8/3/2016
Topic:
Students with Disabilities
Kimberly Molineaux
|
I have a student in my class with spina bifida. She is mostly confined to a wheelchair but will occasionally attend class in a walker with a seat. She struggles with fine motor tasks such as playing instruments. I us a music stand to elevate a glockenspiel for her to play. Her assistant and I remove all the bars except the ones that she will need to play. I allow her extra practice time and slow the tempo down when she is performing alone. She is also a talented singer and I emphasize her strong ability at that skill and encourage her to model for the class. |
1/8/2017
Topic:
Tools and Strategies
Kimberly Molineaux
|
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. |
1/11/2017
Topic:
Assessment of Learning
Kimberly Molineaux
|
I have a current student who has difficulty remembering steps and procedures. She often appears attentive during directions, but when she starts her work she has a meltdown because she does not know what to do. I think it would be a good idea to have picture directions for her of the steps to complete her task. It would also be helpful for me to a few signals that her understand simple directions that we use frequently in class. |
3/8/2022
Topic:
Students with Disabilities
Kimberly Molineaux
|
I have a student with EBD. He frequently cannot transition to a new activity and resists all activities. I have created a calm down corner for him. Usually when we are about to transition he heads there and uses some strategies such as breathing or a popper. After a few minutes of watching what we are doing he re-enters. He needs frequent redirection and checks for understanding. He does better when given direct instruction before frustration sets it. |
3/8/2022
Topic:
Tools and Strategies
Kimberly Molineaux
|
Strategy One: In my classroom I am using peer partners while we learn to play the Ukulele for students with autisim. They tend to struggle with fine motor skills. I find that the students that are struggling with hand position and technique respond better to peer correction. If another child tells them it is less threatening and then they can impress the teacher when I check in.
I will used Tiered lessons at three levels with a class I am currently struggling to challenge. I am finding it hard to meet the needs of my gifted, ASD and Tier 1 students at the same time. I will create a lesson for rhythm that involves identifying rhythm, reading rhythm and writing your own rhythm. |
3/8/2022
Topic:
Assessment of Learning
Kimberly Molineaux
|
I have a student who struggles to write especially in a time sensitive class like general music. While the other students are reflecting on a performance using a written version of a feedback sandwich, I have him tell me the strengths and weaknesses verbally. This enable me to fairly assess their knowledge of vocabulary words, and listening skills. |