6/22/2016
Topic:
Students with Disabilities
Stacy McDonald
|
I have several ESE mainstreamed students in my general elementary music classes. I put them next to a student in the class who is on task, a strong singing and kind. These students gently keep the ESE student focussed and help them when they are confused. If an ESE student finds the noise of the room over stimulating, I will place them away from the source of the sound. I will also place a student in front of me if they have trouble focussing. I am constantly watching and reassessing so that the ESE child has the best possible chance of succeeding. If the student is well-placed, I keep them there so they have a routine. I use a lot of visuals in my class to motivate songs and movement to reinforce concepts. |
6/28/2016
Topic:
Tools and Strategies
Stacy McDonald
|
2 strategies combined that could work well in the music classroom are learning centers with peer partnering. An assignment that has worked well in my classroom is Rhythm Reading Instrument Stations. This is a small part of what they do at each station. After previous lessons explaining, demonstrating and performing class rhythm reading charts with instrument icons, the students are sent in pairs to the different workstations. At the station will be a set of 2 instruments ie; drums, rhythm sticks and a chart with the instrument rhythm icons. The two must practice the rhythmic pattern by patting their lap first. This is a good time for the students to help each other if there is any confusion with the rhythmic pattern. They each pick up an instrument and play the pattern on the card. They then switch instruments. The activity can carry on to further developments. This sort of activity creates a relaxed atmosphere for any student who is having problems understanding rhythm reading. No one hears them except the student they are working with and the assessment is when both feel confident that they can play the assignment for me and possibly the class. |
6/30/2016
Topic:
Assessment of Learning
Stacy McDonald
|
I have had a few students who had trouble reading and writing but didn’t have trouble verbalizing. When I would give an assessment that involved reading questions and writing the answers, I would make cards with individual notes, instruments, numbers or make a worksheet with matching ect. One example was an assessment on Peter and the Wolf. The assessment was to name and write the instrument that matched the character from the story. I had pictures of the instruments and characters and the student had to put them together. They had to verbally tell me the name of the instrument, as well. This ensured that the same objective was being assessed by everyone. The student seemed very pleased that they could answer the questions and I could get a fair assessment of their learning.
edited by Stacy McDonald on 6/30/2016 |