6/17/2016
Topic:
Students with Disabilities
Brad Gillet
|
I have several students that come in with a para from a self-contained classroom. Some of the students have autism and cannot socially interact with the rest of the students. When using instruments, I reserve one for the paraprofessional to help them out with. When doing movement activities I often use the general ed students to pair up with them so they can interact more. I make modifications for these students the best ways that I can, especially because some of them are above or below the actual grade level, both age-wise and developmentally, that they come to the classroom with. |
6/21/2016
Topic:
Tools and Strategies
Brad Gillet
|
One strategy that works really well is discovery learning. This is a strategy I have used to help students with and without disabilities to understand a concept more. I used this strategy when teaching about instruments. Students observed the instruments by answering what kind of instrument it was (shaker, membrane, scraper, wooden), where it was from, what it was made of, what it looked like, and what kind of art work was on it. They recorded their responses on a tree map. I have also used this strategy when discussing ballet. I have students look at a painting by Degas, and describe what they see in the painting. This helps students with disabilities connect with the concepts more by making it more tangible and something that they can relate to.
Another good strategy to use when teaching songs is chaining. This is when words or phrases are gradually added. This helps particularly with second language learners. I find that when they struggle with learning the words to the songs, I have to use several approaches to get them comfortable with it. Some examples include having students sing one or two specific words in the song and adding more. Another strategy is to have students sing the first phrase while I sing the second phrase. These are important because it helps with fluency. |
6/21/2016
Topic:
Assessment of Learning
Brad Gillet
|
I have worked with students who have forms of autism and one with an orthopedic impairment. On some of my assessments I use cards with pictures. The students simply have to hold them up to show whether they know the timbre of the instrument. With 5th Graders, I have used Plickers, which allows students to hold up cards to answer a question. I scan the cards my mobile device and their answers immediately show up on the Promethian Board. When doing assessments with music notation, to help these students out, I use ready-made notation, where students have to place the notes on a staff, rather than having to draw them on paper. Not only do these accommodations help the students with disabilities, it also makes assessing quicker and easier in a short time period. |