7/5/2018
Topic:
Students with Disabilities
Jane Plank
|
A third-grader new to our school arrived in music with hearing aids. I assumed he was D/HH. He always brought a transmitting device for me to wear around my neck to amplify my voice to his hearing aids. He also was SI. I decided that close proximity to me was a good first strategy for optimizing aural and visual learning. His behavior, performance and participation was commendable throughout the school year. At the end of the year, I learned from another teacher that this 3rd grader's main reason for using the hearing devices was to improve his focus and ability to pay attention! Either way, the proximity strategy was helpful. I also learned to check more carefully to the labeling of each student's disabilities/impairments. |
7/10/2018
Topic:
Tools and Strategies
Jane Plank
|
Many of the strategies reviewed can be used in the elementary music room. Self-evaluation and reflection is perfect when testing individual students in Recorder Karate. Getting the student to recognize where the difficulty lies and then figure how to make their corrections is an essential skill for further progress. Another strategy that would be perfect is the discovery learning to allow for a wide range of responses, regardless of their level or ability. I could use this strategy easily when exploring instruments and their families to ensure a high level of engagement. |
7/15/2018
Topic:
Assessment of Learning
Jane Plank
|
In my self-contained autistic class, I always try to use visuals to support concepts and behaviors. Using a solid, step-by-by step video introduction to drumming techniques, followed by student imitation/practice was key to a successful classroom participation. Several students were able to quickly and joyously transfer the observed techniques to a subsequent musical example. |