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Katy Polk Posts: 3
1/9/2023
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I would benefit from using the peer partners strategy in the classroom. My students thrive one on one when it comes to comprehending music. They can support each other by pointing at music and direct each other in the learning of the music. I would also use mnemonic teaching in the music classroom. It helps tremendously in remembering or learning information that students already have attached ideas to. It bridges the gap of understanding.
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Christopher Benoit Posts: 3
1/16/2023
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I had a student in the guitar class who had a learning disability that led to a lot of struggle with correctly identifying the notes on the staff - he could read the rhythms fine, but grasping the idea of the notehead's placement identifying which pitch to play was an exercise in frustration. We tried a variety of different approaches, then lucked in to using the tool at www.musictheory.net as a game...the student used his school-issued laptop and each day we'd set up the note name identification and he had to name 20 notes correctly each day. At first, this was pretty hit and miss, but after a few days he started to get it and after a couple of weeks he was able to complete the task accurately the first time.
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C Touchton Posts: 3
2/6/2023
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I had a student that had difficulty with their sight. In learning new repertoire, I would provide the music and it's recording through the use of SmartMusic. The student could listen to the part and practice with the practice track to learn the part. The student would be given extra time to solidify their part so that when added to the full ensemble it would make audible sense and both student and ensemble found musical success in playing the various pieces.
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Jeffrey Horton Posts: 4
2/21/2023
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I had a student who had an IEP and had sever anxiety. This made it near impossible for this student to complete pass offs on their instrument in class. I incorporated Essential Elements Online for this student to be able to use his Computer to record his playing test in a space outside the classroom with other students. This technology helped to ease his anxiety from playing alone in front of people and It allowed me to assess his playing. In addition, this technology has proven helpful to everyone in the class as is gives them visual cues on when the correct pitches are played so they know what they need to do to be successful at any given exercise.
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Gina LaVere Posts: 2
2/25/2023
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The way I use technology in the classroom that has helped students with disabilities is a program called smart music/sight reading factory. This is an online program that lets students record the task at hand at home or in the privacy of a rehearsal room in the classroom. it has unlimited tries and I always give several weeks to complete.
Differentiated Assignments in my choir class is basically what I do every day in class. Students are placed in sections and we have section leaders who help any student who is in need. we also have "student helpers" who have choir as a second class and give individual attention to students who need more time on a section we are singing.
I like the idea of the Learning Contract. I believe this gives all students a goal at the beginning to strive for and can look periodically to see where they are and if they need assistance.
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emily kyle Posts: 20
3/2/2023
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My strategies would be to have peer partners and graphic organizers. As I am instructing small groups, I also have peer partners working together. Students like collaborating on musical scores, critiquing each other. I put a time frame out to the students with a common goal to hit by that time frame and let them work it out together. Usually the time frame is not very long maybe, 20 minutes. After that time frame, I like to see how much they have progressed, making amendment suggestions, setting the timer again and so on. I also find that graphic organizers are a quick reminder for the students. They can quickly see where they are in the lesson, how far they have gotten and what are the next steps to success.
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Laurie Zentz Posts: 3
3/15/2023
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When my band students with disabilities are struggling to perform their music, I use peer partners. We have side rooms where 2-3 students can go together to learn their parts. Sometimes I let the struggling student select their peer partner, other times I assign a student who performs well and relates well to the other students. After each playing test we do a reflection and self-evaluation out loud. Students are often harder on themselves than I am. Reflecting out loud and self-assessing gives me feedback on what they think good musicianship is and isn't. I also use task analysis for such necessities as how to practice, how to tune, and how to practice a duet.
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Forrest S. Hartmann Posts: 3
3/23/2023
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My strategies include peer partners and graphic organizers. I use peer partners on a daily basis in order to have my older learners assist my younger band members. This typically helps after a concept is taught because it gives the learner a chance to gain additional one-on-one support. My learners play in groups of 5 or so in cover bands so this opens the door for m0re opportunities for peer-lead instruction. Another strategy I use are graphic organizers. I use graphic organizers to convey and organize chord charts, patterns, music notation, and key terms. I find that many of my learners enjoy having access to visual aids.
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Erin Cook Posts: 3
4/1/2023
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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.
- 1. Kahoot! - I use Kahoot! for assessments as well as formative assessment for learning. We often play Kahoot! in "team mode" so my students who are developmentally delayed or who have intellectual disabilities can participate and learn alongside their peers. Students read the questions aloud and pick a color which corresponds with answers. It's engaging as students can see their answer results and position of rank immediately.
- 2. Canvas and assignment submission. For all assignments, I include a lesson on Canvas for students who may need to type responses or communicate orally. In one case, a student will communicate her answers to her Paraprofessional who types in the answers or records her answers orally and submits the assignment to be graded. I always give extra time for students to complete these assignments in my music class as many (close to 70% of my 42 person class) have IEPs and 504s.
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Thomas B Gaona Posts: 3
4/11/2023
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Option #1
- I have utilized flash cards before to assist a dyslexic student over come issues with identifying notes on the staff. Self -Evaluation, reflection and self-discovery are potentially great tools in a music classroom. When my students come back from the weekend and I asked them to looked at a musical passage, they usually come back better and more confident. Now, if we can take that an be guides for them in that discovery, we could increase their gains as musicians. When they have that "aaaahhh haaa" moment it connects them to the task and helps create ownership.
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Christian Gordon Posts: 3
4/14/2023
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- I have used intonation game apps, korg tuners with clip on microphones, and Tonal Energy tuner projected on a large screen, to help students who are hearing and visually impaired to play better in tune on their instruments.
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Ian Tapson Posts: 3
4/16/2023
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Technology can often bridge the gap when students disabilities can keep them progressing at the same speed. In our google classroom, each week is labeled clearly with any assignments or information. This is helpful for students who struggle with focus or attention in class. I also include a PDF and practice tracks for each song we perform. While this is for general classroom use, it also serves those students who are struggling with pacing and part acquisition. I differentiate instruction by allowing flexible timing for assignments and also using a program called sight-reading factory. This allows students to select the level they perform best at.
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John Reeves Posts: 3
4/17/2023
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I teach a recording class at an Arts High School. We use several different DAWs. The DAW that I prefer to use with my students with disabilities is the Cubase program. Cubase is an easy to understand program and allows my students who not as proficient with recording equipment a way to get their work done. I have had several students with Dyslexia comment on how much easier the program is to understand than the more professional DAW that we use.
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Joe Sipiora Posts: 3
4/18/2023
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There is a student with visual impairment. So all off the music we read, will be uploaded to an ipad and then i can increase the size to the point that they can recognize the music notation to play. They also have a device that when tapped with their foot will move the screen to the next section. This allows them to keep up with the music without having to stop playing. It really has changed their life in terms of being able to play with the ensemble.
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Yeniffer Velasquez Posts: 4
4/21/2023
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I would use reciprocal teaching as one of my strategies because it lets me check for understanding. I would model the song with my violin and let them play it after me, with me, and also teaching it back to me or their peers.
I think using cubing could be fun as well, because when teaching a song in orchestra, there are many aspects and material to be covered, I think this could be useful for them to focus on one thing at a time.
I implement technology by playing the metronome on the speakers, by playing a tutorial for them to watch. I have also used kahoot to check how much they have understood, and check their knowledge on the material.
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Tavares Nottage Posts: 3
4/24/2023
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A combination of strategies that I use often are Task analysis with peer partner grouping. For example, my piano class can be devided into ensemble part groupings when learning a song(part 1 part 2, etc). The class begins with a discussion of the task and steps for learning the part (identify the note values, letter names and rhythm with your partner). Those tasks are introduced in previous lessons and are established as a routine. Subsequent tasks are speaking the rhythm in tempo with your partner followed by playing your part (octaves) with your partner. Teacher visits each group to assist with understanding and task completion. At the end bring the various parts together performing as a whole ensemble.
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Kent Lambert Posts: 3
4/25/2023
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Whenever I have a student that is physically unable to play the guitar, I show them a way to the play the guitar without ever picking one up. Our school has a 1 to 1 iPad program for students so we are able to use the app GarageBand. GarageBand provides many opportunities to "play" instruments that would otherwise be difficult to play with physical disabilities. I typically do an entire GB unit with all my students but if I have student that can't play guitar because of a physical disability, they can still participate in the musical process.
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Christina frierdich Posts: 3
4/27/2023
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Two strategies I have used in Orchestra instruction are mnemonic instruction and peer grouping. The memorization of rhythms by word association/syllables has been very helpful teaching basic counting. Pairing certain students with more proficient students in duos, trios, quartets, has been highly effective where intonation and rhythmic knowledge is a concern. Smaller grouping also tends to boost self esteem among the less confident musicians. Modeling good posture for beginning students is also a plus.
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Sherry StPetery Posts: 3
4/29/2023
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I am looking forward to using task cards. The cards will offer many specific options to complete a task or understand a topic. I like that there are options for the students with disabilities to choose a task that will keep their engagement and settle up for interacting with the material, in a way that they are comfortable.
Second I will use partner pairs for practicing and reinforcing both new and review skills. I used this strategy this past week with a body percussion rhythm and rhyme. The students were all able to help their partner and all students were more familiar and had practiced the activity. The improvement among all students was great and everyone was engaged, thinking, and trying their best.
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Daniela Restrepo Posts: 3
5/1/2023
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Two strategies that I can implement in my classroom are differentiated assignments and graphic organizers. I can implement differentiated assignments by holding sectionals so that instrumentalists have more time to work on their parts. I can implement graphic organizers to introduce new information and utilize a strategy, such as semantic maps. I can use semantic maps to assist students in identifying the attributes of a musical concept.
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