6/29/2016
Topic:
Students with Disabilities
william barnes
|
I had a student who was born with only an upper left arm. We were reading and playing rhythm on rhythm sticks. He was having difficulty holding rhythm stick under his left arm. I bought a 2" dowel rod cut it a 2' length and he was able to play holding under his left arm. He wanted to play the snare drum. I found some Velcro straps and was able to attach the drum stick to his left arm. He was in heaven. |
7/14/2016
Topic:
Tools and Strategies
william barnes
|
I use peer partners based on CGA scores. They are partnered high scorer to low scorer. This not only helps the low scorer, but also the high scorer. Teaching something greatly enhances understanding. And a student can understand their partner's misunderstanding.
I use VENN diagrams to help students understand differences in two different pieces of music. I would divide class into small groups of 4-5, give each group clip board, paper, and pencil. They would work in groups, and then come back to a class setting and compare answers. I would try and pick low performing students to give answers from each group. In doing this the low performing student could answer a question correctly, maybe for the first time. |
7/14/2016
Topic:
Assessment of Learning
william barnes
|
This past year I had a second grade ADD student. He needed to be close to the front and near the teacher. I made accommodations for this with classroom placement. However, I always moved other students as well not to draw attention to him. I did a matching assessment on families and instruments of the orchestra. During the assessment I sat with him and observed his answers as he completed the test. From time to time he would look up and check to see if he was correct, and I would nod. He scored 100. Had I not done this he would have just scribbled and been disruptive. He needed my encouragement and guidance. |