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Lisa Duxbury Posts: 3
4/26/2017
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As a new teacher, jumping into a school late in the year I will not have a lot of time for recorders this year. If I do get to do this instruction then I would like to implement peer partner teaching. Having the students help instruct each other to help themselves has been a great experience while working with complicated songs or rhythm patterns.
Another strategy that I would like to use is learning centers. This would give more focused and individual practice on a specific lesson. For example, setting up different centers for a note value lesson for younger students. This would help keep the student engaged while providing practice recognizing note values.
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La Toya Wilson Posts: 6
4/27/2017
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The two strategies I found to be the most effective for this forum would be group practices and learning centers.
Justification for these two were most effective in that I saw peer teaching happening immediately and student self check taking place. The two instances in which I used these strategies were in teaching elements of dynamic, tempo, note study and listening reflection. Students who completed the activity correctly were eager to assist in the center rotation. Student who were struggling were eager to complete their task in the indiviualed and group centers because it captured their interest and provoked a conversation of musical terminology use in context.
In conclusion the many strategies discussed in this unit were most effective that is allowed the myself to recall of the different strategies an updated techniques used in the regular classroom which could be modified in the music classroom structure of limited time.
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Emily Ewing Posts: 5
5/1/2017
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The first strategy I'd like to implement into my music classroom is Discovery Learning. I can use Discovery Learning with my younger students with ASD when introducing and learning to play simple percussion instruments. Because students are encouraged to use personal discovery and exploration this will allow for a wide range of acceptable responses. I would use the outline 1) Describe it 2) Compare it 3) Associate it 5) Analyze it 6) Apply it 7) Argue For or Against it.
The second strategy I can implement into my music classroom is Cooperative Learning. Using Kagan Cooperative strategies, such as "Think-Pair-Share" and "Find Someone Who", students in my upper grades who struggle with social skills will have opportunities to work with others while seeking a common goal. In addition, Cooperative strategies help all students develop positive interdependence and individual accountability.
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Caroline Hood Posts: 3
5/1/2017
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I will see ESE students in both a main-streamed environment as well as an individual class. When it comes to mainstreaming, I would like to to use learning center activities. This can help with differentiated attention spans, as well as using a variety of methods to teach a concept. It would be great to have a technology center along with a hand on and performance center. This way we can meet many different learning styles.
I have used peer partners in many of my classes. This not only helps the student with learning disabilities, but also helps reinforce the concept with their peer. Students want to help, so it is a great way to build a comfortable classroom culture as well as a good rapport with the students.
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Sondra Collins Posts: 3
5/7/2017
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I constantly use Cooperative Learning, specifically in small groups with Kagan Cooperative strategies, such as "Think-Pair-Share" and "Round Robin." These small learning groups focus on student learning, where every student within the group must participate for the group to be successful.
I would like to use more "peer partner" mentoring within the classroom, specifically in learning new musical standards. I would partner an advanced student in that standard with a student with a disability that needs more attention or help, giving both the advanced "student teacher" moments of renewed learning through teaching and the student needing help the extra attention and help they deserve.
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Melissa Spaulding Posts: 3
5/15/2017
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Strategies: One of the strategies that I have implemented for the last 2 years is the "letter strategy." I use this strategy to help students remember the line and space notes in their treble clef which assists them in reading music when playing the recorder. Students are given the word "FACE" for the space notes in the treble clef and the sentence Every Good Boy Does Fine for the line notes in the treble clef. Some of the students change the sentence to Every Good Burger Deserves Fries or Every Good Boy Deserves Fudge or many other variations to help them remember the notes.
Strategy 2: Peer partners strategy/cooperative learning is used often in my classroom. I know that research has shown that children associate a deeper meaning or learning when it comes from their peers. I use this often in my classroom especially when my students are playing instruments. I demonstrate and then pair students so that they are able to learn from each other.
Technology: I have many students who are very anxious when it comes to the standard pencil/paper test. In response to this, I use "Plickers" in my classroom. Each student is assigned a plicker and they read a question that is displayed on my projector. Once a students knows his/her answer, they turn their card based on that. I scan the classroom with my phone and their answer is recorded and sent directly to my account so that I instantly know who answered correctly/incorrectly. I am able to display a chart for each question to show students how many answered correctly, etc. The students respond well to it and do not seem as anxious as when I give them a pencil/paper test.
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Rose Francis Posts: 3
5/25/2017
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One strategy I have used is letter strategy. I start by talking about how we use gps and how it functions to help us find where we need to go. Then I introduce the CPS which stands for contact (where to place the bow on the string), Pressure (weight of pressure of bow hairs) and Speed (how fast to pull the bow across the string). I also used group practices for goal orientated student led goal and process for sectionals on specific sections of concert music. Technology I have used ipad to record group presentations and it allows for visual and audible critique.
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Hannah Sharron Gibson Posts: 3
5/27/2017
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Two strategies I could implement to assist my students with Specific Learning Disabilities would be graphic organizers with differing grouping practices. I have used Venn diagrams before to have students compare two composers, however, I did not not successfully group students, as evidenced by the quality or the diagrams. If I can create heterogeneous groups or use peer partners to work on semantics maps, students that know the content, but struggle with writing, can provide understanding and feedback within the group regarding the concept being learned.
Task analysis is a tool I frequently use when teaching a new note on the recorder. We start by counting the rhythms on the line, then sing with solfege, then with the actual note name. The next step is chingering, or fingering the notes while keeping the recorder on their chin, still singing through the melody. Students then play along with me, after which I provide quick feedback or ask for student reflection. Once enough practice has occurred, I play the accompaniment track for students to perform the melody they have just learned.
edited by Hannah Sharron Gibson on 5/27/2017
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Katherine Plank Posts: 3
5/30/2017
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I would like to try using centers to reach all student learning levels in my classroom. Two strategies that I could use for the centers are various types of graphic organizers and task cards. Both of those strategies will be differentiated and engaging, and will support what I have modeled in my whole group instruction lessons.
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Jennette Knoblauch Posts: 3
5/30/2017
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Even though I use Task Analysis, I would like to perfect that strategy even more. I intend to construct an anchor chart with the task analysis outlined, so that all students know what to do next. Secondly, I intend to make more use of the peer partner strategy. This coming year I will be intentional about putting certain peers together as partners, instead of allowing students to always pick their partners.
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Dominique E Posts: 3
6/6/2017
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There are two strategies that I could implement in my classroom. One is Cooperative Learning Strategies such as Think Pair Share. This helps students by having them work together and determine an answer so that they are engaged and that they are responsible for their own learning. Another strategy I would like to incorporate more into my teaching would be reflection and evaluation. Reflecting on a performance by use of rubric or journal, along with a videotape of the performance to see what students think they could have done better with and what they really enjoyed about their performance.
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Georgia Haymans Posts: 3
6/19/2017
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I have used technology with the students who are in our ASD unit. Most of them are non-verbal, so I use a series of smartboard activities and a program called Incredibox to get them creating their own music and hearing all sorts of sounds.
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Robert Stubbs Posts: 3
6/19/2017
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Option 2:
A student was essentially non-verbal and could only approximate saying less than 5 words such as “yes” and “no”. Her intellectual skills were in the average range. The student used an augmentative device that produced speech to communicate. Specifically, it was an iPad with an app that had icons and a QWERTY keyboard and word prediction. She was able to state her thoughts, answer questions and give opinions with the teacher and other students. She also used a music app with vocabulary and concepts that were not necessarily found in the more general app that she used to communicate. It took some planning, persistence and patience at times, but it was so well worth it for her to be able to participate in class just as the other students. She was an amazing student and I felt privileged to be a part of education experience.
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Maribeth Mundell Posts: 3
6/21/2017
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Option 1:
Tiered Lessons are a technique I use frequently in my K-2 self contained music instruction. Some students cannot remember or identify letters when matched to say, the xylophone, so I start with matching visuals of letter shapes to sounds and have them trace the textured letters on the bars with their fingers to make associations. I break them into mixed groups, and give them tiny bites of songs to start, and if they wish to go further, I feed them more. Sometimes I have each member play three notes of the song and move on to the next person, depending on the flow and the level of the class.
Graphic Organizers are used to line up chunks of opera plot. For example, I'll have visuals of the various scenes in the Magic Flute and students come up and arrange them in First, Next, Last order. I also have them put the characters on the good guy vs bad guy sides from just their appearance, then once music comes on, see if the music changes their minds.
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Deborah McBurney Posts: 3
6/23/2017
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I teach at an extremely large elementary school of 1,100 plus. Our school is one of the area ESE hubs and serves about 80 self-contained students, in 9 homerooms. The areas of disabilities include, on varying degrees, most all recognized categories of disabilities. Four of the self-contained classes always attend music with an appropriate aged basic education class while the other five classes are taught music in their homerooms due to ambulatory issues or the need to be close to the RNs on staff.
Two of the ESE classes that attend classes in the music room, but are not mainstreamed with a basic education class include mostly children with Down Syndrome. They are grouped as Primary (Kdg-2) or Intermediate (3-5) which leaves a wide range of abilities to address. By far the most successful strategies for instruction have been Discovery Learning and Learning Centers. Keeping all the students engaged is key to the success of the intended learning outcome. Using an assortment of teacher made materials usually provides the students with the tools to meet the learning goals.
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Brenda Pence Posts: 3
7/7/2017
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A couple years ago I had several students who were behaviorally disruptive. I used a software program on the iPad where each of these studens would "feed" hisher monster so that it would grow at the end of music class. In order to "feed the monster", they had to have positive behavior during music class, meaning that they did not receive a behavior check during that 40 minute period. This little software program was extremely motivating and success to each of these students. They wanted to be able to "feed their monster" at the end of music class!
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Raymond Vans Evers Posts: 3
7/28/2017
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I have a student with an LD, on top of that he is frequently absent. Instead of making him perform the entire song for me to demonstrate mastery, I've been allowing him to chuck it and perform it 1 line at a time for me. Still demonstrating mastery, but he gets to focus on 16-20 notes at a time, instead of 60+.
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Shelley Wishart Posts: 3
8/2/2017
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We have students that are non-verbal at our school and they go everywhere with a device to help them communicate. The student and I can trade the device back and forth (to help remind them to use it!) and talk about a few things from class. There are key pictures in the device that are music related to help the children answer some questions or as them as needed.
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Heather Hatfield Posts: 3
8/8/2017
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Two strategies that would work well for students with disabilities in my classroom are chaining and graphic organizers. Any student, but especially those with disabilities sometimes feel overwhelmed with their assignments. Chaining and graphic organizers help to break the big concept or assignment into manageable pieces that can easily be worked with.
Chaining breaks the overall process of learning a particular concept or skill down very simply allowing the student to focus on just one step at a time and slowly piecing it all together. This strategy enables the student to be successful quickly by mastering one piece, then two pieces, and so on.
Graphic organizers are helpful for students who have trouble organizing their thoughts. There are many organizers out there, but the ones I use are called Thinking Maps. Each one has a specific use that be applied to any subject area. Whenever I have used the maps myself, I'm surprised by the depth of information the maps can elicit from me. Students with disabilities can learn to use Thinking Maps to help them recall what they already know and figure out the gaps in their knowledge about whatever subject is being studied. They can then take the information from a completed map and write about what they have learned. This prevents the "brain freeze" that sometimes happens when you tell students to write about a particular composer or piece of music.
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Kim Dickman Posts: 3
8/16/2017
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Two strategies that will work well for students with disabilities in my classroom are Task Analysis and Peer Partners.
Task Analysis helps break complex tasks into step by step pieces that are less overwhelming, providing several opportunities for success leading to overall success. I've used this with instrumental instruction (recorders, violins), reading written music (measure by measure, isolating rhythm or melodic content, then adding things together bit by bit), and learning and creating choreography. Students learn to approach independent practicing through task analysis as well: What went well? What didn't? How can I isolate the problem area so I can master it? Once it's mastered, how should I add it to the phrases before and/or after it? etc.
Peer Partners allow students with disabilities to have a peer to guide them through skills and tasks in the music room, allowing them to participate with more autonomy. The non-disabled partner also benefits by having to analyze the task at hand to be an effective guide.
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