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Marissa Colon Posts: 3
3/3/2020
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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.
My school district is a Quaver district. When I am using Quaver, I assigned activities and songs in the student's Quaver account. Students are able to access these resources in their regular classroom, the music room and at home to practice the skills they are learning in class. I also log into a separate computer/tablet that the student can work on while I am working on the board so that they practice at their own pace while the class is also working on the board.
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Amanda Terry Posts: 3
3/12/2020
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One strategy that I could implement in my classroom is task cards. I already like to incorporate centers every three to five weeks so that I can see each student individually. Within centers, I can differentiate the teaching that is taking place. I can also remediate if necessary. Task cards are a great idea because it can help students at any level without singling them out. Also, task cards have many options as to showing knowledge. Task cards can have very simple tasks and very difficult tasks depending on the student's needs.
Another strategy that I could implement in my classroom is differentiating assignments. Differentiating assignments allows a teacher to offer individualized learning for every student in a classroom. For example, in 5th grade, I teach the ukulele. I teach the chords in a progression. As with any skill or topic, some students catch on faster than others. I will play a song several times and let the students choose which chord to play on that playing of the song. The students that are comfortable with changing chords, I let them change chords and even add different strumming patterns or more chords to give them a challenge. The students that can only accomplish one chord, they can play that chord. I even have it where the students that don't get the concept of the chords, they can just strum open strings.
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Owen Willingham Posts: 3
3/12/2020
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I currently have a student that has difficulty speaking. That student is able to use an ipad (Technology) to convey their answers and participate in class discussions about music. Also our district is a Quavermusic district. This allows students to access the lessons and activities away from music class which greatly helps with retention of information or familiarity with a concept.
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Lisa Mauro Posts: 3
3/19/2020
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One of the strategies I could implement in my classroom is task analysis. I can use this for my 3rd-5th grade students when learning the recorder by breaking down the steps to practice. I could have them read the rhythms, then read the notes, then finger the notes with their recorder on their chin, then play the notes. I think this break down would help my students understand what is happening in the music.
The second strategy I can implement is graphic organizers. I like the idea of using a semantic map. I can use this when teaching students about timbre or instrument families. We can put the instrument or the instrument family in the center and put describing words on the outside. This strategy will give students a visual representation of timbre that I feel may be missing when we learn the term timbre.
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Laura Montgomery Posts: 3
3/20/2020
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Option 1: Reply: I really like the idea of cubing for a story song. An example was used of Don Gato. I would use it for A Frog Went A-Courtin which we have learned this year. I think all students in the class would understand the story song better at whatever readiness level. Another strategy I liked is differentiated assignments based on level of complexity. I liked the music example of learning the notes of the treble staff. I think students could work in pairs or individually and assignments can be given according to their readiness level.
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Matthew Stone Posts: 3
3/21/2020
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- 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.
I have used the GarageBand app on iPads for students with difficulty in fine-motor skills. The app allows students to choose a virtual instrument, in our case, a guitar. And where the student may not be able to finger the correct strings to play a chord on an actual guitar, the app allows students to strum the screen of the iPad and press a "button" for the chord to play the virtual guitar, and accompany themselves on songs.
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Kevin Albright Posts: 3
3/24/2020
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Option 2: I provided electronic copies of all music and digital images of handouts/projections from our classroom for use on an iPad to allow a student with a visual impairment to enlarge materials appropriately.
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Ethan Stofer Posts: 3
3/26/2020
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Option 1:
A strategy that is almost always beneficial to incorporate more of is Self-Evaluation and Reflection. By providing a student feedback, there is less of an opportunity for a teacher to uncover the level of understanding a student has. By telling a student to fix this, or do that differently, the possibility for the student to demonstrate their level of understanding is taken away. Rather, if a teacher allows a student to identify the problems and what is needed to be corrected, the teacher will find out whether the student understood the content. When playing recorders, allowing the student to show whether they know what was correct and what is needed to be fixed will demonstrate their understanding. If the student is simply told where a mistake was made, the student cannot demonstrate their understanding.
Another strategy that would be beneficial would be Cooperative Learning. To go along with the concept of self-evaluation and reflection, students could be put to work in groups to help support each other as learners. Once again, while playing recorders, a group of students could work to the common goal of playing a song together. The students who have not yet achieved the goal of successful self-evaluation will benefit from the group's ability to provide them feedback on what was done well or what could be improved. For students that are more successful, they will benefit by being able to practice the skills of critiquing and evaluating others. A student who is very proficient in playing the recorder may not have as much practice critiquing themselves or others. Through Cooperative Learning, all student will have the opportunity to improve skills in at least one area, if not more.
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Danielle Tripp Posts: 2
3/27/2020
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I have used technology in my classroom to allow my self contained class to read music. We used the Spotlight on Music curriculum. There was a particular lesson that really helped my class engage in a way that was developmentally appropriate for them and allowed me to asses them individually. It displayed pictures of each classroom percussion instrument and highlighted the beat when they were supposed to play. So I was able to hand out a cowbell, triangle, drum, and rhythm sticks to students and they were able to play when it was their turn. We rotated through all the instruments. A lot of my class was non-verbal and this was a great way for them to be engaged in the lesson. I could tell that several of them had a great sense of beat and were able to play in time with the music.
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Jerry Myers Posts: 5
3/28/2020
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Option 2: I had a class of deaf and hard of hearing students. We were studying the four families of instruments of the orchestra. Using a smart board I used "Luigi's Baton Orchestra Family." I could raise the volume ot the presentation, the students could move closer to the smart board and were able to understand the concepts presented. I even amplified the audio using a school supplied amplification system.
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Emily Szymanski Posts: 3
3/31/2020
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Option 1:
one strategy that is always implemented is task analysis. We break down every bit of a song before singing or playing, and every bit of a dance before moving.
another strategy I just tried to implement is learning centers. This allowed me to have small group instruction with all students while they composed their rhythm patterns, and gave the students a chance to independently use the smartboard, investigate instrument sounds, and practice their xylophone song. It worked well and every single student was successful in all parts of the lesson.
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Timothy Trese Posts: 3
3/31/2020
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One technology I have used was with a visually impaired student. She tried just sitting very close to my computer screen since she could not accurately view the Apple TV. This allowed her to see the material but it made it a challenge for me to access my keyboard. We asked our VI teacher for an idea and she suggested this amazing magnifying camera. The student stills needs to sit in front, but she can now aim the camera at the screen and it magnifies the image so that she can read the words for a song we are singing.
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Hannah Moore Posts: 3
4/3/2020
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Task Analysis is one strategy that helps a lot of students. Sometimes a student can get overwhelmed by a task if it seems too daunting, and if his/her peers are excelling at a much quicker pace. Breaking the task down into smaller chunks can give the student a continuous feeling of success. For example, teaching a recorder song to students by breaking it down into: listening, clapping rhythm, singing rhythm with correct pitches, playing rhythm with correct pitches on the instrument.
Graphic Organizers can be used for students that are more visually-inclined, or students that have trouble processing and grouping information. For example, comparing and contrasting the Baroque and the Classical Period can be made into a visual activity by the use of a double-bubble map.
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Sara DiPardo Posts: 7
4/7/2020
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I use Venn diagrams for instrument families so we can compare them by what material they're made of and the shapes and so forth. I also use mnemonic instruction for treble class and discovery a ton for instrument families. We do cooperative learning, peer partner work as well with composition and singing. I also use a lot of technology whenever possible using my smart board. I really like the task card idea and plan to implement that once we get back to school. All of these offer different advantages for all of the disabilities I come across. I always try to offer many different modifications to my lessons to reach students that just need it explained or practiced in a different way. I did not have a disability growing up however I had a hard time understanding bass fingerings. My instructor said something that changed me, something that made me ALWAYS offer different ways to explain my teaching and that was "It's not your fault Sara that you don't understand. It's mine. I just haven't found a way to teach it to you yet."
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Robyn Samuelson Posts: 3
4/13/2020
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One way that I have used adaptive technology in my music classroom for my students with disabilites is by using "Classics for Kids" with my 3rd grade recorder kids. After whole group instruction on the lines and spaces of the treble clef, I allow some of my kids to use this program for extra practice. ALL of my kids want to use it, so I demonstrate using the program and then I only "select" those kids who really understanding it to go into my office to use it. It allows the students to be wrong but not say "incorrect" on the screen. It just doesn't accept the wrong letter for that answer. The kids love it and it offers them repetitive practice for the lines and spaces.
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Aaron Trkovsky Posts: 3
4/14/2020
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Tiered task cards could be used when teaching the different parts to a song from instrumental ostinatos to the form of the song.
Learning centers could be established in my classroom and arranged by the different learning styles, such as a visual center using picture cards to do an organization task. Another technology center could be established with an interactive Powerpoint or Smartboard activity. A kinesthetic performance based center could also be created. All the centers would relate to a specific objective or song being learned.
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Daniel Shea Posts: 4
4/16/2020
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I once had a hearing impaired student in the elementary music classroom. We were watching a video that was rather intense in its drumming and to assist this student in feeling the effect. I connected a 100 watt monitor and put it in his lap with the speaker against his belly/chest. He could feel every pulse. I think he liked it. It was a great use of the tool.
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Jerry Myers Posts: 5
4/18/2020
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One strategy I would use are venn diagrams. This could be used during the study of composers. The center overlapping circles would contain things they have in common. The outer circles would contain details that are unique to each of the composers. This could be used with peer partners or completed as a class. Students with disabilities will visualize the process one started and then participate.
One way to use semantic maps would be to identify instruments and the families to which they belong. The center circle could contain, for example, the words percussion instruments. The outer circles would contain many of the instruments that belong to that family. Students with disabilities could help identify the percussion instruments throughout the music room especially after the definition of a percussion instrument is given.
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Nicole Messner Posts: 3
4/19/2020
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I can use guided notes to help students focus on what content I want them to learn in a particular video. Often they focus on things like what the people are wearing, or some other thing unrelated to the content.
I can also use cubing as a graphic way to differentiate content. By separating the students into groups, each group can fill out one side of the cube, then present it to the rest of the class. They are focused on one aspect of the concept, but will also learn from others the other aspects. Students can be divided into groups based on ability level or as peer helpers.
I have used an ipad for demonstrating what notes are high and low w several students. They struggled to hear the differences, and opening the app that tracks frequency, they could see the soundwave differences, which engaged them more in the lesson. It also engaged the students who could hear it too!
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Janell Magnusson Posts: 3
4/23/2020
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In the music classroom I have used strategies to aid in student learning and achievement.
Chaining is a strategy I have used many times when introducing students to new concepts. Breaking down a task into smaller steps really helps all students at times. Building on a concept is a vital part of music and chaining ensures that students understand each part broken down. For a student with a disability that makes it difficult for them to remember or organize multi-step tasks, this chaining strategy allows the teacher to give meaningful aid so that the students can master the task and a slower pace.
Mnemonic Instruction helps all students learn note names on staff and other music concepts. For students just starting to read notation, mnemonic tricks aid in their learning and retention of information. For a student with disabilities, this type of instruction can be something that they will remember easier that just looking at a staff and naming the note.
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