|
Michelle Gorman Posts: 3
5/30/2017
|
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.
One particular strategy I would use in my Art room would be Semantic Maps. In this lesson we would use the Elements of Arts and each element would be not only labeled but a picture would be used to associate that specific element. This visual would give better understanding for all students regardless of disabilities. To take this one step further, each Element of Art would also will be used in Cubing strategies. Each student would design their own cube in relation to the particular element that they chose for that unit. Another strategy that is very useful in Art History is Venn Diagrams. Using explicit instruction and small groups in this assignment is very effective with students of all learning modalities. Students can learn to compare and contrast particular artists such as Piet Mondrian and Kandinsky and apply that knowledge into a work of art.
|
|
|
0
link
|
|
Shane Olson Posts: 3
6/2/2017
|
The most used for me would be peer grouping. As a choir, I can do "sectionals" which allow the students to work with their peers to learn their music.
I already use Letter Strategy. I am constantly, when sight reading music, have to have the students use "FACE" or "Every Good Boy Deserves Fudge" to remember the names of the notes on the staff.
For technology, I use a sight called Sight Reading Factory.com...it allows the students to practice sight reading at the level they need for as long as they need. When they feel that they have become proficient, they take a quiz for me to grade, and if they pass, they can move on to the next level.
|
|
|
0
link
|
|
David Lawhead Posts: 7
6/13/2017
|
I had a student with very low reading skills who was having trouble matching pitch and following the music on the written page at the same time. He could match my voice but was not always in tune the first time. We loaded a keyboard app on his phone and worked from there, matching pitch. In a short time he was matching the pitch of the keyboard easily and then recognized when he was out of tune. We also used the interval trainer at musictheory.org. Then we recorded his tenor parts onto his phone. He was able to follow the written score and then practice his part after school. Once he was familiar with his part the written score was much easier to follow. At the beginning of the semester he would have no idea what page we were singing at any given moment. By the end he was a strong contributor of the tenor section and tracking each measure correctly.
--
David Lawhead
|
|
|
0
link
|
|
Brooke Stoermer Posts: 3
6/13/2017
|
The first strategy that I would implement in my choral classroom is the Peer Partners Strategy. Students regularly listen to other choirs perform and provide feedback in a listening journal. I have students partner up with a peer and compare their answers with each other. Another strategy that I would implement in my classroom is the use of Graphic Organizers. Graphic Organizers posted up around the room are excellent resources to refer to when students need clarification about music vocabulary and concepts that we might be going over.
|
|
|
0
link
|
|
Tyler Losco Posts: 3
6/13/2017
|
I can use Tiered Lessons to differentiate instruction in my band classes. I can assign parts to students based on current ability level. An advanced student can be challenged with a more complex part while a student with a learning disability may benefit from a simpler or modified part. I can also use Venn Diagrams to compare genres, time periods of music, composers, or specific pieces. The Venn Diagram may help a student that has hearing loss or a student that benefits from visual guidance/mapping.
|
|
|
0
link
|
|
Charlotte Walters Posts: 3
6/22/2017
|
I have used a free online review game called Kahoot. I have used this fun game to target learning gains from pre and post tests. Students can compete against each other using their phones, tablets or computers. You can even divide the class into teams if some students don't have a phone, tablet or computer. After each question is answered, it shows a graph of all students from first to last who has gotten all the answers right the fastest. I use this to monitor student achievement. With this tool, I was able to identify that my student with disabilities needed more attention with music vocabulary. I asked the ESE teacher how I can help her in this area. The ESE teacher told me that her strength is visual and I was able to find a clip from Little Einsteins that targeted the specific terms that the student was having trouble with it. After watching the clip, which the student loved, she made a big learning gain the next time I did a post-test using Kahoot.
|
|
|
0
link
|
|
Steven Murray Posts: 2
6/25/2017
|
I have a student with autism who I've had in my orchestra class for two years now. He loves the class and wants to be able to play the violin well. One characteristic of his condition is that he focuses on his own playing and tends to block out what is going on in the rest of the room. The result is that he is often late or early in playing his part, with no apparent realization that he is not matching the rhythms of those around him. One of the best strategies I've found is to separate the class into sectionals and have peer-led rehearsal time with each group in a circle so they can see and hear each other. This has resulted in him being more aware of how he fits in.
In my high school chorus, I had two boys who had no pitch awareness at all. This, for me, is the most difficult to teach. However, I placed one strong singer close to these boys and decided to have much patience and give much encouragement to the section. Through student led sectionals and pitch matching exercises, soon I had a section of boys that were awesome!
|
|
|
0
link
|
|
Stephen Terry Posts: 3
7/3/2017
|
A strategy I often use in my guitar classes is Peer Partner Strategy. The classes are often large (25 to 30 students) and I have found it very helpful to pair a struggling student with one for whom the work comes more easily. Additionally, I offer playing assignments (tests) of varying demands that test the same expected result (Tiered Lessons).
|
|
|
0
link
|
|
Allison Arthurs Posts: 3
7/18/2017
|
Looking at the various strategies I have many ideas to float around. The two that stuck out were the story maps and the E-center. The story maps in Piano classes especially will be helpful especially with the special needs students/ students with disabilites. We can break down a piece either measure by measure or line by line to show where notes, rhythms or phrases are alike or repeated. We could use different and like colors to show similarities and differences. The E-Center can be used to create powerpoints to help those students in Piano class who have fine motor issues and/or visual issues by being able to manipulate symbols instead of drawing them on paper thus adapting it for students with certain processing problems. Also they can change the ink color or page color and font size to suit their visual learning experience
|
|
|
0
link
|
|
Chris Touchton Posts: 3
7/20/2017
|
I am planning to use a graphic organizer to help students identify different musical information in the pieces that we are preparing. This gives all the students a visual understanding of the information necessary to have a successful performance on a given piece. I will be utilizing Peer Partners within our band program. This has always been a successful way to reach students that may be struggling to learn to play their instrument, learn a new concept or perfect a section of music. Many times, students respond better to hearing the same information from their peers rather than the teacher.
|
|
|
0
link
|
|
Steven Murray Posts: 2
7/21/2017
|
In the case of a violin student with autism, I plan to provide extra time to let him get his tasks done. Also, I have very good peer mentors that are willing to help him along the way. With the extra time and peer help, I believe he will have all the opportunity needed to be successful in learning violin.
|
|
|
0
link
|
|
Amy Beres Posts: 3
7/27/2017
|
There are many different ways that we have used technology in the band classroom. I have allowed a student with dyslexia to use a tablet and/or laptop off of so that he can adjust the size of the music as he needed to be able to read it correctly. The biggest use of technology, however, is my use of Smart Music in the classroom. It allows students with hearing impairments to see the music projected on the screen and following along with visual cues.
|
|
|
0
link
|
|
Gwen Gregg Posts: 3
7/31/2017
|
I plan on using the Guided note-taking strategy to help all students learn rhythms and scales. This will help them when it comes time to study for a test. Using this strategy allows even the the struggling student to be able to follow along and fill-in the blanks. More advanced students could use the Cornell note-taking strategy at the same time. (Students are familiar with this.) The other strategy that I will use is Cooperative group learning. I have used this in the past because I feel all students benefit. The special needs student will receive the help they need and can also contribute to the task. Once school starts, I will create groups according to various criteria; level, singing parts, compatibility, etc. I will also use the Tiered lessons using the cubes in the Cooperative learning groups - I think it will be very beneficial to the whole class.
|
|
|
0
link
|
|
Derek Currier Posts: 3
8/29/2017
|
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.
I use ukuleles in my classroom and I would use the grouping of student in small groups. This allows me to model to each group as well as put the groups together in a way which includes students of different abilities. The students would eventually begin to peer teach and help each other. There are also times I will put them into groups of beginner, intermediate and advanced and incorporate the tiered lesson plan. Each group would get a the same assignment, however, it would be tiered to their ability.
Learning centers is something I would implement with the students to learn different levels of music from beginner to intermediate. This allows the students to progress into harder music and allows the students to move around the room. This could also be used when introducing instrument families to a class with each center being a different family (ex. woodwind, brass, strings, percussion)
|
|
|
0
link
|
|
Kevin LeVine Posts: 3
8/29/2017
|
- 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.
An example of when I used technology to meet the need of a student with a disability is when I had a student with a hearing impairment in my class. The student had a cochlear implant, but she still could not hear things very clearly unless they were amplified. I used our classroom audio system to amplify my voice during class so she could hear better.
|
|
|
0
link
|
|
Bobbe Butler Posts: 3
9/9/2017
|
PROMPT: 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.
RESPONSE: Two strategies that I use quite frequently in my orchestra classroom are peer grouping and peer tutoring. In regards to peer tutoring, I strategically pair students together who can play off each other's strengths and weaknesses. (For example, I would pair a student who has great note-reading skills but developing intonation with a student who has great tuning but is weak in the note-reading department.) With peer grouping more frequently known as 'sectionals,' section leaders are given clear tasks that need to be addressed further on material rehearsed in class. I monitor each group's progress throughout and use performance formative assessment towards the end of the class with each section individually to ascertain if further Tier III instruction is needed.
|
|
|
0
link
|
|
Anthony Soldano Posts: 3
10/11/2017
|
Option 2
Last year, I worked with a student in Beginner Band who was visually impaired. While he had some vision, he struggled to read the music as well as keep up with theory assignments. We helped this student by having him come in early before school and learn the class music by listening to a CD and learning the music and fingerings through his ear and by rote. We also found several online basic theory tutorials where he could adjust the size of the letters. All of these strategies helped this particular student functional and successful in the class.
|
|
|
0
link
|
|
John Peasant Posts: 2
10/16/2017
|
- 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.
With the use of either a SmartBoard and/or Memio, I'm able not only to only hear musical notation of student-made compositions but also have them score them out digitally in real time. This allows for tired and scaffolding strategies to be used for students of differentiating exceptionalities.
|
|
|
0
link
|
|
Jeneve Jarvis Posts: 3
10/16/2017
|
I use tiered lessons in my band class all of the time. Students with exceptional skill on their instrument are selected to play the first parts, the more challenging parts in a piece of music. The students who may be struggling with the music would play the second or third parts in the Music. The parts can also be altered to cater to the strengths of the student who might be having difficulty.
Another common strategy frequently used in my classroom is utilizing peer partners. Peer partners are selected upon their complementary strengths and weaknesses. Bot students benefit from the arrangement. One student is gaining better understanding of a concept they might be struggling with and the other student is reviewing the material and gaining leadership skills. The partners can also meet before or after school to gain extra practice.
|
|
|
0
link
|
|
Barbara McNeely-Bouie Posts: 4
11/9/2017
|
1) Peer and teacher evaluation are two important strategies for students with disabilities for encouragement, positive evaluation, and the like. I/or a peer would ask the student if they think they sang the correct pitch. If not, then how can you sing the correct pitch? Let's investigate ways to sing correctly.
2) Letter Strategy always is effective in the music classroom. FACE - rhyming with SPACE for the spaces of the treble clef; also, Every Good Boy Does Fine for lines of the treble clef, and so on.
|
|
|
0
link
|