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Ed Anderson Posts: 3
10/17/2016
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I have used the SMART Technology in my classroom for those students with ESE. The tactile and visual/aural cues this technology provides helps my students to understand the concepts better and to be able to demonstrate their mastery of the subject.
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Jaclyn Ziegenfus Posts: 3
10/24/2016
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2 Strategies:
Strategy 1: Differentiation using materials
When doing a quiz on form, there were several options for the students due to it being an inclusion class with 3 classes learning together (2 regular ed, one ESE self-contained). The first option was to write the letters of the form in the boxes provided on a piece of paper. The second option used by a few of the ESE students was cards which had the letters and a corresponding shape. They were allowed to lay their form cards out on the floor. Other students were prompted by the para and gave verbal answers. The challenge was the same for every student: Name the form. What changed was the way in which they reported their answers, so that every student could participate in the assessment to the best of his or her ability.
Strategy 2: Discovery Learning
Students are often asked to experiment with their instruments when using them for the first time. How do you think it is played? How can you make the best sound? Where are the high pitches and where are the low pitches? Students can also make a hypothesis before attempting to play the instrument, then see if their hypothesis was correct. This allows each student to learn at their own pace. It will also help with attention later in class because they are being given an immediate opportunity to play.
edited by Jaclyn Ziegenfus on 10/24/2016
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Diana Rollo Posts: 3
10/25/2016
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Strategy 1 - Mnemonic devices - I have used these in chorus and IB Music instruction. In chorus, they are useful for beginners to learn line and space notes. In the IB classroom I use a Mnemonic device to help students with musical analysis focusing on the major musical elements: Melody, Meter, Harmony, Medium, Form, Style, Context, Texture.
Strategy 2 - Venn Diagrams are effective for comparing musical excerpts. I will use a Venn Diagram in the IB classroom to compare and contrast our prescribed works.....using the above Mnemonic device as the categories to compare.
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MsMusic3 Posts: 3
10/25/2016
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Two of the strategies I could implement in my instruction are the strategy of using mnemonic devices and the strategy to provide students time for self-reflection/evaluation. By using the Every Good Boy Does Fine and the F.A.C.E letter strategies, students with disabilities may be able to more readily identify the lines and spaces of the treble clef. By allowing students time for self-reflection and evaluation, students with disabilities are able to describe what they did well as it pertains to the lesson and/or what they could improve upon. Self-reflection and evaluation allows students to become more invested in their learning of music concepts/skills.
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Erin Rosel Posts: 3
10/26/2016
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Two strategies I am interested in implemening are Discovery Learning and Self-Evaluation and Reflection.
DISCOVERY LEARNING - Many of my young students are curious about the instruments. I could easily set up centers with different instruments and I could have the students describe how the instruments looks, feels, what materials its made out of, and they could guess what it may sound like and how to play it and finally play the instrument. Then, they could decide which songs they already know that would sound good (in their opinion) performed using that instrument. Finally, groups could compare the instruments they just discovered, listing ways they are similar and different, and list their favorites and why they are their favorite(s).
SELF EVALUATION AND REFLECTION - This is easily implemented with everything from doing a small movement activity to performing a large Orff arrangement. I could have students share with a partner two things that they thought they did well, and two things they thought could improve the activity or performance. Then students can share their thoughts/ideas with the class/ensemble and strategize how to implement the improvements, and finally apply the improvements to the activity/practice.
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Mrs. Gina Mobley Posts: 2
11/16/2016
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There are two particular strategies used with students in the string classroom:
TASK ANALYSIS is very important in the string class. While tuning instruments, a students must get their instrument ready to play. This involves, tightening the bow, putting rosin on the bow, attaching the shoulder rest, doing bow exercises. This must be done quietly. While the lists is given verbally at the beginning of each lesson,a card with the list is needed for several students to successfully prepare to play.
COOPERATIVE LEARNING is used in the string classroom when learning a new piece. One student will hold the violin while the other holds the bow. This allow the student to only have to concentrate on one skill at a time, either the fingering of the notes, or the position and speed of the bow. Students are able to successfully play a piece together, then switch roles.
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Jennifer Jones Posts: 3
11/22/2016
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Two strategies that I would like to implement in my classroom are learning centers and cubing.
I would like to implement more lessons using learning centers. I think it would give my students more time to practice a skill that we have learned about in class. I was thinking that once a nine weeks, each grade could have a learning centers lesson where the students are practicing the skills learned in that nine weeks. One center could focus on rhythm (writing or reading), another on expressive characteristics (describing what they hear), another on melody (figuring out patterns, notes), etc. It would give me time to walk around and observe which students are progressing and which ones are still struggling. I would be able to observe my students with disabilities to see how they are doing without calling attention to them.
I would also like to implement the strategy of cubing. I like the idea of using the cube to reflect on a piece of music that we've just listened to. I can see it being used to discuss "Carnival of the Animals" or "Peter and the Wolf." I can see this being beneficial for my students with disabilities because they can choose the level of complexity of a question that they want to answer.
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Ruth Pippin Posts: 3
12/7/2016
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Option 2. I have used an assistive listening device for a hearing impaired student in my classroom. This portable FM unit has two components:the teacher microphone and the student's receiver via headphones (sometimes hearing aids are the receiver). This technology allows the hearing impaired student to hear my voice as the primary sound input. If a CD player or TV is being used the microphone can be placed near the source. If students within the group are speaking the micro (being small) can be handed to the speaker.
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Patrick Gulick Posts: 3
12/13/2016
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My use of technology has greatly affected my students with visual impairments. I have a projector that can project our activities right on the whiteboard. I can enlarge and move around objects on the board and place notes on the staff all at eye level. When learning new songs I am able to project the music so that student's with visual impairment can see easier instead of using the book. I also purchased a presentation clicker so that I am able to be away from the computer and still control the music and activities while next to the students.
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Staci Pendry Posts: 3
1/3/2017
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I use technology every day in my music classroom. I am very lucky to have access to a smart board with an application called "all in learning". It is a program where the students do not have to have a paper in front of them to be assessed. It has clickers that are assigned to the student by number. All they have to know is A B C and D. They point the clicker at the screen and choose their answer. I have several students who are language impaired. They use this technology to chose a picture on the screen for their answer instead of having to write out the name of the object they hear. It is also useful in my pre-primary classes for the children who have yet to master the English language.
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Jennifer Edelblute Posts: 3
1/3/2017
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One strategy I can use in my classroom would be to tweak the current self-reflection process we have in place. Allowing students to choose the criterion they reflect upon before we create the rubric. Keeping these procedures consistent will help all learners be more effective.
The second strategy I could implement in my classroom is the cube. This will allow for guided choice when completing tasks like aurally analyzing a piece of music.
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Kimberly Molineaux Posts: 6
1/8/2017
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Self evaluation and reflection would be effective in my classroom. Students often can find what needs to be improved by giving them guiding questions and musical elements to focus on. It would also be helpful to record a performance and give students time to reflect afterward and discuss with a peer or in small groups. I like the idea of having the students offer suggestions on how to fix the problems. I can use it to check for understanding of technique.
I like the idea of implementing differentiated assignments. My fourth graders are getting ready to play recorder and I want them to be able to feel confident reading music before we begin. After assessing the students abilities I can assign the following 1: Read rhythms along with a recording, 2: Read and perform rhythms for a buddy and check each others accuracy 3: Read rhythms that are notated on two different pitches and play on the xylophone with a buddy 4: Read rhythms that are notated on three or more pitches and play on the xylophone for a buddy.
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Joshua Stone Posts: 1
1/9/2017
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I have had many students in the past with disabilities. One of the best methods is using multiple ways of teaching such as technology. I was lucky enough to get a smart board in my classroom which allows students to actively participate in each lesson. Also, if a student is having difficulty with a lesson, I will allow them to work with a student who is doing well on that skill/concept.
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John Wall Posts: 3
1/19/2017
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When using recorders, most of the students utilized regular sized music or method books. However, there was one student who has visual problems. Due to his reduced vision, we needed a way to expand the print. We utilized the projector and smart board to enlarge his print and allow him to participate at the same time all others were participating.
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Stacey Smith Posts: 3
1/21/2017
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When I taught at the high school level, I had a student in a wheelchair who could not speak or control his body. He was enrolled in my World Music class. About half way through the school year his paraprofessional (who did not travel to class with him) came to me and told me he was getting an ipad attached to his wheelchair. The ipad could be programed to include responses to me about the courswork or anything I wanted. Additionally, several years prior to meeting this student, I had a blind student come into my Intro to Music class. He was a freshman when I met him and had a paraprofessional who came with him to class but left during class and returned at the end of class to escort him to the next class and check in with the teachers. She would use a braille writer to convert assignments for him and convert his paper assessments for me to grade. He also had a knack for music technology so we would let him play around with laptops, DJ software, Garage Band software, etc. One day I discovered that he could play piano amazingly. He was like a jukebox in that you could say the name of a song and he would start playing it perfectly. Needless to say we had him join our band. He was a blind kid and he was in our high school marching band. We brought over a lady from FSU and she taught us all how to guide him properly and how to treat him like one of the rest of us. It was fun doing all the training activities she did with us as a band.
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Teresa Riley Posts: 3
1/22/2017
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Two strategies that I would like to better implement in my classroom are task analysis and learning centers.
Task analysis can be very beneficial, especially when learning an instrument. When playing Orff instruments for example, students need to remember how to hold their mallets, how the mallets bounce off the keys, and the notes and rhythms they are to be playing. When given a step by step guide it is easier to focus on the mastery of each step before moving on to the next. This helps all students achieve success, including those with disabilities.
While students work in learning centers, they are practicing a variety of skills at differentiated levels. If implemented correctly, I could observe, complete informal assessments, and, if necessary, give one on one attention to students in need. This one on one attention would be very beneficial to many students with disabilities as they review and practice concepts and skills.
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Mick Burns Posts: 6
1/25/2017
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I use technology extensively in my classroom, and I have seen it help special needs students all the time. I have a group of students who have hearing loss that I teach. I use a light speed sound system to help those that don't have profound hearing experience music. I have a Bluetooth microphone that I can talk in so my voice carries. For those with profound hearing loss, I use a speaker closer to them, letting them feel the vibration on a table. I have also provided blown up balloons to help students feel the music. They can feel the different vibrations from different drums using it.
In addition, I also have a smart pad that I use extensively. Today I taught a self contained 4th and 5th grade class with children who have a variety of exceptionalities. We used the smart board to play a game identifying and sorting instruments into different instrument families. The smart board made it much quicker, easier, fun, and accessible for the students to learn.
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Natalie Epstein Posts: 2
1/30/2017
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I find that students working as Peer Partners is a very effective strategy for all students. It allows students who have not mastered the content to work with those peers who have. Students often feel less threatened and therefore more focused and engaged if they are working with a buddy. I use this often with my students who are struggling on recorder.
I have also used Discovery Learning. My second graders learn about the different instrument types and I purposefully include several that they have never seen before, or are difficult to classify. This is a very useful strategy because it really gets the kids thinking about what is in front of them and to analyze what they do know, and to draw conclusions based on their knowledge.
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Jordan Carr Posts: 3
2/1/2017
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This is from "Teaching Students with Disabilities in The FIne Arts."
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 a student with a disabilities needs.
I use "Cooperative Learning" and "Peer Partnering" all the time. Students love being placed with a group as opposed to having to find a group or partner. Once they are placed into a group, students with greater knowledge of the material are able to assist students who lack that same knowledge. I change of groups every two weeks, so students don't grow tired of the same groups and possible "personality conflicts." I have found these two strategies to be extremely beneficial.
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Earl Vennum Posts: 3
2/11/2017
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This is from "Teaching Students with Disabilities in The Fine Arts"
Appropriate wait time: This has been a struggle for me. I am so used to keeping the pace of the lesson up that I feel like it kills the momentum of the lesson when I have to wait for a student to spend a long time in silence thinking about an answer before responding. I feel that the other students have even less patience than I do and people get off task when I have to spend a long time waiting for responses from people who take a significant amount of time to form their thoughts and responses verbally. This is definitely an area in which I would like to improve and gather strategies and processes and practice them in order to allow students time to think.
Small groups: I am using this as a focus of my Deliberate Practice this school year for my school-based evaluation. In the slides of this course it mentioned that grouping the students "can increase student participation, improve the classroom climate, raise student achievement, and refine social skills." I have seen these effects as I have used small groups in my classroom this year. Some of my exceptional education students can get lost or fall behind when part of whole group instructions, but when a part of a small group, it becomes easier for them to access the information and practice the skills and processes.
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