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Caroline Schmid Posts: 3
2/16/2020
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One of the concepts I like to use is pair and share. While demonstrating a particular movement I talk about key points that i want the students to implement.
Next I have them pair up . While one student is executing the movement the other student is watching , I then pose a question that pertain to the movement the student that is watching has to answer . this helps both students see and make the necessary corrections.
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Heather Cribbs Posts: 2
4/9/2020
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I had a student who had suffered a traumatic brain injury that affected her fine motor skills, including writing. By allowing her to talk through her answers to critiques, reflections and other assignments that required extensive writing, I was able to gage whether or not she had understood the material and skills we were working on.
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Faith Bosco Posts: 3
5/13/2020
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Option 1: I often give all of my students options in their assessment. This is also something that I would to utilize even more in the future. I want to allow them ways to complete movement, take written assessments, or even do technology assessments. I have not had a student with a physical disability in my dance courses yet. However, I would love to utilize some of these strategies and tools in the possible future.
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Shelby Knight Posts: 3
5/18/2020
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I use exit slips frequently, especially when we are learning new material/movements. Most of the time these exit tickets either check their understanding of the vocabulary used in the lesson or provides a prompt for them to self- critique and explain their own understanding of what was taught during the lesson. My students with disabilities, have the option of verbally answering the prompts if needed. This allows them to be included in the assessment, but gives them alternative way to present their information to me.
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+1
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Zleos Posts: 1
5/19/2020
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Jessica Harvie Posts: 3
5/23/2020
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My student has a hearing disability. Through the use of technology, a tablet, I have been able to have her record instructions step by step. She is also able to record herself during class performing the work. I will have them use a self-assessment to review their video and then assess which corrections need to be made in order to perform the exercise with technical accuracy. This strategy and assessment method helps the student see herself, evaluate her corrections, and communicate them back to me in written form clearly. It offers us both a clear method of communication. I can then offer her written feedback as well and deepen her understanding clearly.
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Albena Arnaudova Posts: 3
6/11/2020
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I worked with paraplegic students. They love the ballet class. The goal was to work on the fluidity and strength of the upper body. The able students usually perform each exercise twice - with the right and then with the left leg. For my wheelchair students I assigned different movement quality. First time they perform the movements with soft, gentle and flowy quality and in the repeat with sharp, percussive and strong quality. The students were very responsive to the challenges and the use of dynamics along with the mastery of the port de bras.
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Lauren Albert Posts: 3
6/18/2020
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Option 1:
One example of an adaptive assessment I've used in the past is scheduling over time - so as a final project would approach - I would have things due at several different dates so that it was not overwhelming. It helped those who struggled to stay on task and the assignments were chunked into something smaller to allow those to focus more and not feel overwhelmed at the large project. It also helped me to stay on top of who needed additional help or time to ensure they were successful.
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Lesley Shea Posts: 7
6/22/2020
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I worked with a student that was visually impaired. He could not read from a textbook, worksheet or from the board without one on one assistance. Many of the assessments given to him were either verbal (I read question with him responding) or he presented it (acting it out physically). He and I would go over the test concepts and discuss what best way he could express the answers.
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Jacqueline Thomas-Baker Posts: 4
6/28/2020
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I had a student that struggled with math. I allowed the student to use the Kahoot game to assist him with his math. The student was interested in the game and he would pay close attention to the lesson because he knew he would be able to complete his assessment using the Kahoot game. The student had ADHD but he would focus and use his notes to assist him while taking the assessment.
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Erin Cardinal Posts: 3
6/29/2020
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I have used alternative summative assessments with students that have social anxiety by allowing them a private, one on one session to perform technical dance acquisition assessments. Giving them the private space to perform allows them to relax and focus on the assessment and not their peers watching them. They appreciate the special time and space provided and perform much better than in a large group setting.
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Brian Skipper Posts: 1
7/28/2020
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For students who are language impaired or vision impaired, a good strategy would be to allow the student to express their knowledge in other ways. For example, students could act something out with gestures or facial expressions.
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Megan Murphy Posts: 3
9/14/2020
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I had a student who had 100% extended time for tests, but I found he also need frequent breaks in order for him to be successful. The extended time was useful but can tire a student mentally. I also let students show and tell me the dance vocabulary instead of writing the meaning on paper.
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Pointe_Ribbons Posts: 1
10/13/2020
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For dance students with limited mobility I have modified expressive movement choreography to fit within their range of motion while keeping the integrity of their expression in the choreography. Assessments are based on individual student ability to recall choreography sections with a final assessment of the entire choreography movement.
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Ashley Hassler Posts: 3
11/6/2020
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My students with Down Syndrome were unable to write an exit card. I still wanted them to participate in this learning process, so I asked them to draw what they had learned that week. I loved seeing what they focused on from the weekly lessons. I did find that with some exceptional students, it worked out better for them to show me what they had learned.
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Ashley Hassler
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Serena Young Posts: 3
2/12/2021
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I have past students whom showed disabilities in reading or written assignments. One particular student struggled when it came to identifying written vocabulary words and their definitions. I created an assignment that allowed her to demonstrate each vocabulary word and verbally say its definition. I also used flashcards and I would show her the flashcard and she would then be required to demonstrate that particular vocabulary word. As a result, this process worked very well for her and she was successful at identifying dance vocabulary.
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Lisa Dizengoff Posts: 5
2/16/2021
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Shelby Knight wrote:
I use exit slips frequently, especially when we are learning new material/movements. Most of the time these exit tickets either check their understanding of the vocabulary used in the lesson or provides a prompt for them to self- critique and explain their own understanding of what was taught during the lesson. My students with disabilities, have the option of verbally answering the prompts if needed. This allows them to be included in the assessment, but gives them alternative way to present their information to me.
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Lisa Dizengoff Posts: 5
2/16/2021
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I utilize a variety of Exit slip formats to accommodate various learning styles. Additionally, the students are aware that an Exit Slip of sorts will be issued, but will not become complacent, as the requirements are differing
There are three categories of exit slips (Fisher & Frey, 2004):
- Prompts that document learning:
— Example: Write one thing you learned today.
— Example: Discuss how today's lesson could be used in the real world.
- Prompts that emphasize the process of learning:
— Example: I didn't understand…
— Example: Write one question you have about today's lesson.
- Prompts to evaluate the effectiveness of instruction:
— Example: Did you enjoy working in small groups today?
- Other exit prompts include:
— I would like to learn more about…
— Please explain more about…
— The thing that surprised me the most today was…
— I wish…
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Martha Satinoff Posts: 3
2/21/2021
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I have a student with language impairment that severely affects their ability to spell, especially the French terms for my ballet class. I allow a word bank. They have to know which term I am demonstrating but do not have to spell it. I have also done the opposite quiz from other students. I will tell them a step and they show it to me rather than me show the step and they identify it. I realize this modifies what they know but even though I expect my other students to spell the terms, the real objective is that they can identify, define, and perform the steps and poses. Another adaptation I have made iss to give a quiz in smaller parts, for instance, expecting them to identify with a word bank. Then, later to identify, define and perform.
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Stacey Swogger Posts: 2
2/22/2021
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability.
I have a few examples and alternatives that I have used in my classroom for my students with disabilities. A few examples I've used in my class for one of my students with Attention Deficit Hyperactivity Disorder (ADHD) is to allow additional time to complete assigned work/assessments (double the time when needed). Providing encouragement during assessments has also helped motivate the student. Teaching her memory techniques as a study strategy for example - mnemonics, visualization, repetition, and note taking. Continuing on working on a few of these strategies has helped her and I in my class. I know where she is, what she needs work on, and what I need to do as a teacher to help her when there is a hiccup. |
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