still do not enjoy using it and it’s part of the reason why I don’t see myself going into Animation.

 

 

Fellow “Sassy” Geniuses – The help I gave to Natalie during Placement Year

During the year I kept in contact with Natalie and Amy through our group chat on facebook. I was able to give some of my Artistic opinions and knowledge to Natalie throughout the year on whatever she was working on. I may not be in University to see them all the time but I didn’t want to be cut off from what they were doing hence the reason we have our own group chat so we could talk to each other throughout the year and give advice when we all needed it.

Although most of the time our chat could be quite random we did have serious times were we would be asking questions about our current work or help with certain tasks we had to do.

One of these instances was when Natalie began to work with Danny on his Comic. I don’t know everything about the comic so I apologise in advance if my information clashes with Natalie/Danny’s.

In the beginning she needed some help with researching web comics and I suggested someone I follow online to get some information about the whole kickstarter process and just how she actually creates and promotes her web comic along with how she gets money from doing so. This Artist is know as Holly Brown on Youtube. She has two channels, one which is her main channel for informative tutorials and the other which is a personal vlog about her life as a web comic Artist who also attends an online Illustration degree. I felt that she was perhaps somewhat useful as during the time Natalie was researching these things Holly was in the preparation stages of getting a Kickstarter for her web comic to be turned into an actual book.

She would suggest useful information within her vlogs about the research she was doing into kickstarter, for example she suggested for people to purchase a book by another Artist who had previous successful Kickstarters for their comics. Here’s Natalie’s post about that: https://nataliehcole.wordpress.com/2017/04/24/comic-research/ 

Not only that I assisted Natalie with her research in other ways but I can’t remember all the ways in which I did so Natalie may have more information on that. I’ve been too busy with my own Placement work that the information I gave Natalie has gotten lost.

When it came to around June Natalie started working on a Poster I decided to give her some advice! I don’t know if my advice was a bad thing or not but I hope I was able to help Natalie create a decent poster. (Here’s Natalie’s post! She goes into a lot more detail than me about the feedback I gave and stuff: https://nataliehcole.wordpress.com/2017/07/02/poster-design/ )

Here are some of the things I suggested or created for Natalie to use:

Natalie will probably go more into detail with this but I would suggest things to her and she would make adjustments etc then I had a go at it but never got to finish it because I had to do my own work too!!

Here’s the progress of the poster from first version to the final:

I also made this art of us after showing Natalie EXO’s subgroup CBX:

 

 

 

Different Types of Learners – VARK theory

Although I’m not a teacher it’s still important for me to know the different types of learners within my class so that when they need help I can work out what way works best for them.

VARK, according to Chelsi Nanako (Prezi Blog) is the most popular theory that identifies the four main types of learners.

  • Visual
  • Auditory
  • Reading/Writing
  • Kinesthetic

Depending on the type of learner you are you will respond to the four different ways of learning in varied ways. I decided to take a quiz online just to see what kind of learner I am. The quiz I will be taking is online at http://vark-learn.com/the-vark-questionnaire/.

VARK

My results

Based on the questionnaire, I’m more of kinesthetic learner. I didn’t really expect that as I thought I was more of visual kind of learner and a bit of Read/Writing one as that’s what I always done for my exams found that it worked well but I guess i’ve been learning the wrong way? Still that was quite interesting to find out and I may look into better ways for me to learn too because in University over the past two years of Animation only, i’ve been struggling to learn everything I find it all a bit too much and often I feel like i’m very far behind the rest of the class. I have to be honest that there is something wrong as my foundation year results where much higher than the ones i’ve been getting in Animation so maybe with all this new knowledge about how to learn will benefit me for final year?

Video that I found very useful – Vark-Learn.com

I think it’s important to find out how each student learns  as it can benefit them in school – this is true because it took me up until last year of Alevel to find a way of revising that suited me. Some of my friends would sit and ask each other questions for subjects like History so they got the information into their head while others would copy down the notes or they’d just sit and read the information we’ve been given.  I never revised properly from 1st – 3rd year for the end of year exams and during the GCSE days. I was all over place with the different ways of revising and often I did very little or none at all. For some subjects like Science, i’d just highlight important things from the booklets we got and write them down while with other subjects such as History I would type up shorter notes. As for maths…I never revised, I had no idea how to learn those things…I did fill in booklets they gave us to revise but I often found myself going back to the textbooks to try and understand how do certain things and even then I often still didn’t understand them.

Although the VARK theory seems like a good idea I can’t help but think it could be confusing or unhelpful to some who may come out with the same amount of points for each of the ways of learning…I got 7 for kinesthetic and 5 for Visual, ok it’s two points away but still perhaps I could be more of a visual person? But I guess it may depend on the information being given. I may have a look at perhaps some criticisms of this theory if there is any. -**Ok after a bit more browsing on the VARK-Learn website they actually go into a bit about “Multimodal” Strategies for people who are mixed and are perhaps something like Visual – Kinesthetic learners etc (http://vark-learn.com/strategies/multimodal-strategies/). They suggest for you to take from key words of each strategies they suggest for each of the learning ways to help you.

This video kind of relates to what I was saying there:

Neil D Fleming talks about how it’s just one aspect of learning and with the 16 questions they ask it does not include things such as how motivated a person is, what their motivation is like during the morning/night or when they’re hungry etc.

The infographic that Chelsi Nanako included in the blog post summed up each learner pretty well so here are the notes from the infographic. Although this blog post is aimed at how to make your presentations suitable for all the learners it was still useful because it can benefit teachers when they’re having to present ideas to everyone in the class which is full of different types of pupils who each have their own individual way of learning.

Visual Learners

  • Prefer to see information and to visualise the relationships between ideas

Auditory Learners

  • like to recite the information out loud to remember it

Reading/Writing Learners

  • Reading and writing down the information – interacting with the text more important than images

Kinesthetic Learners 

  • Hands on, experience based learners. Learn best by doing things

References:

Nakano, Chelsi. “The Four Different Types Of Learners, And What They Mean To Your Presentations”. Prezi Blog. N.p., 2016. Web. 22 Feb. 2017.

“The VARK Questionnaire”. Vark-Learn.com. N.p., 2017. Web. 22 Feb. 2017. 

VARKLearn. (2011).How Can Teachers and Students Use VARK?. [Online Video]. 19 September 2011. Available from: https://www.youtube.com/watch?v=y61rOubbFCE. %5BAccessed: 23 February 2017].

VARKLearn. (2011). Is VARK a learning style?. [Online Video]. 19 September 2011. Available from: https://www.youtube.com/watch?v=RMfiWdAUkBg. [Accessed: 23 February 2017].

“What Is Visual Thinking And Learning?”. Inspiration.com. N.p., 2017. Web. 22 Feb. 2017.

Other Websites I read but did not reference

http://www.lancsngfl.ac.uk/curriculum/english/download/file/LearningStyles.pdf

http://www.kidspot.com.au/school/primary/learning-and-behaviour/learning-styles-in-children

https://www.theguardian.com/education/2017/mar/12/no-evidence-to-back-idea-of-learning-styles

https://www.theguardian.com/education/2017/mar/13/teachers-neuromyth-learning-styles-scientists-neuroscience-education

https://www.theguardian.com/education/2005/may/31/schools.uk3

Book Notes – Reflective Primary Teaching Tony Ewens

The aim of reading this book is to see how reflecting on how you teach is important based on the introduction I feel like this book could be applied to anything well the key message of it. Reflecting on what you do each day or week etc can help you improve how you’re doing it and what you can do to make it better for you or others and in the case of this book, reflecting on how you taught and how well the pupils took the lesson/s and how to improve it for next time. I feel like this book will help me in general with my art and final year, evaluating your own  art work every so often to help you find out your flaws and help you find out what you could do better next time sounds like something I do a bit but I should start taking it more seriously.

The book in general has a lot of reflective tasks so I may not be able to get a lot of information of the book but it makes sense for the book to made this way as it’s supposed to help current teachers and teachers in training with their current practice. Although it may not be super useful to me now I may be able to get a few bits of information from it.

Anyway, onto the notes!

Any points with * is my comments and how it can relate to me etc

Introduction (Pages 1 – 6)

“Good teachers constantly strive to improve their performance, by developing their knowledge of the subjects that they teacher, their understanding of the pupils whom they teach…”

  • securing a through knowledge of wide of subject matter in primary curriculum
  • gaining insight to the different characteristics, interests and aptitudes of a sizeable number of children
  • acquiring a range of teacher methods/approaches and implementing them in well ordered classroom

Maintaining, extending and updating each will be constant feature in your work.

Teacher’s role summarised “A teacher is a person who teaches someone something, somehow” Points above indicate significance of the three points, the someone, the something and the somehow. Need a through knowledge of all three to be successful.

“A teacher with a good grasp of the curriculum and a sound knowledge of the pupils, but who lacks a command of a range of teaching methods is unlikely to be successful in the classroom. One who has insight into the pupils and a mastery of teaching techniques, but with inadequate subject knowledge, will teach inaccuracies and misconceptions. And a teacher with thorough knowledge of the subjects and curriculum, together with a wide array of educational approaches, but who lacks an understanding of the class, will not be able to pitch the teaching at the appropriate level for the children. You may well be able to recall teachers in these various categories, who fell short of the ideal, and also practitioners who combined all three attributes in a way that made them good or even excellent teachers.”

“…important to give some serious consideration to your experience as a school pupil. In doing so, it can be helpful to frame questions to prompt your thinking. How typical were you of the pupils in your class? What do you think were the aims that underpinned your teachers’ endeavours? What did the curriculum consist of? What methods of teaching and learning were employed? Did you think that some teachers were better than others? If so, would other pupils have agreed with you? These, and many other questions, can be fruitful starting points for the practice of reflecting about your schooldays.”

2. Reflecting on episodes of teaching in which you have been involved as teacher or observer

  1. try to avoid mindset that always looks for weaknesses. Can benefit from the successful points in lessons too.
  2. don’t need to evaluate the entire lesson. reflecting on one aspect can have greater benefits
  3. Can gain a lot from your class when someone else is responsible for the lesson – *This point is important to me as i’m always observing the P2s while my teacher is the one teaching them. I would tend to notice who pays the most attention, who finds certain ways of teaching by Mrs W more interesting (such as certain pupils being more engaged and learning better from the youtube videos than having the teacher explain it herself etc) 

“…Weekly publications, such as the Times Educational Supplement , provide a valuable means of keeping yourself briefed on current developments and debates, and official documents from the Department for Education…” * I didn’t know that there was such publications so this could be useful for the future if I wish to pursue a career in teaching. 

Reference

Ewens, Tony. Reflective Primary Teaching. 1st ed. Northwich: Critical Publishing ltd, 2014. Print. 

 

Autism and Visual Aids – Research Notes – Learning Through Seeing and Doing

https://www.kresa.org/cms/lib4/MI01000312/Centricity/Domain/135/LearningThruSeeingAndDoing.pdf

After looking into the VARK Theory of learning I began to wonder what kind of learners are children on the Autism Spectrum and how can I help those in the class do their work/improve their learning while i’m there.

I found this useful online extraction from a Journal which I believe is called Teaching exceptional children. I could be wrong but that’s what I gathered from the information on the pages.

Below I will have notes taken from the extraction.

  • Autism – lifelong complex developmental disorder , impairment in the individuals process information
  • deficits in a child’s ability to communicate, understand language, play, develop social skills and relate to others.
  • children with autism face challenges such as using language, using words creatively, using imagination and thinking abstractly.
  • this can affect understanding and use of language for communication
  • importance of supports based on concrete visual teaching aids is largely upheld.
  • Visual supports can be provided in different ways in all settings, school /home etc

Why use visual supports?

  • Part of everyones communication system
  • attract and hold student’s attention
  • enable the student to focus on message
  • make abstract concepts easier to understand
  • help express students thoughts.

 

  • Cohen 1998 – children with autism are visual rather than hearing/auditory learners. prefer alternative modes of communication, pictures. 
  • Hodgdon 2000 – when used correctly, visual supports allow the student with autism the freedom to engage in life, regardless of his or her impairment in communication
  • Visual supports help bring in structure, routine and sequence that many children with autism need to be able to carry on their daily activities.
  • students with autism experience a lot of difficulty processing language but processing and understanding visual supports is easier for them.
  • important to understand the unique nature of the need of the individuals who require this support
  • visual supports can attract and hold attention enabling student to focus on message and reduce anxiety, make abstract concepts more understandable and help prompt student + help them express their thoughts.
  • require more visual supports than those without autism however not all require the same level of visual support.
  • Quite often students don’t receive the visual support needed.
  • problem isnt that teachers refuse, just don know how to provide the visual supports.

Reference

Rao & Gagie, S.M & B, 2006. Learning Through Seeing and Doing: Visual Supports for Children with Autism. Teaching Exceptional Children, [Online]. Jul/Aug 2006, 26. Available at: https://www.kresa.org/cms/lib4/MI01000312/Centricity/Domain/135/LearningThruSeeingAndDoing.pdf [Accessed 11 June 2017].

Book Notes – Teaching Today; A Practical Guide Geoff Petty

The aim of these notes is to build upon the things I learnt from the previous book.

Part 1 The Learner’s Practical and Emotional needs 

How do we learn?

Psychologists believe the process of remembering involves info passing from short term memory into long term memory. Info in short term may last for few seconds while info in long time can stay for a lifetime but a lot of what passes through our brains in forgotten.

STM (short term memory)

The content of the STM is short lived and is easily displaced by new info. Important implications for the way teachers should plan their lessons.

In order to get info into LTM must first be processed and structured in the STM so that it makes sense to the pupils. Process of structuring new info takes time but it is time well spent because students find it impossible to remember something that they dont properly understand.

If student is given info too quickly no time to process it properly into stm, wont be retained. Experimenters halved their speech rate to students with learning difficulties and students retention doubled.

Try and give students as much as you can as the vital process of structuring/ giving mean to new info is demanding and time consuming.

Search for structure explains why many learners appreciate being given summaries and well organised notes.

Petty, Geoff. Teaching Today: A Practical Guide. 4th ed. Cheltenham: Nelson Thornes, 2009. Print.