|
Chad Heyer Posts: 3
3/26/2019
|
I have used technology to assist with a student who was hearing impaired. She came into my classroom with a listening system that I would wear a mic, and the sound was transmitted to her wirelessly. It took a little time for me to get used using this device, but I was able to incorporate it into my lessons rather easily over time.
|
|
|
0
link
|
|
Laura Cabrera Posts: 5
3/27/2019
|
I have used graphic organizers in the music classroom to help with sequence of events such as Peter and the Wolf and We're Going on a Bear Hunt.It helped students understand the beginning, middle, and the end of each story.
Peer Partners has also been successful especially with learning new skills such as interval naming.
|
|
|
0
link
|
|
Carrie Bailey Posts: 3
3/29/2019
|
I absolutely have used and will continue to use Cooperative Learning, Reciprocal Teaching and Peer Partners when teaching recorders. We work as a class, as individuals and also in small groups. I have found that students who work together learning the recorder are able to more quickly overcome obstacles and learn a song.
I also have used and continue to use graphic organizers when we study Peter and the Wolf. Sometimes it's difficult to understand the entire story when just listening to it. I find students have a better grasp on the events of the story when they see it organized on paper.
|
|
|
0
link
|
|
Ian Peacock Posts: 3
3/29/2019
|
A few years ago I have a student with some pretty severe physical disabilities. In class we were doing a lesson that required the students to play the orff instruments and play a melody. Due to the nature of the disability, the student couldn't move the arms enough to be able to play the instrument. In order to include that child who could move their fingers, I used the aid of a tablet with a piano app on it. The student was able to correctly play the melody and participate in the lesson with the use of some basic technology and never missed a step.
|
|
|
0
link
|
|
Mary Papit Posts: 3
4/1/2019
|
I have used technology to assist ESE students who have difficulty remembering the letter names of the lines and spaces of the music staff. The Staff Wars Notes of the Staff game is a fun way to reinforce the notes of the staff. They can play it on a laptop or on a tablet. I usually have the student's paraprofessional assist them or have a student buddy play with them (the other student loves getting to do this!). This is an especially fun way to reinforce the notes for student's who love to play video games. It is not, however, good for student's who are easily frustrated. The notes are shown faster and faster as the student succeeds. This is fun competition for some students, but can be frustrating to others. The student may keep track of their score so they can see their progress.
|
|
|
0
link
|
|
Debbie Lohmeyer Posts: 2
4/3/2019
|
One stragegy that I implement in the music classroom is the use of Graphic Organizers. I particulary like Venn Diagrams for comparing and contrasting different versons or arrangements of the same song. A 3-D Venn Diagram on the floor with hula hoops and Untuned percussion instruments was very benefiicial when categorizing the instruments into woods, metals, shaker/scrapers and skins. The overlapping circles were used for instruments with 2 characteristics; ie, jingle bells, tambourines, crow sounders. This physical representation is very helpful for ASD students and students with learning disabilities.
Peer teaching and cooperative learning are both effective in the music classroom and provide students with a "safe place" to practice their skills in a small setting with the support of their classmates. These strategies would be good for lower functioning and higher functioning studen as well.
|
|
|
0
link
|
|
LaShaun Tribble Posts: 6
4/8/2019
|
My Response will be first.
I sang aloud with Kindergarten Classes..."Were going on a Lion Hunt" by: David Axtell. It was an interactive adventure because I involved the students with movement and chanting the words...'we're not scared...been there before...oh no! etc.' The students excitedly said the story as if they were lyrics to a song. It's always fun to watch them interacting with each other while learning musical dynamics.
I planned to have a powerpoint ready for a student who could not use their hands or speak... ID (Intellectual Disability) and OT (Orthopedic Impairment). It went well. Here's what occurred. Their aide used a laptop with the Powerpoint I created with pictures from the book and lyrics. They helped me to change the pages when I was engaged with all of the other students. The student was smiling as if she was able to follow along. I reassured the student by standing close to her and giving her positive reinforcement. It was a success.
- 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.
edited by LaShaun Tribble on 4/9/2019
|
|
|
0
link
|
|
Rogina Carden-Wilkinson Posts: 3
4/8/2019
|
- 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 a student with a disabilities needs.
The first strategy that I used today actually was tiered instruction. I took the tiered questions from the Elementary example on page 11 of 17 and I applied them to 5 different levels of readiness students in my classroom. I just bought 5 lollipop drums with my lead money and found this tiered lesson to be a great way to introduce the drums. Each group (that I had determined ahead of time) received one question and had to share their discussed answers with the class. This lesson also employed cooperative learning because the students were teaching each other about the new instrument that they had all received. This activity worked very well because it allowed students both with and without disabilities to converse with peers on or near their level while also having responsibility to the group as a whole.
|
|
|
0
link
|
|
William Jones Posts: 3
4/10/2019
|
Fine Arts educators (choose one):
- 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 a student with a disabilities needs.
Two of the strategies that could potentially be implemented in my classroom is cubing and differentiated assignments. Both strategies would be used in music composition class. When using the Cubing strategy, I would have cubes consisting of various time signatures, key signatures, note and rest values. Students would pick a cube of their choice and use the items on the cube to create a short music composition. For Differentiated assignments, I would have a handout with a time signature discussed in class. Students would use the same time signature on the assignment but would have the freedom of choosing and note/rest values discussed in class. This would allow students to work at their own level within the knowledge they have retained in class and from studying at home. Both strategies could be used to support a student with disabilities needs because the strategies allow individual growth awareness and success with completing the assigned tasks. Students would select material that they are comfortable with to bring about personal success.
|
|
|
0
link
|
|
Racheal Spears Posts: 3
4/10/2019
|
Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
1) A Learning Contract could be implemented with my after-school music ensemble, especially for those students with an E/BD. As my current contract states, students must maintain an "A" in conduct on their report card during school in order to remain in the program. I have a handful of students who are currently on "probation" because they are not meeting that requirement. One specifically has been waived from "probation" because she is on a behavior plan during school. By implementing a learning contract, students would have more involvement in creating and implementing requirements. As it is now, they and their parents are just signing an agreement that I have created.
2) The Pegword Strategy has been helpful in teaching concepts to students. A couple that I currently use:
"Ostinato-Repeat that Motto"
"Pinch, Wrap, Elbows Bounce" (not rhyming, but spoken with rhythm)
I would like to incorporate this strategy more during instruction time to especially equip students with an LI. As I understand it, learning to read on a beat/pulse is helpful to comprehension. Recently, I went on the Jimmy Fallon ride at Universal Studios. I love how they Rap the Rules before the ride! It's so much more engaging.
|
|
|
0
link
|
|
Edith Williams Posts: 4
4/12/2019
|
One way that I have used technology in my classroom to help students with visual impairment, is to show an ukulele tutorial from online on my screen. Not only are my students learning the fundamental skills and concepts, but they are having so much fun in the process. They can immediately see where to place their fingers in order to create new chords and this gives me the opportunity to circulate among the classroom in order to help students who previously were having difficulty in correct finger placement. It also allows the students to see a larger figure in greater deatail than just the teacher at the front of the classroom.
|
|
|
0
link
|
|
William B Sparrow Posts: 3
4/22/2019
|
I have also used chaining to reinforce one musical figure while adding a new one. Eventually, this also serves the student musician by helping them to make transitions between musical ideas and phrases. This strategy could be particularly helpful for students with Specific Learning Disability, ADHD and more to promote focus on bite-size chunks of information, while gradually chaining together longer phrases.
Peer Partners is something I would like to do more of: this can be helpful for students with a Visual or Hearing impairment, students with ASD, or students with an intellectual disability. Students can rely on their peer partner for constant feedback and coaching to develop greater confidence and sense of community. In addition, the partner doing the modeling is engaged in assisting their classmate and gaining valuable experience and confidence as well.
|
|
|
0
link
|
|
Kathryn Wright Posts: 3
5/2/2019
|
I have been using Peer Partners in my classroom for most of the year in one of my first grade classes. This group contains several students who have been identified as Language Impaired. I have teamed each LI student with another student from a general ed. classroom. Their "buddy" will have them find pages in their book, help them with materials, set up and clean up. It is a great way for the LI students to continue to be actively engaged and not feel that they can't keep up.
Also, technology has played a huge role in teaching recorders to my fourth graders. I have another group of LI students that are mainstreamed into my class. They can struggle with finger placements however by using my document camera I can provide them with larger visuals and this helps them with finger placement quicker. They tend to fall behind and loose focus when I don't provide this extra support, which I learned very quickly at the beginning of this unit. By the second week, the lesson was more successful.
|
|
|
0
link
|
|
LaShaun Tribble Posts: 6
5/3/2019
|
Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
This assignment spanned across different grade levels, ages, and skill sets of students. I used Letter Strategy & 4 Graphic Organizers to 4 pre-selected groups (Differentiated on purpose because I have students with diverse skill levels as well as ADD and ADHD. The lesson entailed placing the correct measures of SWIM Guidelines for Success in the proper side of the chart after clapping it together. SWIM (S is for Safe, W-Work Hard, I-Am Respectful, My Responsibility). The categories were 'measures with Quarter notes', 'measures with half notes', 'measures with Quarter Rests', etc. (I had the measures pre-made...laminated as cards). This year, my PgP element was "Helping students examine similarities and differences, so at the end we all traveled around the classroom to each groups' chart paper to see what they wrote. Then I asked all students from lower grade levels questions that helped them to not only examine but analyze the similarities and differences between each of the four measures. It was something new this year I tried, and it was successful. The students remembered the SWIM Guidelines for Success while playing instruments in the music classroom, because of how often it was chanted drilled and used in different lessons (with or without instruments).
|
|
|
0
link
|
|
Clinton Carter Posts: 3
5/15/2019
|
A student in one of my classes has a visual impairment. As a result, he can not see small print very well. To aid him in seeing the material we use in class, I always project lesson material on the SmartBoard so that he can have a larger image and larger print. This is especially helpful when the class is looking at music notation and lyrics. Using the SmartBoard also offers the other students a technology resource to explore the different musical concepts that we learn throughout the year.
|
|
|
0
link
|
|
Julie Warren Posts: 2
5/26/2019
|
As an elementary music teacher in a large elementary school, many of my music classes are combined groups of on grade-level students and ESE students needing accommodations. Two strategies I could implement in these classes to maximize learning would be Small Group Instruction and Tiered Lessons.
Small Group Instruction would be a great way to incorporate a recorder playing lesson. Students would be arranged by ability and their lesson for the day would be adjusted to the appropriate level. On grade-level students would work on mastering skips, a new note, or intonation. ESE groups would be focused on holding the recorder correctly, using correct finger placement, and/or playing notes in sequence. Students with ADD or ADHD would particularly benefit from the small group instruction as it allows them a closer proximity to the teacher and therefore more likely to remain on-task. Each group would spend time with me for instruction and then have time to practice their new skills while I moved to a new group. Happily, this method eliminates the concern of drawing the attention of the whole class to any one student or group of students who are moving at a slower pace.
Tiered Lessons provide a practical plan for teaching the same lesson to multiple groups of students, all with varying needs and abilities. A third grade class with ESE inclusion students learning a new song may need to hear the melody slowly a few more times than another third grade class did. The teacher providing the Tiered Lesson could quickly assess the group to know if a slower pace of instruction or another strategy is needed. The teacher might try showing the music on the projection screen while pointing to the verses to help the students who are "getting lost" in the music. The teacher could teach the song using echo singing to help students with reading impairments. A student who is non-verbal could be given a percussion instrument to play in lieu of singing the words. In contrast, another third grade class classified as accelerated might learn the same melody in less time, and the teacher could add a new level of complex skill to the lesson, such as learning the counter melody or adding a xylophone part. All of these third grade classes are learning the same song, and achieving the same learning goal, but at a pace appropriate to their abilities
|
|
|
0
link
|
|
Caitlin Poe Posts: 3
6/4/2019
|
One strategy that I could begin implementing is self analysis. Especially at the end of class having students assess themselves and how they feel they did in class. This could cover behaviors, what they don't feel confident about, what they do feel confident about etc.
I do a lot of small group instruction in my classroom, and I also break things up-even songs- into smaller chunks when students are first being introduced to the new song/concept. I sing a line, students sing it back. I sing the second line, students sing it back. I then sing the lines together and student sing them back again.
Being a second year teacher, I have not had many experiences with disabilities. So I do not have a good example of how I have use technology to help a student in my classroom.
|
|
|
0
link
|
|
EDUARDO M LIS Posts: 8
6/7/2019
|
Two strategies I would use in my music class with students with disabilities are Chaining and Graphic Organizers.
Chaining provides a great opportunity for students to learn a new song or melodic sequence by 'filling-in the blanks.' For example, I would sing a solfege sequence like 'So La So Mi So La So' , then only sing 'So La So Mi So La ___'. This can also be done with songs, specially rhyming like "Make new friends, but keep the old, one is silver and the other one's ____(gold)'. Then later "Make new ____, but keep the ____, one is ____ and the other one's ____(gold)'. Not only is the rhyme, but also the beat that falls in the same place.
I would use Graphic Organizers for Instrument Families. Venn Diagrams or the like are very useful because many instruments have things in common and small differences (for ex. Woodwinds with single or double reeds), or percussion (hit with sticks/mallets or not).
|
|
|
0
link
|
|
EDUARDO M LIS Posts: 8
6/7/2019
|
Yes, I find that it is important to 'create' the time to reflect what they have learned. To remind myself of this I have a SIGN on the board that says 'What did I learn today?' Once in a while and at the end of units I point at it and take students answers.
Zadda Bazzy wrote:
One strategy that I can improve upon is providing students more opportunities for self-evaluation at reflection. I believe that after every performance/activity/task is it helpful to celebrate one thing that went well and to identify an area for improvement. Rather than telling students what they did well and how they can improve, I would like to offer more opportunities for the students themselves to reflect on their progress.
In addition, I can increase my use of graphic organizers in the classroom. Graphic organizers provide a visual way to organize important content. They are especially effective when students complete the graphic organizers. The increased use of graphic organizers might help students process and remember key ideas. This could be true for visual learners, as well as students with special needs.
|
|
|
0
link
|
|
Steven Ross Posts: 3
6/12/2019
|
- 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 an iPad lab with the app Notion installed on it. I used the technology to assist a student with a disability in being able to compose a rhythmical piece of music. I created the file and selected the instrument so that he could focus on inputting the rhythm. He was very good at math and enjoyed the fact that he could focus on the output rather than his ability holding him back from creating the rhythm piece he desired. My goal was for him to use quarter notes and eighth notes and their corresponding rests and include repetition to establish a groove. He used the playback and feature to check his work. Then he refined it using edit tools to delete and add rhythms. All students in the class worked on this project and I felt that it removed the obvious disability from the final product as I played back the pieces and printed them out so the end result was high quality and they were proud that using this music notation program could assist them in creating music they could hear and see.
|
|
|
0
link
|