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Courtney Smith Posts: 3
4/11/2019
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In dance we have movement driven skill based tests to assess the physicality learned of each dancer. For students who have a physical disability, we utilize two different forms of adapted assessments - research paper and a modified skills test. For those who may not be able to perform the skills being tested at all, we utilize a research based written assignment that guides them toward a professional dancer, choreographer or company that has a disability or includes people with disabilities in their work. An example of this is Axis Dance Company. In the paper, students are asked to research the company and be reflective with both the impacts the company has on the broader world of dance as well as how understanding the integration of disabilities impacts their own view of dance. The other option would be a modified skills test where we look at the general ideas of the skills being tested and create an alternative phrase of movement that addresses those ideas with a movement that the student is capable of completing.
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Elisabeth Crumrine Posts: 5
5/2/2019
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Option 1:
I think that peer partners and small group sectionals are vital to my chorus classroom. I use peer partners especially with my beginning singers when introducing solfeg. I have the partners look over an example: One focuses on the solfeg syllables while the other focuses on the rhythm. After the students discuss what they see, they switch roles for the next example. I find it makes sight-reading less intimitating and gives the struggling students someone to ask questions without the embarrassment factor of asking questions in front of the entire class. I also like using small sectional rehearsal times during class. It helps foster a team mentality between the members of the same voice part, gives the students extra practice time, allows shy students to opportunity to ask questions from the smaller group, helps the section hear their part more clearly, and allows the ensemble to practice more parts at once--no one can zone out. I also go to each group to make sure there aren't mistakes that need my attention.
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Elisabeth Crumrine
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Kimberly Keck Posts: 3
5/21/2019
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- 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.
Tiered lessons, where I made adjustments to choreography and make certain sections more simplistic for students who have learning delays or other disability needs.
I could also use Task Cards when sectioning off assignments in class where the students are grouped to the task that best suits their abilities.
- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I always use video in class as a means of reviewing and self-corrections. Additionally, I have a FM radio system which allows my voice to be heard over the entire studio for the hearing impaired student.
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Sammantha Donovan Posts: 2
9/24/2019
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As a PE teacher, I found the best unit to use for students with disabilities is Dance. Music therapy with movement is great and the kids really love it. I use small groups so that other kids learn respect, understanding and patience for those we are accommodating. Sometimes kids are better teachers than I am! You would be surprised! I also use task cards. These will have a certain dance move (along with a picture) that will need to be performed in their final dance that they are performing for class. You never know if a student is a better auditory or visual learner so this allows for both which increases their chances for success.
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Joe Hernandez Posts: 3
9/26/2019
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Option 2: As a fourth grade writing teacher, I had a students how used an adaptive device to record his writing. The students needed to learn the device and how to use it to writing for our class and for the assessment to end 4th grade (FSA). At first, I taught how to use it to brainstorm for ideas. Then how to use the device to set-up his writing for full paragraphs and essays. The long of his writing was something he need more work on. We would use the font adjustment to show "lots of writing" in his words. But after demonstrations and lots of practice with (part to whole-then whole to part) he was able to complete a 5 paragraph essay. He ended liking writing, which made me happy and why I teach!
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Jessica Klee Posts: 8
10/6/2019
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As a Fine Arts Educator I could implement at least two of the strategies discussed in my classroom, to better meet the needs of Students with Disabilities. These strategies can be found in Instructional Design and Instructional Delivery, which are components of Explicit & Intensive Instruction.
Explicit or systemic instruction uses Instructional Design Components which contains 6 different strategies. One of those is called, “Mediated Scaffolding, “which is a process that requires building blocks of learning a task one step at a time; each becoming more difficult and challenging. Take for example learning to play the recorder. First, the Teacher would model how to hold the instrument referencing to math angles for precision and then how to play one note establishing finger placement. After some Student practice with the Teacher, then a new note would be added and then a third. Second, the teacher would say what notes to play and then play them with the students, acting as their mirror and exaggerating finger positions. Eventually the teacher would no longer play along, but only say the notes for the students to play. Third, the teacher would introduce the notes on a staff, just like words in a book. A picture of the recorder would be posted with the correct fingering to identify a note and then a diagram of notes on a staff would be displayed. The students would place their recorder instruments on their chin and name the notes aloud for the first line. Then repeat the line, however this time, say the numbers to the fingering and then lastly actually play the notes. All of these steps and layers allow each student to comprehend the tasks either orally, visually or kinesthetically therefore covering all styles of learning. Finally, the teacher can assess and praise or correct immediately by watching or hearing the wrong sound or fingering for each student, which would ensure accurate learning.
Intensive instruction uses Instructional Delivery Components which is another method to teach students, including Students with Disabilities. It too has 6 different strategies one being, “Adequate Time.” Students who are academically behind or have learning disabilities are challenged by the clock. They must learn more information in a shorter amount of time according to Stanovich’s, “The Matthew Effect” (1986). In order to help make the students successful with a focused task, the teacher must allow more student practice time and then during a test, extra time to complete successfully. For instance, in music class, the teacher presents a “Name the instrument” game so that the students can identify different instruments with sounds. First, the teacher would ask the students to buddy/team up and share a picture card of instruments like Bingo. Then as a whole group, the teacher would play the clip of music and ask the students to place the token on the picture they felt would produce the sound they just heard. If the Student with Disability does not have use of their hands, they could tell their buddy which picture they thought it might be or point to it. While the buddies/ partners are discussing the possibilities, the teacher would pause the music to allow “Adequate Time” for the students to grasp and think of the correct answer; before moving on to the next sound. Lastly, once the concept of listening, seeing the picture, and then choosing an instrument is understood, then small group time would be allotted for extra student practice.
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Collie Blake Posts: 3
12/19/2019
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- Two of the strategies discussed I could use with my students would be mneumonic instruction specifically for students with memory challenges or processing disorders because the letter/word connections can help prompt their memory. The other strategy would be a graphic organizer such as the Venn Diagram, This could be helpful for students with ADHD who tend to have difficulty with organizaiton.
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Caroline Schmid Posts: 3
2/16/2020
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In teaching my ESE students I have found that the use of (chaining) breaking a phrase into small bite size is a great strategy for teaching
choreography. After working with the whole group I then break students up into smaller groups. Given them time to choreography. work on the steps with each other. Each group then performs the section, Next we discuss what was good and what still needs to be worked on.
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Hanna Flannigan Posts: 4
3/11/2020
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- 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.
I have used chaining in my class where I have broken down task into smaller steps to help struggling that get overwhelmed and stressed. I have also used story mapping and venn diagrams when reviewing lessons with the class. Some students are more visual learners and I have found it helps to keep students involved in the lesson.
- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have used both computers and iPads in my classroom to help struggling student. I had a student who could not read on a white background. If you changed the color to yellow and black the child could read fine. I have also used technology by playing the Jeopardy game with my class before test and doing video lessons.
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Evelyn Aguirre Posts: 3
4/2/2020
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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 classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have a student that due to medical issues can not come to school. Instead he is taught through Adaptive Technology. He uses an IPAD to speak and to learn. I pair him up with a student that make sure he is being included in the lessons. When a hands-on lesson is being taught, I make sure to create and give him a separate assignment him and his caregiver can do.
I also create separate lessons for struggling students, they are more computer based with extra resources to get them on track.
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Kindal Gillstedt Posts: 4
4/28/2020
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Option 1: Peer partnering is one strategy that would work well in a dance class. In order to practice a new dance sequence, peers could work with one another to learn the steps, practice, and critique each other. If a student with a disability is paired up with a peer, they may be more apt to learn the sequence from their peer in a smaller, more comfortable group setting. Another strategy that would work well is chaining. Given that chaining allows you to break down steps into smaller sequences, this practice/strategy would be beneficial to students with disabilities who may need more help and assistance learning new steps.
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Faith Bosco Posts: 3
5/13/2020
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Option 2: YOUTUBE! This has been such a great resource for me as a dance educator! Many times it can break down a movement, in a way that I would not have thought of. Also, if brings a high level of engagement. I can show my students a full ballet right in our classroom! It opens up a good deal of opportunity. Beyond that, it is a great place to collaborate with other educators, and steal and share ideas and tools.
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Shelby Knight Posts: 3
5/18/2020
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Option 1: Peer partnering is one strategy that I implement daily in my dance classes. I have a student with Down Syndrome that I will pair with an advanced student. The advanced student loves that she can act as an assistant to my D.S. student. It teaches her patience and she is refining her own technique by breaking down the movements with her partner. The D.S. student is much more engaged when she is paired with her friends. She remains more focused and is excited about what she is learning when working together with a partner. A second strategy I implement is mnemonic instruction. This may seem silly, but one example is when I teach echappes to my little ones. I always introduce this movement which means "to escape" by referencing the movie Finding Nemo and the scene with Dory reading the word "escape" as es-cah-pay. The students generally always remember what the term echappe means since I can relate it to something that's familiar to them. They also get a good laugh when I reference this scene in the movie.
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Jessica Harvie Posts: 3
5/23/2020
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Option 2: We are a 1:1 school meaning that each student is blessed to be issued their own tablet at the start of the year. I have found this very beneficial to our dancers because they can record class, corrections, feedback, and see themselves in action.
I have a student who has a hearing loss and wears a hearing aid. The use of technology has been wonderful for her because she is able to record class, and go home and rehearse. In some cases, we have worked together and I have allowed her to record me in the mornings, afterschool or after class as I re-instruct a combination or exercise at the barre. She is then able to see it and work on it. This has helped her progress from a beginner level to our intermediate-advanced level for next school year; in just two years of training. She is of course-dedicated to the hard work and determined to learn. The technology has really helped her grow and succeed.
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Albena Arnaudova Posts: 3
6/10/2020
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Some students with Anxiety Disorder experience difficulty performing solo. Usually I use small groups or peer partners strategy to allow all students. My practice shows grate success and improvement in confidence during performance for the students with anxiety disorder. Additionally I use videotaping as a tool for self assessment. In some cases positive feedback after viewing of the video mater helps the student overcome the performance anxiety.
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Lauren Albert Posts: 3
6/18/2020
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Option 2:
I have used technology in the form of tutorial videos. This allows myself to create the tutorial so that students can go back to clarify. It also allows them to practice additionally on their own and review concepts they may not have understood. There is a tutorial version and then a full version of the routine or step in particular that is being used. All videos are saved in one spot that students can go back and refer to whenever necessary.
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Erin Cardinal Posts: 3
6/29/2020
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Option 1: As a dance educator I can use Peer Partnering or Small Groups/Cooperative Learning while introducing a new dance phrase. Some of the students that have confidence issues or become overwhelmed easily with new material will sometimes work better one on one or with a small group of peers with careful teacher monitoring for accuracy. Another strategy I can implement is the Learning Contract for those student who need extra time, need modification to movement due to physical challenges.
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Ashley Hassler Posts: 3
11/6/2020
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I find that peer grouping is a win-win in my classroom. Pairing a students with an intellectual disability or physical disability with a higher level student gives each person a boost in confidence and help in finding success. The more advanced student learns to break down the concepts while the disabled student gets one on one attention. The students really enjoy working together and having a change in the learning environment from full group and small group instruction. Peer teaching creates a fully engaged learning atmosphere.
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Ashley Hassler
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Michelle Clinton Posts: 3
11/22/2020
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Option 1: I have used technology as one of my strategies in the classroom. I make tutorial videos of the different art lessons that we are doing. It helps if students are absent, but it especially helps students who need to work at a slower pace, or need extra time. They are able to access the videos and work at their own pace. They can also rewind and review the information also. This has worked especially well this year with on line school. I also use self-evaluation as a reflection strategy. I have a rubric for each of my art projects. When the project is completed, there is a rubric they have top fill out with point values for each of the objectives for the assignment. They also have reflection questions about the objectives, They will complete the self evaluation, then I will fill out the same evolution with the point values that I have awarded fort each of the objectives. I always make sure toe give a positive note on each of the evaluations and something that they can improve upon. I have found this to be very effective strategy.
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Michelle Clinton
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carol Posts: 6
11/24/2020
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2020 OSRS best crafting leveling guide
In this guide, we will provide a guide that can easily make money through handmade, medium-sized or expensive routes into the 99-making craft. However, from level 1 to level 46, you will perform the same method no matter which path is used. In general, making money through crafts is not the most efficient option, you have a better way.
Level 1-7-Making leather gloves (26k xp/hr)
First, you will make leather gloves between levels 1 and 7. This is fast grinding, but necessary! To make these leather gloves, all you need to do is a piece of leather, some thread and a needle. From there, go to the bank, where you can quickly extract the leather, such as the Grand Exchange. Just pierce the leather with a needle and select the glove icon that appears to make leather gloves.
Level 7-20-Making a gold bracelet (40k exp/hr)
Next, you will make a gold bracelet from level 7 to level 20. In addition to the crafting experience, you will also make some gold. To make these gold bracelets, all you need to prepare are some gold bars and a bracelet mold. From there, head to furnaces such as those in Edgeville and Al Kharid. Use gold bars on the stove, and then select the "gold bracelet" option in the interface. From there, just rinse and repeat until level 20.
20-46 level-cut sapphire (125k exp/hr)
Before breaking down into the required process path, you will complete the final grinding of the sapphire from level 20 to level 46. For this, you only need a lot of uncut sapphires, you can find all around RuneScape, or on the Grand Exchange. You also need a chisel. Here, just use the chisel on the sapphire, select "make all", and then you can start making the sapphire. Continue until level 46.
Old school cut sapphire
Congratulations, you have reached level 46! From here, you can choose from three options. If you want to save some money, use the cheap route, and if you want to speed up with this method, use the fast and expensive route. If you want something in between, we also have a medium route. Feel free to try all the features and see what works for you! But keep in mind that expensive routes do cost a lot of GP, so if you need to use some cheap and fast OSRS GP, make sure to go here.
Level 46-87-Make an unpowered orb (80k xp/hr)
Starting from the cheap part of this OSRS production guide, you will make an unpowered ball from 46 to 87. This is a long process, but fortunately its AFK. For this method, you only need a blown glass tube and some molten glass. You should stand beside the one-click bank deposit. Next, use a blown glass tube on the blown glass, and select the sphere in the subsequent interface, and then make it all. Rinse and repeat until level 87!
Level 87-99-making light balls (120k xp/hr)
Complete the cheapest part of this production guide (from level 87 to level 99) and you will make a light sphere. To do this, you need to blow glass tubes and fusion tubes (sound familiar?). This time use a glass blowing tube on the molten glass, and then select the "non-powered ball" option in the interface, called "Dorgeshuun light ball". From there, repeat until level 99!
Get your 100% favour completed and enjoy the benefits of buy RuneScape gold from RS3gold.com!
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