5/27/2017
Topic:
Students with Disabilities
Hannah Sharron Gibson
|
I have a student who was discovered to have a hearing impairment, and was eventually given hearing aids. His teachers and myself had noticed how he was rarely engaged in the lesson, and did not respond to directions unless you stood right by him and made sure he was looking at you. He struggled to sing with the class or to identify where the beat was, or mimic rhythms. I accommodated him by purchasing a portable PA system to make my voice and any music I played louder, seated him on the front row, provided visual representation of directions, wrote down key words on the board, and used musical examples on Youtube so he could see the instruments being played for the listening activity. The school eventually provided hearing aids that came with a microphone the teacher could wear; the homeroom teacher would pass this microphone off to us during our class time.
edited by Hannah Sharron Gibson on 5/27/2017 |
5/27/2017
Topic:
Tools and Strategies
Hannah Sharron Gibson
|
Two strategies I could implement to assist my students with Specific Learning Disabilities would be graphic organizers with differing grouping practices. I have used Venn diagrams before to have students compare two composers, however, I did not not successfully group students, as evidenced by the quality or the diagrams. If I can create heterogeneous groups or use peer partners to work on semantics maps, students that know the content, but struggle with writing, can provide understanding and feedback within the group regarding the concept being learned.
Task analysis is a tool I frequently use when teaching a new note on the recorder. We start by counting the rhythms on the line, then sing with solfege, then with the actual note name. The next step is chingering, or fingering the notes while keeping the recorder on their chin, still singing through the melody. Students then play along with me, after which I provide quick feedback or ask for student reflection. Once enough practice has occurred, I play the accompaniment track for students to perform the melody they have just learned.
edited by Hannah Sharron Gibson on 5/27/2017 |
5/27/2017
Topic:
Assessment of Learning
Hannah Sharron Gibson
|
I had a student with Specific Learning Disabilities whose IEP including being read aloud to and getting extending time in a small group setting. While he received these accommodations for the pre-assessment and summative evaluation, my ongoing assessments needed to be improved so I could give immediate feedback and continually shape instruction based on the data. I decided to create quick in-class assessments, but instead of "response cards," I used a program called Plickers, which uses paper clickers and a phone app to scan the barcodes when students hold their answer up. I kept the questions focused on key concepts and showed students their progress. After viewing their progress, I prompted students to discuss why they chose their answers, which allowed for my student with SLD to verbalize his misunderstanding and receive immediate feedback from the teacher. This helped me identify weaknesses in understanding for my students with disabilities right away. I also had this student using a thinking map as an exit ticket to check for understanding, then provided feedback after I had an opportunity to review it. |