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Patricia Stoudt Posts: 2
3/19/2019
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I have students in my piano class with various developmental disabilities. The peer teaching strategy often works well with these students because it gives them the opportunity to learn in a more private and safe environment. The peer teacher is able to focus specifically on his or her partner, giving constant feedback and praise.
I also use the mnemonic devices strategy, and in particular, rhyming and rhythmic words and phrases, to teach vocabulary words, note names, lines and spaces on the staff, and even solfege (Do-re-mi using “Mary Had a Little Lamb.”)
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Ashley Huffman Posts: 3
3/20/2019
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Students who struggle with note names and recognizing them quickly can use computer games to gain reading strength. By putting note recognition into a game form learning becomes "fun" more than a task. As they play more, and want to earn more points etc they also become better at reading notes because they can recognize them quicker. This works great for my students with ADD. The games are fast paced and bright and keeps their attention longer.
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Sarah Larson Posts: 3
3/22/2019
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(Option 2): Last year I used a device in the classroom that assisted students who had difficulties with hearing. This device came with a chargeable microphone, headset, and a speaker. This system was very helpful for even the entire classroom because the speaker provided a clear, comfortable pitch. I typically allow my students who are hard of hearing to sit close to the front of the room; and with the assistive technology, they were able to fully interpret clear instruction.
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Chip Powell Posts: 2
3/22/2019
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I had a student with a visual impairment. I utilized the large screen video monitor to place the assignment instructions in large print on the screen. He was able to succesfully decifer his assignments and perform very well in the class. His fellow classmates also benefitted from the large print instructions, so no one felt as though they needed to ostracize him.
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Miranda Stewart Posts: 3
3/22/2019
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Students struggle immensely with reading music in my classes. Sight reading is a skill that is so important to teach, but takes the most time to refine. One thing I've noticed recently is how changing up instruction with the use of technology really helps when it comes to sight reading. I start with simple things that I write myself up on the board. I allow students to come up and help write in counts and solfege syllables. This helps with engagement. Unfortunately some of my students who struggled with writing and don't want to go up in front of the class, won't participate. I then switched to independent work during the first couple minutes of class. Students would complete a 5 minute assignment but we wouldn't make much progress because a lot of what sight reading is is the ability to not only do it, but listen to those around you do it. Here's where sight reading factory comes into play. Not only does it help with engagement but it also allowed my students who struggled with writing and confidence the extra support to participate. It allows every student to start at a level they're comfortable with. They each have access to it on their own time and can listen back to what the example they read should have sounded like. It takes out the fear that many students experience when it comes to sight reading because there is so much support in the technology with writing in counts and solfege.
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Amy Clark Posts: 3
3/25/2019
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I always use mnemonics for learning the names of lines & spaces on the music staff. I'll give the kids the standard "Every Good Boy Does Fine." Then, I'll have them make up their own mnemonic that works for them.
I also use peer teaching and small group instruction quite a bit. When I have a student that is struggling, I'll pair them up with a strong player to help them catch up. By helping the struggling player, the strong one only reinforces their knowledge, so win-win situation.
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Helene Franco Posts: 3
3/27/2019
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I use "schoology" in my classrooms. As a classroom, we can have a discussion or I can give assignments such as playing tests. The students record their playing and I can grade and give them feedback immediately. Mnemonics is used more frequently in my guitar and orchestra classes.
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Celia Sperotto Posts: 3
3/27/2019
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My school uses Google Classroom, and it something that I use often in my orchestra classroom. I have several students with various disabilities in my beginning orchestras. An assignment that periodically do throughout the year is assign a number in EssentialElements for strings that the students need to film themselves playing and submit it as an assignment (all of the students at my school are assigned iPads, so this can be done during class). When I view the video, I'm able to make constructive comments on how the student can do better (if needed) as well as provide positive reinforcement. The student can then redo it and ask questions online without feeling the pressure of other classmates viewing their videos and seeing teacher comments. This has worked very well in my room for ALL of my students.
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Eric Elias-Rodriguez Posts: 3
4/2/2019
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(Responding to Option 1)
One of the techniques I can use in my ensembles is Cooperative Learning. By having students split up into like instruments/parts they work together to refine skills on the music they are practicing. Sometimes a specific student can be tasked with leading the group's practice, but other times leaving the "leadership" open ended encourages them all to offer opinions and feedback about their progress. Students can be encouraged that the goal of their small group is to have each member of the group be able to demonstrate proficiency on the concept/musical excerpt. In these groups, if a student has a disability, I could assign one peer in particular to be tasked with looking out for that person and working with them slowly, potentially even breaking off into a pair if needed for specific attention. Often, having the peer model the musical concept on their instrument helps them understand the information much faster than I can demonstrate on their instrument or explain verbally.
Another technique is self-evaluation and reflection. I can ask many questions in my class concerning whether the students believe their performances/demonstrations of playing ability reach the standards we aim to achieve. I also can ask them to reflect on each others' playing and "diagnose and prescribe" in order to give each other ways to improve. If a student with a disability is struggling to understand a certain musical concept, often asking them to evaluate the difference between examples and non-examples in my playing or another student's playing helps them to solidify the concept in their own mind.
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Revae Douglas Posts: 6
4/3/2019
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I like to incorporate strategies that make learning easier for all students, but also address students with disabilities. One of the most productive strategies for this is the use of mnemonic devices. Learning key musical elements such as the reading of treble and bass clef are made easier by connecting the letter on the staff with a sentence or rhyme. I use these devices with each new topic. I also use the Peer Partner Strategy each day where stand partners assist each other in working on technical passages during the classroom setting. We work in partners as often as possible to reinforce the classroom learning.
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Revae Douglas Posts: 6
4/3/2019
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The use of student-led learning is a great strategy that not only builds the skills of the individual student but also allows for the reinforcement and development of leadership skills. This helps with the improvement of all students within the program.
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Benjamin Gerrard Posts: 3
4/6/2019
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I have a student in my AP Music Theory class that has learning disabilities. She often needs extra help and practice on concepts (especially aural) in order to succeed on assignments. We have used the music theory sites teoria.com and musictheory.net to supplement learning so she can have extra practice. I have also taken my students to a computer lab so they can work at their own pace. These online resources have allowed her to tier the level of difficulty according to her needs and skill level.
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Tamara Lewis Posts: 3
4/10/2019
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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.
1. Guided notes. This helps students focus in on important details without having to write everything down. Students who struggle with writing or copying notes still experience copying down information to review later.
2. Self Evaluation and Reflection. I have students frequently reflect on their performance skills - individually, small group, and large group. By recording or listening to others, and identifying errors and describing fixes, students reinforce skills they have learned.
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Farryn Weiss Posts: 3
4/11/2019
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1. I have utilized Mneumonic Instruction (specifically Letter Strategy ) when teaching the musical staff with students in beginning band (Every Good Burger Deserves Fries/Elvis Got Busted Driving Fast, All Chickens Eat Grain/All Cars Eat Gas...etc...) as well as to have a better understanding of the order of sharps/flats (Fat Cats Go Down Alleys Eating Bacon.)
2. I have also utilized Peer Grouping asking either older/more experienced students may assist others while working on a certain passage/exercise in class. I may also ask students in their peer groups to review the new material presented in the method book in the box and then come together as a full ensemble to debrief.
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Mandy Papenbrock Posts: 4
4/21/2019
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One strategy that works well in my classroom is peer tutoring. During my piano classes, I have paired students on pianos where in they take turns being the tutor and assist the other student in correcting errors, giving immediate feedback and reinforcing classwide goals and objectives. Students hear and see examples, are guided through producing appropriate examples and write a corresponding summary of the objectives. This strategy supports students with disabilities as peer tutors are able to adjust the pace and support individual needs accordingly.
Another strategy that works well in our music classroom are mixed ability groups. When working with a chorus class on rhythm and count singing, these groups allow the students to approach the objective from different perspectives. We create interactive visuals and each member is asked to describe and label different note and rest values. Numbers are assigned to each note and rest based on where the values occur in a measure. Lastly, we work to compare and associate this system with other value systems and argue for or against it. Students with disabilities are encouraged and inspired to contribute, as all opinions are met with respect. This is only one system, and we have fun exploring different ideas and creating something new. This strategy builds self confidence and supports interaction from all of the group members.
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Mandy Papenbrock Posts: 4
4/21/2019
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One strategy that works well in my classroom is peer tutoring. During my piano classes, I have paired students on pianos where in they take turns being the tutor and assist the other student in correcting errors, giving immediate feedback and reinforcing classwide goals and objectives. Students hear and see examples, are guided through producing appropriate examples and write a corresponding summary of the objectives. This strategy supports students with disabilities as peer tutors are able to adjust the pace and support individual needs accordingly.
Another strategy that works well in our music classroom are mixed ability groups. When working with a chorus class on rhythm and count singing, these groups allow the students to approach the objective from different perspectives. We create interactive visuals and each member is asked to describe and label different note and rest values. Numbers are assigned to each note and rest based on where the values occur in a measure. Lastly, we work to compare and associate this system with other value systems and argue for or against it. Students with disabilities are encouraged and inspired to contribute, as all opinions are met with respect. This is only one system, and we have fun exploring different ideas and creating something new. This strategy builds self confidence and supports interaction from all of the group members.
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Sara Johnson-Scalisi Posts: 3
4/23/2019
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Option 2:
I use technology occasionally in my band room. We are encouraged to use Chromebooks in our school so on occasions I have students submit assignments through Google Classroom. Because we are a performance-based class, I utilize an easy-to-use recording app that’s on the student chromebook called “Recorder” that they can use to record their assignments to submit to me online. In each band class we do theory lessons. I utilize musictheory.net very frequently. It has quizzes on the website that they students can take in class and can practice with at home. It is very beneficial for students, on in particular who struggles with hearing, because it has step-by-step lessons for theory topics. That student can access those lessons as a form of notes at any point to learn or review each theory topic. It is also beneficial because it allows students to not have to take notes on paper.
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Patti Wheeler Posts: 4
4/23/2019
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Two strategies which could be used in my art classroom are online Learning Center (for eg. Powerpoint that can be completed by students) & also use of iPads for teaching, review or enrichment to lessons.
Students who are visually or hearing impaired could use headphones as they independently work through the lessons close up on the computer screen for assistance in clearly seeing & hearing the instructions & images.
I have used a portable microphone & speaker device to enable my few hearing impaired students to adequately receive instructions. I have also used Mneumonic acronyms to teach content for long term memory to students. I've used online photo-editing app for students to use in Photo Club for editing their artistic photos which incorporate use of art elements & principles of design. All of these have made learning more engaging to students with their variety of learning modalities.
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Alain Goindoo Posts: 3
4/24/2019
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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.
Under the umbrella of Technology used to support differentiation, Learning Styles and Sensory Learning, and Authentic Learning would be 2 strategies I could potentially implement in my music classroom. Under Learning Styles and sensory learning, computers or ipads allow for a flexible way to present material. In addition to presenting information live stream, information can be prepared in advance and uploaded in our google classroom for the classes review. Under Authentic Learning, band is one of the most hands on activities, rather than paper or pencil activities. Band is the equivalent of learning a foreign language in a foreign country as well as in a classroom with paper and pencil at the same time. In addition to using instruments during class to learn new skills, there are many helpful instructional videos that could be accessed via computer that would help the deepen their understanding and present information in a new and different way.
Administrator wrote:
Choose One(1):
- 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.
- 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.
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Todd Leighton Posts: 3
4/28/2019
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Option 2: I have used computers to assist in helping a student with melodic and harmonic dictation in my AP Music Theory Class. The computer was a tool that was used to allow the student more time and increase his hearing spectrum for these tasks. The student is hearing impaired.
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