5/13/2016
Topic:
Students with Disabilities
Angela Mckenzie
|
I taught a student with a visual impairment. He transferred to our school in the middle of the year, but had been playing saxophone for a few months. I paired him up with other students to work together so he could hear different parts and learn notes through touch with fingering on the instrument, and also spent one on one time working with him to listen, repeat, and review things so he could play and be part of the ensemble. He loved playing and being part of the band, and would try to learn songs on his own by listening to different music and trying to hear what was played and match it. |
5/13/2016
Topic:
Tools and Strategies
Angela Mckenzie
|
Two examples of strategies that have been helpful for all students in my classroom have been mnemonic instruction and peer partner strategy. Mnemonic instruction has been helpful with many music theory and notation lessons by using a pattern or saying that can help students remember musical terms or theory. Every good boy does fine for treble clef line names, and good boys do fine always for bass clef line names are just a couple of examples. Mnemonic instruction can be repeated to help build confidence in knowledge of the terms and information. Peer partner strategy is another way that students can work together to learn different things in music. Pairing a student up with another student could give each of them more time to explain things or present information in a different way to help each other and others in their section, or ensemble. In a couple of my classes, I have beginners mixed in with students with experience, so peer partner strategy has been a great learning strategy for all the students involved. It gives the new student an opportunity to work and learn from students with experience, and provides motivation for goals to reach with those students. It also provides leadership experience for the students with experience, and gives them an opportunity to be a teacher to help the younger student. |
5/13/2016
Topic:
Assessment of Learning
Angela Mckenzie
|
I have had several experiences with students that have an IEP or 504 in my classroom that have warranted a different approach for performance assessments. These students have an opportunity to pair up with another student to practice and play their pass-off and retake it until they have played it correctly to earn an A grade. I've also had students with physical injuries that have done pass-offs in an alternate format instead of playing them. The students could write out their notes on paper to turn in, and fill in a fingering chart for each note in the scale pass-off. This has been beneficial in my classroom for the students involved. |