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Serena Young Posts: 3
2/12/2021
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Option 2: I teach students on many different dance levels, learning abilities, and disabilities. One particular student suffers from anxiety and is extremely anxious when it comes time for our demonstration or performance activities. It has helped to pair her up with students whom are more confident and encouraging. One great tool we have used in these assignments is videography. We videotape each group’s work when the lesson involves a demonstration activity or performance presentation. I typically call this the “rough draft”. After videotaping on my Ipad, I allow each group to self-evaluate themselves and then take time to make any adjustments necessary prior to their “final” showing of their work. Allowing this child with anxiety to preview her work and then make any final changes has really helped her to gain confidence and she has become less anxious about presenting her work.
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Martha Satinoff Posts: 3
2/21/2021
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In my dance class this year, I have used technology to teach all of my students and I post all assignments on Google Classroom but have found some ways to reach students who need more help. I noticed a student with a learning disability who had trouble remembering which steps and poses were which. I worked with some of the older students to create a study guide where when they clicked on a term, they can see a video or pictures of the step or pose. All of the information is in one place for them as they study. The repetition in class helps them master the step but the review of terminology is much clearer. I am actually making the available to all students as not all of them have learned these steps before.
After reading a few of the entries below, I thought about using video another way as well. We have to record all of our lessons but students have to try to find the combinations they need to review. So, I can select a student in class to demonstrate and video that separately with my phone camera and post that for those who need more review.
I have also used videos as inspiration and information so I keep the links on Google Classroom so those who need to see all or part of it againwill have access. I want to learn how to embed questions throughout the videos to keep attention and remind students what to look for.
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Stacey Swogger Posts: 2
2/22/2021
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In my dance class this year, I have used technology in more ways then one... I think we all have. The technology we use at my school and in my class is a Camera to follow, Zoom for classes, Desktop, Cell phones, and laptops. These tools have helped incredibly being in a pandemic and for all different types of learners. One main website we do use is Google Classroom, how many below are also utilizing. This website has helped with tracking assignments, submitting work, test, quizzes, video submissions, streaming, and most importantly discussion. An example I can give for students that may need more time in reviewing choreography would be - If I am teaching a combo, at the end of class I will make sure to record myself doing the combo without music first, facing the camera and facing away from the camera - explaining in detail the choreography and then doing the combo with music - facing the camera and away from the camera. Then once I complete that I always upload onto google classroom for students to review or practice. This helps all students and it helps me. Once the students return next class they are able to do the combo at ease and then we can move on and add additional choreo.
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Angela Barberi Posts: 3
4/16/2021
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Two ways administrators can support teachers use of explicit and intensive instruction by 1) providing appropriate and ongoing professional learning in using UDL, differentiating instruction and providing accommodations for teachers often, and 2) by working with teachers in their classrooms to problem solve for an individual student's needs to provide intensive instruction using modeling or scaffolding.
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motakabber22 Posts: 1
4/28/2021
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contacts
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WhatsApp phone: +8801758300772
Contact Phone Number: +8801723283638
skype: lija.akter ( seo exparte team)
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Hillary Blythe Ure Posts: 3
6/28/2021
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Option 1: 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 the student's disability. Share your response in the threaded discussion.
One strategy that I could use in my dance classroom would be cubing for tiered lessons. For example, when we learn about a choreographer or dance style, this gives the opportunity for a student to explore it from six perspectives. For a student with a disability, a lecture or class discussion may not be the best way to acquire knowledge, but cubing would allow for different perspectives and peer interaction for a deeper understanding.
A learning contract could also be an effective strategy for me. In dance, especially on the secondary level, my students are at all different stages of skill and ability. A learning contract could be a way to help every student, regardless of disability, set goals and establish steps to accomplish them.
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Jeanette Long Posts: 3
7/12/2021
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- 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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
This year has been a great eye opener when it comes to technology and dance. The students have had to use laptops, cellphones, apps, music editing tools, etc. They have grown exponentially in their craft through all of the technology that they have been able to employ while learning virtually. Students with disabilities have not been the exception. They have had the same expectations but we had our Technology staff reach out and be available when needed. Parents have assisted their children in calls and have been excellent liaisons to the school.
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A H Posts: 3
8/5/2021
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Option 2: I noticed at the beginning of the pandemic last April 2020, one of the strongest dancers in my class just completely shut down and was not turning in, completing, or even logging onto Teams for assignments. I eventually foound out from the department head that he was struggling with severe anxiety and depression in regards to perfomring in from of a camera and would completely shut down... so much so that he was hospitalized and eventually medicated. For the remainder of the year I have him the option to even record the choreogaphy with his back towards the camera or I gave him the option to find video examples from youtube of other dancers, actors, musicians that demonstrated the learning goals for the week and respond to their performance via a written critiques. This allowed him to watch and repsond instead of perfrom and respond while still obtaining the information the rest of the class was exploring.
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Krystal Richtmeyer Posts: 3
1/19/2022
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Option 1:
I have used graphic organizers in my elementary dance classes. I have several 1st grade gen-ed dance classes in which 3-6 ESE students push-in to. We used a circle map to describe Gerald The Giraffe (after we read the book) and then used those words to create a movement piece. This helped because instead of having each student choose an adjective off the top of their head, this provided a list for the whole class to use.
The second tool I use all the time is Task Analysis. This is beneficial not only for students with disabilities, but for the general population of my classes. I break down each dance (move or phrase) by demonstrating it first. I then have them say the steps ... and then say the steps to a steady beat. We then practice each step together. Then we practice it slowly and little by little increase the tempo.
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Chantell Pagan Posts: 3
4/12/2022
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I have learned that technology can help a student with disabilities. I have noticed that them being able to see movement or what is being discussed in the lesson using a projector has been helpful. I have used several dance follow along videos that the students can watch and dance to at the same time. My students with disabilities can also follow along and feel included in the lesson.
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Moenike Sims Posts: 3
4/24/2022
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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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
The Internet has been a technology that has really assisted all students, especially during the pandemic. During our dance classes, i made sure students were provided reference videos on dance steps. Their assignment would be to practice the moves at home as homework. This assisted my student with disability because she would get very frustrated during class because she had a hard time remembering the steps/moves. I would use the reference videos and "chunk" the moves for her to learn. This made her more comfortable with learning the dances in parts.
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Lorraine Vazquez Posts: 4
4/24/2022
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One way I have used technology to meet the needs of a student with ADHD is to use the program "Canvas" to provide multiple resources for an assignment. Using canvas, a teacher can give an assignment to a single student. I have provided visual examples, demonstration videos, as well as a rubric for a specific assignment. This helps the student with ADHD find all the information needed in one place. The directions can be presented in written as well as a video. It is a great tool to cater to different learning styles.
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Herbert Cummings, Jr. Posts: 6
5/16/2022
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In order to meet the needs of a student with a disability, technology assisted the student via an overhead projector and use of oversized print. The student was visually impaired and could not see very well. By putting the documents into the device, it made it less difficult for the student to see the material. The notes and classroom material were projected onto the board or wall for the impaired student to see. They did not always have to move so close to the front of the room.
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Jaclyn Sparks Posts: 1
6/10/2022
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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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have students that are speech impaired or have high levels of anxiety. Instead of having them present in front of the class, they are required to complete a media project to show content mastery and post to Padlet for the class to view. The, they have to complete a blog post and answer questions relating to their assignment. The questions usually ask about the process of the task, why they chose this topic, what they learned, their favorite and least favorite part of the activity, and what they would change if they had to do this again. Through these online tools, the students are still able to share their work and get their voice heard to the students through the blog post.
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Seta Kejelian Green Posts: 4
6/13/2022
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I have had a student who was struggling with being selectively mute. The therapists told me it will take him a long time to be able to express verball. For that reason, and since the new generation loves using digital technology (it makes them feel cool!) I allowed this student to use Class Dojo, TEAMS, Blackboard or email to communicate with any request, participation, or other tasks expected of him as a student.
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Lori Madl Posts: 4
6/16/2022
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Option 1: 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 the student's disability. Share your response in the threaded discussion.
DA.68.O.1.4 Explain the order and purpose of a logical and healthful dance class.
Strategy 1:
I have used the Graphic Organizer - Sequence Chart - to help visually organize the order of ballet barre warm-up exercises. For students with certain learning disabilities, this helps them organize the order of the exercises and prepares them for the Ballet Barre Test at the end of the semester.
Each box houses the name of the (main) ballet exercise (i.e. plies or tendus), then the smaller boxes underneath contain the details of the exercise. In the instance of Plies, the lower boxes would contain positions, 1st, 2nd, 4th, 5th; the number of the action, 2 demi plies, 1 grand plie; and the stretches, stretch forward, to the barre, away from the barre, or cambre back).
The teacher models making the Sequence Chart under the Doc Camera while the students construct verbally and duplicate on their own paper. The teacher asks for students to recognize the exercises to fill in the boxes.
Strategy 2:
I have also used Centers/Cooperative Learning Groups for the same standard when providing warm-up and stretching exercises.
Visuals of 3 - 5 exercises are hung around the room. The visual also has written explanations of the stretch/exercises. For students who struggle understanding the exercise, the group can help demonstrate of the struggling student and encourage them to try it.
Students are divided into as many groups are there are exercises.
Students have an allotted amount of time be at each station, then will rotate to the next. This strategy can also include this standard:
DA.68.S.3.2Develop strength, stamina, flexibility, and range of motion through safe practices and knowledge of basic anatomy and physiology.
By including information about which muscle group is used/stretched in each particular exercise higher level students can begin to combine the knowledge of muscle groups and associated movement.
An even higher level for students would use the anatomy information as background knowledge to analyze what muscles are engaged in each exercise. Students could later write about this or present the information to the teacher/class.
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Kelly Rayl Posts: 3
8/1/2022
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Tiered lessons and task analysis are two strategies presented in this training I will utilizes in my classroom. Making slight adjustments within the same lesson using Cubing so students at different levels of readiness are challenged. Additionally, it gives students an opportunity to apply information in new ways to maximize achievement. The prompts will range from concrete to abstract. Task Analysis is another strategy that will be implemented. Breaking down complex movement sequences into a sequence of smaller steps or actions is needed daily. This strategy is particularly helpful for students in my choreography class when they peer teach choreographic studies. All students benefit including students who may need additional support remembering sequencing.
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Jenn Stewart Posts: 3
9/17/2022
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Option 1: I use Mnemonic instruction regularly in my classes: Letter with BASTE (body, action, space, time, energy). I also incorporate a visual cue with each of the letters which is helpful when first learning. I also do 'Pegword' regularly to help (get down low/reach with the toe/inner thigh to the sky). I also use Venn Diagrams when comparing/contrasting dance styles (ballet/hip hop). Peer Partners is also helpful not only for those who need assistance, but also provides a teaching/mentoring opportunity for others as it increases opportunities for communication and empathy.
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L Matthews Posts: 3
9/23/2022
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I find that using individual white boards is helpful for gauging students' understanding of lesson. After I ask a question or give a problem to solve, students respond directly on the whiteboard and hold up for me to see. I give non-judgmental feedback , sometimes quite discreetly, and allow students to change their response until they "get it" or we move on to another question or topic.
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L Matthews Posts: 3
9/27/2022
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Simple but effective use of technology that I saw while subbing in a ballet class: instructor taught two new terms and accompanying movements on Zoom while studio was shut down. The music was played in background while teacher named the movements, then she danced the sequence, then marked slowly and then walked (danced) with students through the moves one by one, slowly at first. Students practiced a few times and then placed laptop on floor and danced again as instructor critiqued, offering help for refining the moves. Each student was able to reflect on their own performance and weaknesses and this was heard, but not seen by the other students. For challenged students, it seemed to me that this was an effective way to learn and practice without unintentional peer pressure from classmates.
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