2/13/2017
Topic:
Assessment of Learning
Constance Poitier
|
I have a self-contained ESE class for keyboard. I design for alternative assessment assessing students on an individual basis to demonstrate what they can actually do. Many of the students have additional varying disabilities. One has Down Syndrome, several have ADD and ADHD. I take class at the students' rate of progress and use a progress chart to show them how far along they are in the music. Several approaches are used to see how they learn best and I continue using that identified strategy for each student. For the student with Down Syndrome, I use repetition via the by-rote method. Every day, we work on reviewing what he has learned and adding one note at a time when he is ready to progress. The first time we had a recital to validate a quality performance, his entire family came to support him. Since then, they have been advocates for my program and donate to support me in anyway they can. Another student has progressed so well that he played "Fur Elise" by Beethoven for his mother's wedding just this weekend. I used several methods to assist him including modeling, video technology for school and home on "How to Play Fur Elise," and by-rote teaching. Because he was able to learn the staff, I allowed him to chart his own growth so he could be in charge of his progress. He advanced to be the top student in that class.
edited by Constance Poitier on 2/13/2017 |
2/13/2017
Topic:
Tools and Strategies
Constance Poitier
|
Opt. 2: Mnemonic instruction to assist in memory: We review the staff daily. I have a poster with the class rules on the staff lines. For Example: The first line of the Treble Clef staff is "E" so that rule is, Enter Quietly; "G" Get permission to speak' "B" Be on time; "D" Do your best' and "F" Follow directions. Used for a student with ADD, I use the record button on the electronic keyboard to record his progress. He listens and rehearses with it several times. When he is ready, he voluntarily lets me know when he is ready to add another phrase or note. I also show him visuals from an on-line program called, "How to Play Piano." His family supports his progress by allowing him to access it at home so he can rehearse it and show continued progress in the classroom. Sometimes he has come back to class showing advancement beyond our chart and has moved along. He doesn't have a piano at home so I allowed him to use a plastic model keyboard with raised keys after he advanced beyond the demo paper model I printed from the computer.
Task Analysis in keyboard class is used to allow students to progress in smaller increments of time. Some days we may add a note, other days two or three, when the piece changes or combines hands, we rehearse until we can successfully move on.
Since I am a BYOT classroom instructor, I allow my students to use their iPads when needed for review of the instructional video.
edited by Constance Poitier on 2/13/2017
edited by Constance Poitier on 2/13/2017 |
2/13/2017
Topic:
Students with Disabilities
Constance Poitier
|
Out of six classes a day, I have a variety of exceptionalities all day, every day. In chorus, I have a student who is low functioning ADD. He has a beautiful voice, loves to sing and is a member of his family singing group. My philosophy is that anyone who loves to sing, should be in chorus. It is very difficult for him to retain foundational theory so I keep him alert in review materials by calling his name for a response (which helps him try to focus in case he has to answer a question); I put him one-on-one with a high functioning All State student when we break up into sight-reading groups (scaffolding); and I utilize time with him after school (because his bus is the latest to arrive). I keep his family informed of his musical advancements so they can assist. I have taught two of his three sisters. Two are majoring in music in college. |
2/13/2017
Topic:
Tools And Strategies
Constance Poitier
|
Jennifer Furr wrote:
I use technology almost daily in the art room. We watch brainpop videos sometimes about an artist, or a short YouTube video. I have also created my own powerpoints at time when I could not find information I needed for a student. Many times when students are drawing something, they will ask me to print off a picture for them to use as a reference.
I really liked the strategy of chaining also. That was the first I had heard of it, and it sounds very useful. |
2/13/2017
Topic:
Tools And Strategies
Constance Poitier
|
I used videos also. It seems to identify with the learning strategy of today's students a lot. Many of them learn most of their knowledge using technology. |
2/13/2017
Topic:
Tools and Strategies
Constance Poitier
|
Chris Endsley wrote:
Option 2: I had a student in my AP Music Theory class who had difficulty in note taking. I allowed this student to bring his iPad to class and take all of his notes on it. Additionally, he had a music writing program on it that enabled him to complete much of the notation work on the same iPad. At the same time, I encourage him to also work on traditional staff paper since that is what is required on the FRQ questions on the actual AP exam. The combination of technology and traditional hand-written work proved quite successful for this student, who is now a Vocal Performance major. |
2/13/2017
Topic:
Tools and Strategies
Constance Poitier
|
I have a student with the same challenge in my Acting Class. Everything he does has to be done on his iPad. His writing is not legible so he is embarrassed to try. You're a great teacher! |
2/26/2017
Topic:
Tools and Strategies
Constance Poitier
|
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.
|
2/26/2017
Topic:
Tools and Strategies
Constance Poitier
|
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.
|
2/26/2017
Topic:
Tools and Strategies
Constance Poitier
|
- 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.
I use Peer Partners to help students learn sight singing. Many of my ESE students love to sing but have not had formal training in note reading. Several of my students are advanced and this year six made it to All State. They became section leaders in sight reading. We break into groups for our sight reading and the groups are based on assisting those in need. The general population groups are larger than the ESE groups which may be one to two people in the group. I work one on one with students who may have EBD or behavior challenges in addition to the SLD to help them focus during the ten minutes allotted for sight reading daily.
Another strategy I use is Mnemonic adaptation for the purpose of memory retention. For the lines and spaces of the treble clef I use: Every Good Boy Does Fine and FACE; for the bass clef I use Good Boys Do Fine Always and All Cows Eat Grass. I find ways to reinforce the concept as often as possible such as using the same line names of the treble clef to teach the class rules such as: Enter quietly - Get Permission to speak - Be on time - Do your best and Follow Directions. When a student breaks a rule, they have to find that rule on the staff thus reinforcing line names. |
2/26/2017
Topic:
Assessment of Learning
Constance Poitier
|
Option 2. I have a student with Down Syndrome in my Keyboard Class. He requires a lot of one-on-one instruction. A personal assistant is hired to follow him daily everywhere he goes. He likes the piano. To assess him, I work with him one on one to document his effort for trying. Whether or not he moves on to the next note or not in the piece I am teaching him by-rote, if he tries, he gets credit for his work effort.
edited by Constance Poitier on 2/26/2017 |