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Monica Andrews Posts: 3
12/19/2019
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I've had students use graphic organizers and Cornell Notes. I found that the graphic organizer is a great tool in allowing students with disabilities to reach higher levels of understanding. I would often allow them to use a Venn-Diagram to understand the similarities and differences in a staged version of a show and a filmed version of the same show (ie- Shrek, Into the Woods, etc.). On the contrary, when required to use Cornell Notes in the first school I taught in, I found students with disabilities struggle. They were not as keen on that organized form of note taking. Maybe because they were not good note takers? Maybe because it made it feel like more work than the requirements?
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Daniel Suarez Posts: 5
12/20/2019
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For Theaters productions prep I would use Correll notes most of the time. I would also allow them time to work in Peer or Task related Committees to review their notes. In addition to putting my teaching lessons online that would serve as a mirror for the Correl note-taking
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Billy Buff Posts: 3
2/12/2020
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Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have had both a student with visual impairment and a student with limited English speaking abilities. In both cases technology came in handy. For the student with visual impairment I was able to convert her quizzes and tests to digital format where she could enlarge or change the coloring on the document to aid her in being able to read and comprehend the text. For my Japanese student I was able to use Google Translate to provide a copy of any assignments in both Japanese and English to help the student both comprehend the assignments but also to help with developing her English speaking skills.
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Matt Hodges Posts: 3
2/14/2020
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One way I use technology within my Theater class is the use of video and audio recording of scripts. Students with disabilities that increase reading difficulty rely on these recordings to help in comprehension as well as memorization of lines. Students have the ability to lesson to the scrip and follow along with their script in hand. I have found that it also helps students memorize their lines faster. When I make a recording for my students it is important that I do not add any inflection, this is done so my students can develop their own interpretation of the characters.
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Joie Marsh Posts: 3
2/16/2020
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Option 1:
One tool I have used in the past is Cornell Notes. This is a simple and easy to follow method for my students whenever we are learning new material (especially about Theatre History or Technical Theatre). I like that it is a strategy most students are familiar with from other classes as well.
One strategy I look forward to using in the future is the Cube Strategy tiered lesson. I think this will be effective in teaching particular plays or styles/genres of theatre. We have an upcoming musical theatre project where students will be researching a musical. The format of the Cube Strategy will allow for opportunities to demonstrate their knowledge of their selected musical at levels appropriate for their ability and interest.
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jamie keaton Posts: 3
3/16/2020
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option 1: i use scaffolding with my third grade classes on their recorders and with my kindergarten when learning a new song. i also use collaborative learning (groups) to demonstrate knowledge of concepts. such as notating rhythms.
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Jane Short Posts: 3
3/26/2020
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Cooperative learning has been very helpful. I teach at a Kagen school and it truly gets the class engaged and feeling safe. Peer mentoring is great way to get students involved.
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Kathy Rivadeneira Posts: 3
4/10/2020
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I can see use for all of the strategies but the two that stand out for me are: Task Cards and Mnemonic Instruction. Task cards are a way to be sure all students are being challenged at their level. A teacher can choose to assign certain cards to certain students strengths and abilities. All students can have the same theme but each with a different focus. Theme: Storytelling Cards for Students: Research, writing, performing, vocalizing, etc.
Mnemonic Instruction is useful especially when learning choreography. Matching the next step or movement to a word that triggers the movement is a strategy I have used with great success.
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Crystal Free Posts: 3
4/16/2020
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I am combining both of the options in this discussion forum. One strategy that I have used was combining peer partners with use of technology. I paired an "average" student with a student who typically performed at a below average level or had some type of disability. They had the task of using their cell phones to record each other talking about him/herself and then to write a paragraph after watching him/herself on the video describing his/her strengths and weaknesses in speaking. Not only was this effective in helping the students to see areas they need to work on in performing, it helped them to see areas they are good at. Usually the partners ended up becoming friends after sharing this experience as well.
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Michael Lynch Posts: 3
4/24/2020
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Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
We have the fortune of having Google Chromebooks for our students. When it was first implemented schoolwide, I had a student who had a visual disability (If I recall correctly, Nystagmus). I developed a guided notes in the form a simple graphic organizer so that he did not have to stare a screen for too long, but it also allowed him to enlarge the text, work on it at home. For productions, I selected ones that I could purchase classroom digital rights, so that I could upload it into the Google Classroom for him as well. When it came to assessments, in addition to verbal quizzes, I would also push out small checkpoints online.
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Sara Parker Posts: 3
5/11/2020
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One way I have used technology for a student with disabilities is a pretty obvious one but it seems to work across the board. I make sure that anytime I am showing videos or using a video as an example the closed captions are on. Another way I use technology is when I give assignments, they are given options of ways to complete the task. For example, they can draw or record a video. I find that some students (with and without disabilities enjoy having a choice of how to complete a given task,
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Aquila Tamaseu Posts: 7
5/12/2020
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
I would like to implement the Cubing strategy into my elementary music classroom in order to help students (with or without disabilities) with their reading and writing skills. Differnet Cubes could be differentiated by levels of students. I could possibly use cubing as a pre-activity to assess what the students already know and then use as a post-activity after instruction to assess their progress, and to encourage critical thinking skills. I like that Cubing can be used for the whole class, small groups, or individual learning if needed.
A second strategy I would like to implement would be Graphic Organizers, especially the Venn Diagram. The Venn Diagram would help students with a visual of how to organize their thoughts, help them learn how to describe, compare and contrast.This would also pair well with the Cubing strategy when students share their responses aloud with the whole class.
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Kimberly Coffin Posts: 3
5/12/2020
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
Being an English teacher, I have used graphic organizers throughout my career. Since I began my journey as a high school theatre teacher, I believe graphic organizers still play a vital role in ineffective instruction. Students can use a story map for script analysis. They can also use a Venn diagram to compare and contrast various Broadway productions.
I also use heterogeneous grouping in my classroom because there are no desks, just tables that seat for. This makes it easier for me to differentiate instruction with struggling students. Cubing is going to be a method that I use as well, because it's a great method to evaluate student progress.
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Kimberly Florio Posts: 3
6/8/2020
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Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Being a theatre teacher brings all sorts of challenges with technology and with the student population. Theatre is the one place where all are welcomed and accepted and all abilities are seen and magnified for the greater good of the student. I have the privilege of teaching in the actual theatre space but that did not bode well for my visually impaired student Bella. Throwing images on the screen, working in dim lighting, or student presentations did not help Bella. So, we decided that she would be the one to facilitate every lesson or presentation by maneuvering the computer. This way she could lean in and see the information much closer. I also had all the lessons in large print for Bella. Funny "ABILITY" of Bella......she said working in a dark theatre was easier for her because she maneuvers in darkness most of the time. She worked the light board as well.
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Florence Fagundes Posts: 4
6/8/2020
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
One strategy would be the cube, where there can be different types of figurative language on each side such as metaphor, personification, idioms, cliches, ect. This would allow the student in and practice in smaller steps and avoid feeling overwhelmed since they will only see one device at a time and they are basically choosing.
Next, I have used letter strategies and pegword strategies pretty often to help students remember information.
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Susan LaMont Posts: 3
6/9/2020
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Option 2. I used Microsoft paint/ and the program called Tux Paint with a student with a physical disability to help provide him with the most meaningful painting experience possible. This student had very little use of his hands and arms so in the past he became very frustrated when we adapted painting tools to accommodate his need. He loved the computer and with help, he could control a joy stick. This program allowed him a variety of tools including "stamps" that included cool images like rainbows, bricks, Picasso effects and more. Although he did not interact with the same art materials as the other students, the independence this allowed him have him the confidence he did not have using a modified paint brush. He felt in complete control of the project's outcome. I always kept the objective the same as his peers so once his work was completed and printed it hung alongside the others on display in the hall.
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Julia McManus Posts: 6
6/17/2020
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I downloaded the app "Run Lines With Me" for a student with Attention Deficit Disorder to use so he could memorize lines for a scene he was in. He was having a hard time staying focused in the scene he was with the other actors, in part due to his poor (line) memorization skills. The app allowed him to work alone on his lines in a focused environment, and memorize his lines so he was able to be a confident and effective team player.
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Julia K McManus
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Julia McManus Posts: 6
6/17/2020
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Agreed! I have used this before with great results!
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Julia K McManus
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Julia McManus Posts: 6
6/17/2020
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Agreed! I have used this before with great results!
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Julia K McManus
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Jacqueline Thomas-Baker Posts: 4
6/28/2020
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While teaching 5th grade students, i've use the cube and task cards. Both the cube and the task cards methods are great tools to allow me to teach all the students on the same subject and then different the lesson individually based on the students needs. While the cube tends to lend itself to allowing students to choose what they will work on and the task card provides smaller step by step directions that tends to keep the students' interest.
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