|
emily kyle Posts: 20
2/16/2023
|
Option 1:
The number one strategy that I use in my classroom is to break tasks into manageable chunks. I begin by telling my students what it is we are going to get accomplished that day. I show them examples of the finished project by students from last year's class and assure them that, yes they can get this accomplished today! I assure the students that no one does all of the task all at once. I assure them that everyone breaks up the work in manageable chunks. I ask my students where they feel the breaks should be in the task to make it more manageable. Their answers are always thoughtful and interesting to hear. I write these suggestions on the white board and ask if everyone has an idea in their own heads on how to get the assignment accomplished. I ask them to please come and see me when they get the first bit done so that I can help with missing pieces of the chunk and or suggestions on more to include or take out before moving on. When they are complete in one area, they are then allowed to move forward. Some students write more sentences than others and that is ok with me as long as the messages and/or explanations for their work is clear making sure to move forward so that all can reach our goal.
|
|
|
0
link
|
|
Kaila Schippani Posts: 3
3/21/2023
|
Option 2: I have learned to use technology more than ever before. It has particularly come in handy when breaking instruction into "digestible bites" or "chunks". Using an online classroom platform has made it easier to send reminders and notes to my students with videos and music files to go along side it to make at-home practicing more accessible. Plus, it gives those who need more time a breakdown of each step. I have also been able to link articles, use subtitles in my videos, and also use the "slow-mo" function to aide in my instruction online for my students with disabilities to receive the help they need.
--
KS
|
|
|
0
link
|
|
Tiffany Lee Posts: 3
4/25/2023
|
Technology, specifically recording our choreography has been a great advantage as we critique our own pieces and movement. Our students are no longer fully reliant on a teacher to try and explain a correction, but we can go to video, pause and show explicitly the need for correction in timing, shape or quality of movement. Often our students with attention disabilities or slower paced learning need a break from hearing their names over and over trying to clean a piece. Video has greatly helped us teach better and created a more positive, inclusive atmosphere.
|
|
|
0
link
|
|
Jenny Ross Posts: 3
5/14/2023
|
Option 1: The two strategies that would benefit one of my students with disabilities in my 7th grade chorus 2 class would be the mnemonic device and technology. The student could use a laptop to create a picture collage generated from the internet to graphically depict the sentence, "Fat cows graze daily at Elmer's barn. He could then print it and share it with the class as a presentation for remembering the order of sharps.
|
|
|
0
link
|
|
Catrinel Sandu Posts: 3
5/28/2023
|
Option 2: Using technology to help teaching students with auditory disabilities
For my hearing impaired students, I had our av staff install a dedicated subwoofer in our classroom/studio. Then, I had our music department use audio editing software to either emphasize or add very low frequency sounds on beat to select songs we learn and perform ballet movements to.
This allows my students whose hearing aid devices that don't transmit the music well to be able to "feel" the basic beat of the song and be able to perform in synchrony with the whole class.
|
|
|
0
link
|
|
Marquia Jenkins Posts: 1
6/8/2023
|
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.
- One way I could use technology in the classroom to meet the needs of a student with a disability in my classroom would be to implement brain/body breaks. Breaking up the instruction in little chunks here and there would give students a chance to digest the instruction instead of just one sitting all at once.
|
|
|
0
link
|
|
Pat Brown Posts: 5
6/8/2023
|
With judicious use of grouping in appropriate times I get positive results by varying the use of grouping style. Grouping students together that have dirparate knowledge/ability levels increases the preparation learning curve of the lesser coordinated or knowledgeable students for an upcoming presentation, due to a trickle down student to student effect attributed to peer instruction that frequently supercedes and expedites the teacer/student information/skill flow. At the right time, varying knowledge/ability levels can greatly enhance the overall performance of the entire vocal/instrumental/dance etc. ensemble. On the other hand, homegenity of a group,reduces time of mastery, especially for peer to peer demonstrations. Tiering the instruction is also very helpful at times, as it provides levels wherin increasingly advanced skills can be incrementally added to a concept.
|
|
|
0
link
|
|
Pat Brown Posts: 5
6/8/2023
|
Pat Brown wrote:
With judicious use of grouping in appropriate times I get positive results by varying the use of grouping style. Grouping students together that have dirparate knowledge/ability levels increases the preparation learning curve of the lesser coordinated or knowledgeable students for an upcoming presentation, due to a trickle down student to student effect attributed to peer instruction that frequently supercedes and expedites the teacer/student information/skill flow. At the right time, varying knowledge/ability levels can greatly enhance the overall performance of the entire vocal/instrumental/dance etc. ensemble. On the other hand, homegenity of a group,reduces time of mastery, especially for peer to peer demonstrations. Tiering the instruction is also very helpful at times, as it provides levels wherin increasingly advanced skills can be incrementally added to a concept.
|
|
|
0
link
|
|
Pat Brown Posts: 5
6/8/2023
|
A tiered personal approach with teaching tailored for one or a few students has worked wonders (when time permitted. Problem has been the neglect of other students who had to be engaged when this focused tiering occured during class settings).
|
|
|
0
link
|
|
Shelley Bourgeois Posts: 3
9/6/2023
|
-Two strategies that I can use in my class is Cubing when reflecting on choreographic works. Students can deepen discussions on the choreographic development, intention, movement vocabulary, preferences, etc... In technique class breaking down content is what we do each day. The levels of tiered learning to learn and master the material.
-In choreography classes, there are now apps students can use to put together movement sequences. Even if a student is unable to physically demonstrate the movement they want to choreograph and see on dancers, they can use these apps to create their movement. In addition to creating the movement you can see the pieces with music, rearrange, and play with timing.
|
|
|
0
link
|
|
Nancy Burnham Posts: 2
1/23/2024
|
There are a few strategies that I have used in my classroom for students with ADD or Anxiety Disorder. These two seem to be the most beneficial.
1. Pairing Up with a Buddy- This strategy has worked quite well especially in my elective dance classes where I see multiple students with different types of challenges and disabilities. I will pair students up with other students who have had some dance experience. This gives them more security as well as someone who will be with them to help with any issues or struggles they may have.
2. Another strategy that has worked for different populations is showing them professional dance. Most of them have never seen a professional dance concert or performance. We will watch short clips and then try and manipulate some of the material to emulate the movement in the best way they can, that works for them.
|
|
|
0
link
|
|
AventurineLe Posts: 3
8/9/2024
|
FC 24 represents the next evolution in football simulation, combining cutting-edge technology with a deep love for the sport. Its stunning graphics, refined gameplay mechanics, and diverse modes offer something for every type of player. Whether you're a casual gamer or a hardcore football enthusiast, FC 24 promises an immersive and engaging experience that captures the magic of the beautiful game. As the virtual and real worlds of football continue to converge, FC 24 stands at the forefront, pushing the boundaries of what's possible in a digital football simulation. With its commitment to realism, innovation, and community, FC 24 is set to redefine our expectations and set a new standard for sports gaming.
The evolution of football gaming has reached a new pinnacle with the release of FC 24. Building on the legacy of its predecessors, this latest installment aims to redefine digital football. With hyper-realistic graphics and advanced gameplay mechanics, FC 24 promises an immersive experience for both casual gamers and dedicated football enthusiasts.
In the early days, football video games were limited by the technology of their time, featuring simple 2D graphics and basic gameplay. As technology advanced, so did the complexity and realism of these games. Today, football simulations strive to capture not only the essence of the sport but also its intricate details. FC 24 exemplifies this evolution, pushing the boundaries of what a football game can achieve.
Buy FIFA 24 Coins (now called EA Sports FC 24 Coins) at MMOexp.com, safe and comfortable transactions, and years of experience to ensure the security of your account.
|
|
|
0
link
|