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Bill Molineaux Posts: 3
7/27/2016
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I have used technology when assessing students. I have had students that their IEPs say they can record responses to assessments. I allow them to send me recordings of their performance tasks, or record them using their onenote online that only I have access too. Sometimes the technology doesn't always work, so I will put them in a room with a recording studio and guide them along. Then I can listen back right away.
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jennifer corzine Posts: 3
7/27/2016
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I have had some experience using the peer partner strategy. This works well when you have a group with mixed abilities. I like to give the students learning packets which they can work through with their peer partner. I am available to help, if needed, but it is amazing to see how the students help each other to learn and master the material.
Mnemonic instruction is very helpful in beginning music theory lessons. Many students use acrostics to learn their note names, but I like to have them make up their own unique sentences, representing the names of the lines and spaces on the bass and treble clefs. The students really get involved in this exercise and some students further establish their understanding by making a
drawing what their sentences represent.
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Rebecca Stevens Posts: 2
7/27/2016
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I would like to use class wide peer tutoring (CWPT) in most of my classes next year to improve retention of beginning musi theory content. In classes of 6th/7th graders as large as 52 with at least 35 of the students dealing with some sort of disability and an extreme spread of intellectual abilities, the students become irritable as I conduct lessons to review from the front of the class. Their misbehavior increases, they begin discussions with neighbors or friends across the room, making the review even more time consuming, and lack of attention means they are not all thinking with the class to produce the desired practice. Allowing them to choose their first partner before moving is a definite social incentive to peer review, and the timed intervals of practiced response - for points in competition! - aids BOTH the tutor and tutee! A WIN/WIN/WIN!
The second strategy that I can see would work well in all of my classes would use cubing, especially given that even my best students misbehave when bored. The use of the tiered taxonomy gives students useful respectful practice, meeting them where they have to work a bit, but still seeing they have a real possibility for success. Each side of the cube also increases important contributions of each member group of the class, increasing self-esteem in the process. This is a much improved method of practice and review for comprehension and reinforcement over the teacher being able to call on only a few of the highest students with the answer, while the others sit around bored!!
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Lauren Benzel Posts: 3
7/28/2016
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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.
Mnemonic devices: Sentences like Every Good Boy Does Fine can be used to aid students in memorizing sequences of letters. You can also use them to paint word pictures that help the students remember vocabulary. Students with intellectual disabilities might find it helpful when memorizing all of the complex Italian words and music symbols. For example, a Grand pause is a caesura. It looks like the parallel sign in math. You could verbalize or draw a picture of a grandpa eating little ceasar's pizza with two hairs on his head (that look like the parallel sign). This visual picture would associate the three words together: Grandpa (grand pause) caesura (little ceasar's pizza) and the pictrure (two lines on his head).
Task Cards: These could be used to help students with learning disabilities. Disabled/struggling students could be paired with high-achieving students and given a task card with a problem they solve together (also differentiated instruction and small groups)
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Bill Molineaux Posts: 3
7/31/2016
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Graphic Organizers can be used by students in ensembles to learn multiple key terms in a broad topic. For instance, the main idea is "dynamics" and the bubbles coming out of the central topic are the various dynamics we use in our ensembles.
I have used Mnemonic devices quite a bit when teaching theory. Not just for learning note names in treble and bass clef, but also for the order of flats and sharps. Also how to form triads and chords. These work great for all learners, but especially for diverse learners.
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Seth Gardner Posts: 3
8/3/2016
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Question 1: Graphic Organizers could be used to compare and contrast different pieces of music. Specially a Ven Diagram would allow students to see what each piece has in common or not. In AP Music Theory, Cornell Notes would give students a wonderful study resources for the AP Exam. They would be able to easily review key concepts.
Question 2: For students who have difficulty hearing intervals or the tonality of chords, I have them use MusicTheory.net. This online tool allows students to practice hearing intervals. For those students who have difficulty remember definitions, they use StudyBlu.com to create flashcards that allow them to practice.
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Suzi Lambert Posts: 3
8/9/2016
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Music Technology is becoming more relevant and effective to the needs of my music students. Musictheory.net is a resource I consistently use in Vocal Techniques and Music Theory Classes to provided additional guided practice in music theory fundamentals. Students are able to access computers in the classroom, on their home computer, and via cell phone app. This resource is also an effective for assessment for individual and collaborative learning.
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Brian Barnhouse Posts: 3
8/30/2016
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Technology:
I have recently had a student who required different paper color and less glare paper for her instruction. The textbook printing and resizing took too much time during planning and then thought of using technology to help her out.
The iPad can be used to change color and brightness for online textbooks and PDF assignments. After switching the student to the iPad (also could of done with any tablet) then the student was much happier with the resources and presentation
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Cassandra McGlenn Posts: 3
10/8/2016
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Students with SLD who have difficulty reading notes have benefited from online flashcards (musictheory.net) to practice naming notes. These students are able to practice in class with the whole class or individually on their phone. By practicing individually or in a small group the website settings can be set to the range the student needs to work on the most.
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Christina Johnson Posts: 3
10/12/2016
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I have several students in my period 1 beginning band that are autistic or specific learning disabled. At the beginning of the school year, once we decide what instruments we will be playing, I reserve a laptop cart for students. We split off into small groups (by instrument section) and log onto http://www.beginningbandbootcamp.com. From there, I have students take turns in assembling and dis-assembling their instrument, learn how to properly care for the instrument, and how to properly hold the instrument. They are all watching the videos online that are geared towards their specific instrument and are not allowed to move on until they are all able to hold and assemble their instrument.
This school year I have also used the Tonal Energy app on my phone for all of my bands. I plug my phone into the loud speaker to my computer and I have students listen to the drone and try to match pitch. This has been especially helpful for my beginning band students because they are able to hear the pitch, process it, and then try and match it while the pitch is continuously playing across the loud speaker.
edited by Christina Johnson on 10/12/2016
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Michelle Hastings Posts: 3
11/17/2016
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The first strategy that I would use for students with special needs is peer tutoring in which a student who needs more one on one study could be placed with a more advanced student who is able to break information down into smaller pieces that can be learned. I would also adjust the music part to adapt to the capabalities of the student which while still challenging would not be so far above their capabilities that they would become frustrated with the program.
For my beginning band classes, I would use several of the mnuemonic devices to help the students remember the lines and spaces on the staff, and the use of pictures or words that would help them to remember the symbols that they come across in music.
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Diara Morris Posts: 3
11/22/2016
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Option 2
I could, and have used Cornell Notes in class. Anytime we focus on music theory concepts (the rule of the dot; key signatures, time signatures) these can be useful, especially for those students who need visual/organizational aids. My 'version' of these notes contain lines for writing and staff lines for notation of musical examples.
Cooperative learning is great for improving social skills and allowing students who aren't exactly self-sufficient in a particular skill to get tons of practice in a more comfortable setting. I use "section circles" during sight-reading practice. This allows students to work together to solve problems and think critically prior to performing.
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Anthony Chiarito Posts: 2
12/28/2016
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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.
For a hearing-impaired (chorus) student, I have made a practice CD, with the specific piece playing in the background, and that student's specific part being played (at a louder volume) along. This allowed the student to hear how their part fits into the whole, and allows them a practice tool to use at home. I addition to practice cd, I have also made a digital mp3 file that I have emailed to the student (cd players are more and more uncommon).
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Anthony Chiarito Posts: 2
12/29/2016
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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. Cooperative learning could be used, even during class period, with 2 or 3 students to work on a specific "problem", and assigning a more "accomplished" student to be the facilitator; could also be done one-on-one.
2. Task analysis could be used to assist in teaching scales to beginners: the scale can be broken down into groups of 4 notes (the first four for the first half of the octave, the second four for the second half), pointing out that each group sounds like the first 4 notes of the popular Adams' Family theme. They could even add the finger-snap component when the four note group sounds correct.
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Carolyn Durbin Posts: 5
1/1/2017
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Since I work with online courses and students I will concentrate on strategies that could be implemented. In online courses the assignments which follow lessons often give students a choice of ways to show understanding. Students can use applications like powerpoint and prezi to do a presentation or they can make a sketch with labels on paper (take a picture and attach a file) or they can write an essay. Students also get to speak with the teacher and interact so they can answer and ask questions and clarify concepts they have been learning. Using technology correctly can definitely allow for differentiation of lessons and assignments...frequent feedback is built in and when it is done promptly then students can make corrections and practice skills correctly. Learning online is also a platform that provides opportunities to resubmit and try again so they can attain mastery. These strategies work with all students...including students with disabilities.
Administrator wrote:
Choose One(1):
- 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.
- 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.
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Shawn Pendry Posts: 3
1/4/2017
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I have had several students with fluency issues related to processing disorders. With these students I use Computer Assisted Instruction with rhythm performance because it gives a visual representation of success and areas of growth that I can not verbally replicate. I use a program called "Musition" in which a metronome ticks and the user clicks the space bar to the rhythm on the screen. The benefit to using technology is that the program shows the exercise after they have completed it with Green over lay for every note hit in time, Yellow for early or late and Red for missed notes. Being able to see the yellow and try again to bring them to green really assist the students in understanding how to read a rhythm in time.
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Stephen M. Smith Posts: 3
1/9/2017
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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. Be sure to describe the specific technology and how it assisted the student with a disability.
I employed a CASIO LK55 keyboard, with its technological assets of lighted keys, right hand and left hand part separation, and 100 different tones assets, as a means to use technology to meet the needs of a student with disabilities. Student Alpha’s MO for when he met a perceived difficult challenge was he would “break wind” and run out of that room thinking to escape the challenge, and any pursuers. The LK55 had enough bells and whistles to entice him to stay put and explore the keyboard. Alpha developed less general environmental fear. He wanted to remain and play “with” the LK55. His exploration reduced his anxiety of failure. This was targeted into learning to manipulate the LK55 to do what he wanted to do. He could make multiple sounds and the drum machine part was cool! With the lighted keys, Alpha could follow the melody line without his low reading ability encumbering him. The LK55’s right hand and left hand separation mode allowed Alpha to tackle music performance with a disaggregated approach. He could tackle a part segment/phrase of his own choosing. The LK55’s tempo select options allowed Alpha to control his environment’s speed of challenge. He felt less afraid of the environment. He used less his “fright and flight” MO. He gained confidence performing. His anxiety level lowered. He advanced to playing two-people one-handed music with student Beta.
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Joshua Nelson Posts: 3
1/13/2017
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I use a website called Sightreadingfactory.com to help visual learners who struggle with sight reading. This website randomly generates short sight reading examples at various levels of difficulty. One of my students with an SLD was so intrigued by our work with this website in class that he went home and began practicing with a free version of the site, and when he returned to class, he began requesting to work with the full version of the website at least once a day. His sight reading skills have improved dramatically, and since he enjoys using the website (he sees it as a kind of "game" to get the sight reading examples right the first time now), it has helped increase his motivation in class. The great thing about the website is that students can press a button to play the example correctly after they have attempted it so that they can see if they performed the example correctly the first time. If not, they can easily identify their mistakes and correct them.
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Chris Tredway Posts: 3
1/21/2017
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I had a student with specific learning disabilities whose processing problems give him great difficulty in attending to multiple aural tasks. In his band class he could play the required notes but he was unable to play a note on an instrument and simultaneously apply the pitch discrimination needed to play in tune with the rest of the ensemble. We were able to overcome this problem by the use of an electronic tuner that clipped to the bell of the instrument. This type of tuner could be used in group situations because it measures pitch based on the vibration of the instrument instead of through measuring a sound wave via a microphone. The student was able to use the display screen of the tuner to process visually what he could not process aurally while playing.
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Jennifer Breman Posts: 3
1/22/2017
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Once again I am writing on this page because I can't find a way to go to the administrator site. I have seen technology used with students in band by having the students plug a microphone into the computer and the students play into the microphone along with music notes along on the screen. The program was designed to give automatic feedback to the student showing them through color on the notes which parts the student was playing correctly and which ones were incorrect. The program was scaffolded by using different difficulties of pieces for students on varying levels. There were also options to hear the piece so the student could have feedback about what the notes should have sounds like. This helps students with specific reading disabilities in that it helps them have the opportunity to do repeated guided musical reading. This can give the opportunity to practice until mastery with small pieces of music that are able to combine to make longer pieces of music.
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