4/3/2017
Topic:
Assessment of Learning
Joi Chapman
|
I have had a student for the past two years that is hearing impaired. He loves music and always wants to participate. He comes to class with an interpreter that helps him as needed, but he is always encouraged to do as much as he can without assistance. As long as he is sitting closest to the board, and to the sound source, he does quite well. I have found that he loves movement to music, and gets so excited when he is successful. He was recently in our talent show doing a cup stacking routine and he was fantastic! The other students were fascinated by his ability and it really opened up communication between him and students of all ages that were also in the talent show. he began teaching them how he learned his skill, and it was so rewarding to witness these interactions. |
4/3/2017
Topic:
Assessment of Learning
Joi Chapman
|
I had students with SLD and some IND come to specials with regular ed 3rd grade students that were learning recorders. Some did not have the physical dexterity to cover the holes, but knew which holes to cover for the first few basic songs. First I had the note names written under the notes, with their help in identifying them verbally. then, when they wanted to play and to 'test', I had helpers assist them in keeping the holes covered. they were always so excited when they could hear themselves playing the melodies. I rewarded them with recorder karate belts just as I did the regular ed students without disabilities. |
4/3/2017
Topic:
Tools and Strategies
Joi Chapman
|
One strategy I use to help build confidence at the piano keyboard is using color coding with stickers on the keyboards: using one color for line notes and one for space notes, or one color for bass clef and one for treble clef, depending on what the focus is on particular lessons. then, based on their level of understanding, the music is color coded to match the keyboards. this is also done with bells and with xylophones.
I also use peer partners, and they assist and evaluate their assigned partner or their shoulder partner. |