10/16/2017
Topic:
Tools and Strategies
Anka Pink
|
I had a student who was hard of hearing, and had to wear hearing aids to help her process any auditory sources found in the classroom. In order to provide the student with equitable access to music education, I used a wireless speaker head phone that amplified my voice through speakers in the ceiling. This system provided freedom for the student to not be tied to one specific location in the classroom, but to move freely about the room for all whole-group and small-group activities. I also played all recorded music through the in-ceiling sound amplification system. When playing on classroom instruments, I ensured that the student was seated right next to the sound source to provide her with the best opportunity for success. |
10/16/2017
Topic:
Tools and Strategies
Anka Pink
|
Peer partners work wonderfully in the general music classroom, for sure! It allows all students an opportunity to process through the critical content with a friend. While students are processing in pairs (following teacher specific guidelines to ensure success), the teacher can walk around the room and check for understanding from each student. In turn, it will allow the teacher with data to provide additional tiered support . i.e. smaller chunks, reteach, a second buddy, etc.
Tammy Voodre wrote:
One of the strategies that I would like to implement in my music classroom would be using "Peer Partner's." This would be really helpful when teaching how to play the recorder and analyzing music. By assigning Recorder Buddies, each buddy could check their partner understanding on proper playing techniques, decoding music and rhythms to a song and help reinforce fingerings on the recorder. This would be helpful to all students as well as our ESE students. I love the idea of the students having instant feedback as they learn together. It would also build community between the members of the class and accountability for learning the material.
Another strategy that I would like to implement in my music classroom is to incorporate "Learning Centers" into my instruction. I like the idea of student's working together in groups. This also would allow students to work on different activities with various degrees of complexities. This would offer more opportunities for students to learn at their own pace and level. I also like the idea that I would get more time to work with my students one on one or at least in a small group setting.
edited by Tammy Voodre on 5/8/2016 |
10/20/2017
Topic:
Students with Disabilities
Anka Pink
|
I had a student who was hard of hearing, and had to wear hearing aids to help her process any auditory sources found in the classroom. She struggled to hear very high sounds, because her hearing aid piece would cause feedback, and if she wasn't directly facing the teacher, she would struggle to catch all the specifics with directions.
In order to provide the student with equitable access to music education, I used a wireless speaker head phone that amplified my voice through speakers in the ceiling. This system provided freedom for the student to not be tied to one specific location in the classroom, but to move freely about the room for all whole-group and small-group activities. I also played all recorded music through the in-ceiling sound amplification system. When playing on classroom instruments, I ensured that the student was seated right next to the sound source to provide her with the best opportunity for success.
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
10/20/2017
Topic:
Tools and Strategies
Anka Pink
|
Two specific strategies I would like to implement in my music classroom are task cards and learning centers.
Task cards are a great way to take a larger piece of information and breaking it down into digestible chunks for students. For students with specific learning disabilities, taking the information and separating it out can help students to work their way in from the big idea concepts to the more specific details of the content. This strategy will not only assist students with disabilities, but will help in clarifying information for all students.
Another strategy would be learning centers. Learning centers in our classroom are already broken down according to the specific content addressed by each, but I would like to better the centers by differentiating the instruction for each student even more. Specifically how students record their progress at the centers need to be improved. There needs to more ways and options for students to record that information to make most sense to them.
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.
|
10/20/2017
Topic:
Assessment Of Learning
Anka Pink
|
A student with orthopedic impairment attended music class from time to time, as he was able to attend school due to other health impairments.
When he began attending our school, setting accommodations were made to ensure that he was able to utilize his wheelchair freely about the room. I redesigned the layout of the room to allow for larger, barrier-free areas to allow the S to access all the instruments and center locations in the same way as the rest of the class. I noticed that the change in layout allowed all of the students easier access to the materials and centers, which in turn had an impact on quicker transition times. The student was able to navigate the room freely and independently. |