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Lee Commander Posts: 3
6/3/2016
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One Strategy that could easily be used in my Band Class is using self-assessment as a tool. A great deal of student's in my symphonic band are well aware of when they make a mistake and more specifically what the mistake was. On top of being able to help generate their own successes by allowing them a chance to learn and adapt to the material on their own, it would increase productivity within class.
Another tool would be a Learning Contract. In a course like Keyboard it would be very easy for a student to need to work at a pace that is acceptable to their own level of learning. Additionally, it may mean that several students are in different places within course. A Learning Contract will limit the amount of time they have to work on each of their assessments but also give students an opportunity to explore and learn creatively that will continue to inspire them musically.
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John Parris Posts: 6
6/4/2016
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Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability: for a student that was Visually Impaired my Music Theory class, we used special computer software to convert standard music notation into Braille music notation for many of his assignments.
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Joseph Galeczka Posts: 3
6/6/2016
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Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
- On more than one occasion I have had students who were lower level learners and had issues learning sight-singing. I use the website Sight Reading Factory to assist these students. I give them account and can give them assignments on the site to practice and develop their skill at home on a computer, smart phone, or tablet. The site allows specific control of content level along with the ability to record the students performance. It also will play the exercise for them so they can self-asses. One of the best parts of the site is it can be used with students of all levels. The sight will even add in the solefedge syllables to the example to help the student transfer to more independence.
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Richard Ballinger Posts: 3
6/7/2016
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I have often used peer partners as a universal design for my entire class, but I would specifically set it up for students to mentor and evaluate each other as they were learning concepts. After reviewing what we had previously learned, I would demonstrate the new concept we would be working on then give the students direction for small group (pairs, usually) practice where they would evaluate and coach each other. This would be followed by opportunity for students to share what they had learned and achieved as well as what was suggested to improve. This worked very well even for students who would struggle with certain concepts for various reasons including disabilities. I have also used mnemonic instruction for memorizing the note names, key signatures, and other concepts such as sightreading. Students would help eachother in memorizing them so that we are all eventually reading music together. Of course, many of the other concepts are always used (Tiered instruction, differentiated instruction) to lead to eventual success for the entire ensemble.
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Cristina Ledford Posts: 3
6/7/2016
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom: I frequently would simplify the music for a student's part by re-writing it out on an overhead projector if the part was too challenging. The other students were not bothered by this and it helped this particular student keep up with the class at his own pace.
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Homer Boatwright Posts: 2
6/11/2016
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I first use peer-partners. Here, I select a student: A student that knows the music well.. and that student leads and teaches a difficult section of music to the entire section. This student acts as a student teacher ensuring that the difficult selection of music is rehearsed and learned.
I also use Cornell Notes to teach new ideas. Students are asked to write a key idea/ vocabulary down. I share the definition of the key idea and how it fits/ works with in the current lesson/music being taught. Then students are asked to write a summary of what this new key idea means... they turn in as they leave the room, (exit tickets to check understanding).
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Sarah Hamilton Posts: 3
6/21/2016
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Two strategies I could use in my classroom are mnemonic instruction and peer-partners. Mnemonic instruction helps students in recognizing note names, the order of sharps and flats, and other more complex topics. Peer partners can be implemented in each section to give additional help to students. By selecting a peer that is excelling in his/her music, he/she can assist with the student with a disabilities need.
Task analysis can also be used in the process for learning music rhythms and tonal patterns. I have a very specific process in which students listen, repeat and then play certain passages. We practice each part of the process, and eventually students are able to continue using this process each time a new rhythm or tonal pattern is introduced. My students with disabilities in language learning benefitted tremendously and were able to read rhythms they had previously not understood. Some of these were seniors in high school!
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Jamie Broxson Posts: 3
6/22/2016
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One of the teaching strategies that I frequently use in my classroom is mnemonic instruction. Whether it be teaching lines and spaces of the bass & treble clefs using FACE, All Cows Eat Grass, etc. or helping students remember the order of sharps and flats in key signatures, I find that these tools help my students with varying disabilities retain basic music literacy information, so that they can be successful reading music.
Additionally, I use grouping practices (specifically peer partners) to give my students with disabilities an opportunity to work with other students who are strong in their music reading and interpretation skills. I find that many times, students communicate more honestly with their peers than they do when I'm leading a class discussion.
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Benjamin Adams Posts: 3
6/23/2016
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I recently had a student with a learning disability who struggled with the concept of music notation. With this student, I used flash card program on my ipad called Name the Note. The interactive program seemed to stimulate retention and provide a means to connect with the student on a technological device that made her feel comfortable. I found that her retention of music notation increased immensely.
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Brooke Hutto Posts: 3
6/27/2016
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This year I had a guitar student who was on the autism spectrum. He struggled with note identification as well as fretboard finger placement. Through the use of musictheory.net on the school iPads, I was able to set him up with their flash card games. He was able to practice both in the classroom setting (which I could check as he completed the activities) as well as having the additional access and support at home. The music notation flash cards and the fretboard identification game helped him a great deal and he started to improve in class.
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Malissa Baker Posts: 3
7/3/2016
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I currently use a lot of grouping practices. My orchestra classroom is not leveled by skill; there are multiple skills in the single class periods. To ensure that each skill set is being challenged, learning, and on-task all while differentiating I utilize (1.) cooperative learning strategies like “think-pair-share” and “rally coaching.” This enables students will learning disabilities to work in a smaller group setting to practice skill sets and when comfortable allow them to demonstrate and eventually join in to coach their peers without worry of failure or embarrassment in a whole group/class setting and is part of the scaffold I use as part of my gradual release teaching. Peer support within the groups also lends to assisting to keep the student on-task (and exit slips). A defined outcome must be presented prior to the student grouping so that there is one focus and outcome. (2.) I also use centers and contracts. At the very beginning of the year my expectations and procedures for my classes (again which are multi-skill leveled) must be extremely organized, routine, and attainable. In order to provide centers, students must learn how to be self driven and have clear directions and procedures. This is discussed from day one and both parents and students sign a contract noting the skills, content, timeline and freedom involved (consequences too). I use the “I Do,” “We Do,” “You Do” system to integrate this process and gradually release the students to centers and monitor regularly with positive rewards. Students with disabilities are able to work at their own pace while still feeling accomplishment and it also allows me to work on-on-one with them without them feeling singled out or picked on. The checklist of skills that is provided to them is also a great way to document progress and they have a visual representation of the things they have learned and can focus on those when things become a challenge and they get frustrated ( this checklist is also a great piece of documentation for doctors offices, parent contact, IEP and 504 meetings).
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Joseph Baker Posts: 3
7/5/2016
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A hearing impaired student I taught had a sign language interpreter, but was reluctant to use an FM system to help him comprehend better. I consoled this student and encouraged him to use the system. As a result, the use o the FM system provided another layer of support to further his understanding of directions and comprehension of course content.
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Brenda Hernandez Esquilin Posts: 3
7/11/2016
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One way I used the technology in my class to meet the needs of student with autism is to allow the student to complete the classwork and oral presentation digitally.
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Monty Musgrave Posts: 3
7/15/2016
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Two strategies:
1 - Mnemonic instruction used to aid students with processing or memorization challenges.
2 - Task analysis used to help students break large tasks into smaller ones
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Natalie Netterville Posts: 3
7/16/2016
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- Differentiated Assignments - sectionals allow more time for students to practice their parts and also get more individualized help from the teacher as well as their peers.
- Mnemonic Instruction/Letter Strategy - remembering the note names on the lines/spaces for treble/bass clef or the order of sharps/ flats.
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George Netterville Posts: 3
7/16/2016
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your music 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.
1. I use Mnemonic Devices to teach students numerous music concepts. Such as: The order of sharps and flats, Note Names etc. Students will be able to remember things using these devices.
2. For students who cannot handle big chunks of information at once. We can break things down into smaller forms. Such as clapping rhythms, Pretend playing, Singing the articulations, and then adding it all to playing. Task analysis can be used in almost every activity to break things down and make them seem less challenging.
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Manning Hicks Posts: 3
7/20/2016
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I have used mnemonic devices and grouping simultaneously in a lesson to help students the line and space names on the music staff in treble and bass chefs. With fifth graders I group students in threes. Students with disabilities that may affect their performance of th task are grouped with peers who can assist them. After reviewing the traditional phrases or words used to remember note names, groups are tasked with creating their own mnemonic devices for memorization. Through observation I try to insure that all students are contribution and are encouraged to participate. Groups then present their products to the class, and we have an informal vote for the best device. It usually ends in a tie, as most vote for their own, but if we have a winner, we use it throughout the school year.
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Carlois Mirpuri Posts: 3
7/20/2016
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I had a student who struggled with eye-hand coordination and therefore taking notes was a very difficult and generally the outcome was illegible. The student received his own iPad so that he as able to type his notes and the iPad also had wireless connection to my printer. Therefore, he not only was able to take legible notes but was also able to print evidence of his notes. This also allowed him to keep a hard copy for himself. The school required the iPad to stay at school. so the hard copies also gave him something to study from at home. The student was relieved of a lot of anxiety, because access to this technology enabled him to be a fully functioning student in the classroom without fear of failure or falling behind.
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Melissa Zulueta Posts: 4
7/21/2016
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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 music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
When I taught beginning band, I was highly aware of the practices I would use to help students feel comfortable with their instrument and learning how to read music. I always say "be patient, you are learning a new language, and that takes time". However, I would also take this time of learning and student self discovery to observe and work with students that had extreme frustrations and which I knew had learning disabilities. To not make them feel any different I would select 5 students to work with the iPads of the classroom. I would select the students from various levels and then I would program from my iPad the exercises I would like for them to work on the day. The website I used was musictheory.net and the students were able to practice and strengthen their musical reading skills. This worked out so much better than me standing at the board and trying to have them all memorize it by route (my earlier years). The program was like a video game and my students with disabilities all responded to it so well, that they would ask to take the iPads home to bring up their music score. Their musical reading skills across the board improved and it was a great way to help reinforce with technology key concepts being taught in beginning band.
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Jordan Wood Posts: 3
7/22/2016
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I have used grouping practices in a variety of classes over the years. In guitar classes I have used large groups to go over new material, then broken down to smaller groups to practice together, and worked with students one on one to isolate trouble areas and clarify any misconceptions. I have also used graphic organizers in ensembles to find similarities or differences in a program. We might look for similar styles, articulations, tempi in a venn diagram, or make note cards citing trouble passages that need work and lay out steps to improve them
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