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emily kyle Posts: 20
2/16/2023
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In my opinion, all students like to play games. What they really like for me to do is split the class up into teams and they play against each other! I always make it fun for them and I try and play the same game for at least three days in a row in anticipation of an assessment. I choose the game Jeopardy for this reason and the reason that I play the same game three days in a row is because the students build on what they learned the day before and the day before. With the questions being displayed each day, more learning/comprehension is getting done. By the third day, even the slow learners have gained much more knowledge and I feel have a better shot at making a better grade on their assessment.
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Loryn Steele Posts: 3
2/20/2023
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In both the elementary Music classroom and Middle school I have used the mnemonic strategy such as the Letter Strategy to teach standard notation (notes on the staff) by teaching FACE for the spaces and Every Good Boy Does Fine. For teaching Piano I have also let students decide if they want to use Godzilla Brings Destruction For All or Great Big Dogs From Alaska to remember the notes on the lines of the Bass clef. Some students even like to make up their own mnemonic device which motivates and engages them to remember. I have also used cooperative group learning to put heterogenous small groups together in a lesson where students first learned the Music and story to "Peter And The Wolf" and how each animal or character is represented by an instrument or group of instruments and a motive or melody. The student groups use this concept to create their own short memorized melodies to a story such as "Little Red Riding Hood" and play separate instruments for their animals or characters. This lesson is done the second half of the year after students have had practice in the procedures for working together, dividing tasks and having appropriate social etiquette, and practicing on each Orff instrument. This differentiates instruction well because students can create a melody that they are capable of playing and memorizing individually and students in the group can practice reading fluency and comprehension and character development through the music and utilizing dynamics and tempo and the sonority of the instrument chosen to depict their character in the story. This lesson satisfies many lesson standards such as composing a melody, memorizing a sequence, and using dynamics and tempo to depict emotion in Music etc...
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Thelmisha Simmons Posts: 2
2/22/2023
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
One strategy I currently use is chaining. If I am doing the same art project for different grade levels or for students with disabilities or varying learning styles, I modify the more complex steps and break them down into 2-3 more easily understood steps to make the project more accessible.
Another strategy I use is peer partnering. Typically, we all have those students who are early finishers and who pick up the steps on projects quickly. So, I have started identify those students as peer partners. They model each step of the project for students who are struggling to understand. Then, they explain the steps while working with them individually or in small groups, before guiding the students through their own are making process.
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TomRiva Posts: 1
3/6/2023
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Almost every Warcraft player wants to have a lot of WotLK Classic Gold, because Gold is the driving force for players to move forward in the game. Having more WotLK Classic Gold means you'll have the ability to explore more interesting maps.
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Nathan Paul Posts: 3
4/11/2023
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I have used graphic organizers and grouping for good success. The graphic organizers assist the students by helping them break up the material into simpler parts. Especially when dealing with comprehension, they can see the steps much better. Grouping can place students that may need more assistance with students that can help them, or engage them more.
With theater work, using video and audio examples help students understand the process of acting a certain part.
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Julie Odom Posts: 3
4/13/2023
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- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
Teaching this generation, technology is a must. I use technology as an assistive device with all classes. First, I organize our class page using colored folders that are clearly labeled and all assignments have easy to recognize titles. Second, students organize notes, turn in assignments, chat with other class members, and design skits all using technology. Students are taught to use our schools sound system through an iPad interface as well as having access to CAD design tools. Google translate is always a link within my classrooms page and I encourage all students to work in pairs and groups for more complex tasks.
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Jenny Medlock Posts: 2
4/14/2023
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I have used technology to meet the needs of a student with a severe visual disability. When assigning plays, I always scan the playbills into a pdf format. They are placed into a folder on our school used website so the student has access to the files when needed. The student then opens the file on his issued device and is then able to zoom in to the level where he is able to see the words and even able to participate and read lines along with other students.
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Susan Gerdeman Posts: 3
4/15/2023
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I have used technology in my classroom by using an online classroom forum (Canvas) as a tool for recourses and references for all students. I have modules set up for each unit I teach in any given course, in which I have included all of the handouts and information used in class, as well as guided instruction so that a student can review the information by watching a video that I have either created or uploaded as a means of helpful support. Students can watch the videos as often as needed in order to assimilate the content to achieve mastery.
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Hannah Spears Posts: 3
4/19/2023
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One of the greatest online tools I've used this year is Gimkit.com. It is everything teachers like about Kahoot mixed with actual video games. All students in any level can play and they have to answer your questions to be able to play. All my students labeled as "specific learning disability" LOVE this game because it is tricking them into studying for their tests in a differentiated way. It can incorporate all aspects of learning, visual, oral, and (mostly) kinesthetic. I find they retain the answers better then it is in this game format instead of notes on the board or in their notebook.
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Gabriel Saienni Posts: 3
4/26/2023
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Using graphic organizers and using technology.
For graphic organizers I can see house they would be beneficial for students to have a visual representation of the information we are learning and how it all connects.
I have used technology in my classroom for quite awhile. I have an ipad lab and students also use their laptops. It gives those students who don't like to use pen and paper a way of getting their work done somewhere that they can always keep track of. There are many programs and apps I use with my students that have helped them learn and grow their knowledge of theatre.
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Todd Widergren Posts: 2
5/8/2023
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I have used Socratic Seminars to provide students with the opportunity express themselves verbally. They were required to use evidence from discussions to validate their positions. The students enjoyed the verbal exchanges in lieu of journal entries or essays.
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Miguel Cintron Posts: 3
5/10/2023
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In my classroom I use index cards to play quiz-quiz-trade. After taking Cornell notes on a unit, they create questions on one side of an index card and the answers on the other side of the index card. They stand in front of a partner and quiz each other on the subject matter. Students help each other by giving hints about the answer, once a student gets an answer correct they get to keep the index card.
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Richard Borish Posts: 4
5/15/2023
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I have used text-to-speech to help students with words that are difficult to pronounce. This allows them to practice the word before reading aloud in small groups.The same strategy can be used for phrases and sentences. Along with this, I allow students to use a word processor to write character responses and motivation for a particular moment in the story. This allows time for organizing thoughts before speaking/sharing.
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RaVonda Wilson Posts: 3
5/22/2023
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
One way the use of technology to meet the needs of a student with a disability, are serveral ways, a student who is has a low fluent with reading I can reset the setting in a video or reading where the student can not only hear the reading but see the words of a read aloud to see the words and how fluent readers read. Technology not allow me to show the visual of learning videos help student visually and who enjoys moving with learning numbers in a fun way. Especially, for my students with ADHD who enjoys movement to learn.
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Timothy Beringer Posts: 3
5/25/2023
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As a theatre teacher, it is part of my general routine to use many of these strategies. Specifically though, I will use multiple graphic organizers when analyzing plot and character. For instance, we will use T-charts to express subtext. We also will use peer partnering to practice scenes as the practices outlined in this section were almost beat for beat the same as creating a two person scene.
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Sherilyn Bryan Posts: 3
6/14/2023
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My students with speech challenges use devices that they wear around their necks that have pictures and are organized by categories. They can press the buttons to speak for them. We continue to work on developing clear speech as it is an important part of the Drama curriculum, but using these devices can help to avoid frustration when the student is not able to make themselves understood.
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Katherine Mortensen Posts: 5
6/15/2023
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As a school counselor, two of the strategies that I have used are grouping practices and graphic organizers. Most recently I used grouping practices - cooperative learning and peer partners with a college application bootcamp breakout lesson on the college application. I did some scaffolding on how to fill out the common application, had rising seniors working in groups of 2 - 4 cooperative learning - on the application, and had some graduating seniors helping rising seniors with their application. Graphic organizers are great tools for help with writing the college essay.
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Eloise Evans Posts: 11
6/29/2023
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One of my theatre tech students with oral/written language disorder and specific reading comprehension deficit was having difficulty drawing his set design. We tried working with Google Sketch up but he had difficulty navigating the program. He was a video game enthusiast, so I allowed him to create his set as an environment in one of his favorite games.
I had another student with profound disabilities due to cerebral palsy. She used her computer/voice interface controlled by her eyes to improvise, create character journals, write monologues and perform monologues. She also participated in partner work and class discussion with the same interface.
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Eloise Evans Posts: 11
6/29/2023
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Rebecca, I had a student with ADHD who used headphones to create an environment that allowed him to rehearse lines or study vocabulary without being distracted or off task. Another student with social anxiety used headphones to create a safe space for her to calm herself until she was ready to rejoin group rehearsal or discussion. Thanks for the tip to help students with dyslexia using clear colored folders - I will try that next year!
Rebecca Lima wrote:
I am responding to Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom.
One way I have used technology to assist my student with autism is headphones. He enjoys music but experiences extreme tension when the classroom becomes noisy. We discovered that while wearing the headphones, he is still able to hear my voice, give a thumbs up if he understands and the headphones minimize the level of distracting and/or irritating noise for him. Another student was a middle school girl with dyslexia. The school psychologist said that different colors over text would clear up some reading for her. I bought some clear folders in a variety of colors. She did not see a difference with dark colors but lavender and yellow helped a lot. I gave those to her as well as a yellow highlighter.
I have also created a computer learning station. Students are allowed to do research for composers and create PowerPoints, access the Music Theory website for practice or write song lyrics in Word instead of on paper. They love the independence.
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Christine Pucillo Posts: 3
7/17/2023
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I have a fourth grade student with E/BD Emotional/Behavioral Impairment who on some days is quite challenging. There are some days when this child will go with the flow, cooperate and complete his assignments well, however there are other days where he can cause a complete disruption of class. I've learned to read his body language and can often tell when it is not a good day for him when he walks in the door. On bad days, a strategy that that work well for him is using task cards. He avoids embarrassment by working alone or with a partner to complete his work quietly. I think it gets his mind off of what is bothering him and he feels successful moving from one card to the next. Small group instruction is also a good fit for him. He is very bright and this gives him a chance to participate in the comfort of three or four students. He is much more comfortable talking in small groups than whole group and, on occasion, he offers to help others in the small group with their work.
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