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Patricia Easton Posts: 3
5/4/2021
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I use a blend of whole class, group and individual instruction in helping my students understand and grasp the material we are learning. For example, with one class, we listen to 2 pieces of music, I have students listen and draw a picture of what they see or hear in the 2 pieces. I then put students into group and have them talk about the similarities and differences in their pictures. Then as a class, we use the double bubble venn diagram. I have students contribute individually, and I fill out the Venn Diagram using the document camera.
To assess, we use a 'exit ticket' response that students must answer as they leave the classroom.
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Carole Leidi Posts: 4
5/17/2021
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In my classroom, I only have access to a SMARTboard--no other tech for the kids to use individually. The SMARTboard allows me to make objects larger for my students to see, and it also allows my students with disabilities to manipulate items on the board. They can see the images larger, they can see matching better, and they can engage with the technology by moving things on the board, or selecting items to answer questions.
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april schorn Posts: 3
5/19/2021
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I have used my Recordex board for a student that had a visual disablility. She could not see the books or the writing on the white board even if I wrote extremely large. By allowing her to work on the recordex, she could be fully engaged in a lesson, book, etc. She would sit at the board or stand and tap while using headphones. This way she could work and the others were not disrupted. The recordex is a huge bonus for all visual learners and I love to share with all my students on there daily..
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Jessica Moore Posts: 3
5/19/2021
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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."
Strategy 1 - Group Practices: Peer Partners
Using an instrument sorting program on the SMARTboard - In this scenario, the teaching peer could model to their partner how to drag a finger/fist/Koosh ball (depending on the partner's physical needs) across the board to sort an orchestral instrument to the correct family. The partners would could analyze selected instruments for the identifying characteristics that place them in an instrument family. After modeling the task, the peer teaching partner could encourage their learning partner to practice sorting.
Strategy 2 - Mnemonic Instruction: Letter Strategy
In learning lines and spaces on the staff, students can create their own sentences to help them remember each note of the staff. Using the floor as a giant interactive space on which to move "up and down" the staff, students can position their bodies to identify notes called out by a teacher or student leader. For those with varying physical disabilities, a magnet board (or projected staff on the wall/SMARTboard) with a pre-created staff can be provided and round button magnets (or other manipulatives) can be used to position notes on the lines and spaces.
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Jessica Moore
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Sharon Godwin Posts: 3
5/19/2021
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I have keyboards, ukuleles, xylophone/glocks and guitars for melodic instruments. I have color coded fingerings for the guitars and ukuleles for the chords as well as the keyboards with the names of the notes on the keys.
I also have music sheets for all the instruments with coordinating colors and patterns. The sheets are two sided for students to move at their own pace but with assessments given at different phases.
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Jesus Segura Posts: 2
6/22/2021
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During the covid-19 pandemic we were able to use Quaver music, its a music website that allows one to give lessons that are interactive online. We were able to also provide every student with a laptop for the year and once we were back in the classroom our lessons would include portions of Quaver and all students would get there laptops out and complete the assignments. My visually impaired and difficulty of hearing students benefited because the screen was close & enlarged and the headphones allowed students to hear better during their assignment on quaver music.
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Adrienne Taylor Posts: 3
6/23/2021
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One strategy I would use would be reciprocal teaching when teaching a new concept. When you are doing this you can use another strategy, peer partners to pair a student who may have a disability with a student who can assist them and they can operate as one partner in the group.
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John White Posts: 6
6/26/2021
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Letter strategy would work really well with memorizing the guitar string letter names for example: Eddy Ate Dynamite Good Bye Eddie.
Brad Gillet had a great point that chaining would work very well for learning songs. On guitar it will look different as the fingerings are a sequence of patterns and they are chained together to produce the finished work.
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John White Posts: 6
6/26/2021
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Jesus Segura wrote:
During the covid-19 pandemic we were able to use Quaver music, its a music website that allows one to give lessons that are interactive online. We were able to also provide every student with a laptop for the year and once we were back in the classroom our lessons would include portions of Quaver and all students would get there laptops out and complete the assignments. My visually impaired and difficulty of hearing students benefited because the screen was close & enlarged and the headphones allowed students to hear better during their assignment on quaver music.
Quaver is really energetic and engaging. The modeling for chords has excellent visual representation of note intervals as the cast members demonstrate the distance between their bodies representing the distance between the sounds.
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Nancy Darcey Posts: 3
7/9/2021
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One strategy I plan to implement in my elementary music classes is the peer tutoring strategy. Students generally enjoy working in pairs, and the game format would be very motivating. Students who struggle with music theory would be assisted by someone who is strong in this area. Assigning roles such as "coach" and "presenter" may be friendlier terms for "tutor" and "tutee". The "coach" assists and the "presenter" responds to the question or prompt. I could see this as a useful tool for practice and for formative assessment.
Another strategy that I would like to build into my classroom practices is using learning centers. I have used this format occasionally, and students love it. However, I need to include more opportunities for different learning styles and include more technology. Specifically, this strategy would allow students with disabilities to work at tasks with varying levels of complexity. Students could choose from task cards or use the cubing technique at a center. Also, learning centers allow me to work with a small group on a newer or more complex skill. Technology allows for a variety of levels of instruction since many of the websites for practice include activities that are already differentiated. Students can begin at a level in which they are comfortable and advance to more challenging skills. I am looking forward to using these two strategies in my classes in the coming school year.
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David Levitan Posts: 3
7/21/2021
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After doing a lesson introducing the notes of the treble clef staff, I played a few different note-naming games with my students. One of my students with autism quickly became frustrated as he wasn’t as fast at recalling the notes as some of his classmates.
I gave him my laptop and had him play an individualized game that helps one to increase the speed at which they recall the notes on the staff. (http://musicteachersgames.com/trebleClefOne# (Links to an external site.)
In this way, the student played only against himself. I asked him to try to improve his score each time he played. He was proud to show me his high score each time he improved it.
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Kathleen Kerstetter Posts: 3
7/29/2021
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One piece of technology I find very useful to assist students is my interactive white board with a camera. The white board part allows me enlarge music for students, and to play videos in which each beat is highlighted - a la "follow the bouncing ball" style. This helps students keep a consistent and steady beat while playing the music. The technology also allows me to slow down the tempo to meet the needs of the student. With the addition of the camera, I can show the students themselves (either recorded or live) so that they can identify and correct playing position, posture, etc.
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Harley Hendricks Posts: 3
8/9/2021
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I like the examples of Cubing and Discovery Learning presented to us. When teaching instruments to young students, I plan to use the Discovery Learning example of placing the instrument in the middle of the classroom and have students answer the questions about it. The use of the different levels of questions will allow for all levels of learners to participate and contribute. I also plan to use the Cubing example when teaching a new song to younger learners as well. To me, the storytelling aspect of songs is very important and this helps the students better understand the song's story. These questions/activities will also allow for all levels of learners to achieve a level of success.
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Ashley King Posts: 3
8/12/2021
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The reflection strategy could be implemented in my classroom using a feedback loop. This will involve asking all students to self-assess. This could be done by asking "Which part was not sung as well as the others? What do you think the problem was? What are some ways we could address that problem and sing more accurately next time? This will allow all students, especially those with a disability to take ownership of their own performance and use their current knowledge of the content and technique to analyze their own work.
Peer partners with different groupings of students could be implemented in my classroom when working on instrumental or vocal pieces. Students could work together to discover the structure of a piece of music, or to master a section of the music. This will allow students with disabilities to interact with their peers in small groups and share their input and ideas in a comfortable setting. This will also allow students to assist one another throughout the learning process.
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Tamilla Fleck Posts: 2
8/26/2021
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I use a mneumonic device all the time when teaching the lines and spaces. I teach them the Every Good Boy Does Fine and the FACE one for spaces and I give the opportunity to make one of their own if they can think of one they can remember better.
When I teach songs to the K-1 students I use task analysis. Breaking the song down into sections until the students learn each section then we put the whole thing together. I am about to start teaching Pre-K music. I hope the same strategy works for them. i anticipate that I will have to break instruction down into even smaller chunks.
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Laura Allgood Posts: 6
9/5/2021
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I use cooperative grouping in my classroom. I recently had students play a game called fan and pick to review reading rhythm patterns. Student 1 fas the cards, Student 2 picks, Student 3 reads that rhythm pattern on the card, and student four praises or coaches as needed. Great game and worked well.
I also used pnemonic devices. Such as having students come up with saying to help them learn and remember the names of the lines and spaces.
These helped students with disabilities because they were able to work with peers and I was able to provide small group or one on one supprt.
edited by Laura Allgood on 9/5/2021
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Shannon Green Posts: 3
9/7/2021
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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.
I have drawing tablets that I received as a grant that are of great use for students with varying disabilities. This new "material" really helps to engage my students who have a hard time developing their ideas in their creative art process. It gives them to ability to make mistakes without frustration developing. The tablets allows students to practice art skills in a new new using technology, and has increased engagement in many of my lessons. They also assist students with visual impairments, emotional disabilities, and occupational impairments
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Kate Nadolny Posts: 6
9/22/2021
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I had a student who had a severe language delay and was working with a speech pathologist a lot to help with her pronunciation. She carries an iPad with her to help express herself so that the teacher (whether it is me or someone else) can full comprehend what she is saying. This iPad helps her to ask questions so that she can complete the activity to the best of her ability.
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Jennifer Webb Posts: 5
9/26/2021
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I use cue cards in my classroom and have students work in groups. They have to use background knowledge to complete the task. I use it with rhythm patterns and also instrument identification. I use mneumonic devices when we learn the names of notes in the treble clef.
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Sara beneventano Posts: 4
10/13/2021
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I have used several types of assistive technology in my classroom.
One thing that I use often is a mallet cuff. This is used for students who cannot easily hold a standard mallet when playing percussion instruments. I have a student who I have had since kindergarten and he has major gross and fine motor deficits. I found the mallet cuff after consulting with another music teacher in a nearby school and used it for him. Now he is able to play ORFF instruments and participate in class with his peers. He was even able to perform a solo for a concert!
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