10/12/2018
Topic:
Students with Disabilities
Keenan Ellis
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I currently have a student with a visual impairment in my music technology class. When it came time to making seating charts, I placed his computer station closer to mine, so I may easily assist him while he is still in the midst of the normal classroom setting. During each class, we magnify the the font on the computers, and invert the color in order to help the student see. If there are any written exams, I print out a magnified version of the exam, and allow him to have more time to complete the assessment. |
12/28/2018
Topic:
Tools and Strategies
Keenan Ellis
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The first strategy I implemented in my orchestra ensemble is Task Analysis. Before reading through a new piece, my students break down rhythms by counting out loud and clapping, then break down bowings and articulations by shadow bowing after clapping. Lastly, we break down the notes by identifying the key signature and added accidentals. After we have this understanding, we play through the piece, rehearse, and adjust any mistakes. The second strategy implemented is Reflection and Self-Evaluation. When my students play through an excerpt whether we are warming up, or rehearsing, I always ask them to think about their performance. What went well, and what did not go so well? From there I prompt them to change at least one aspect of their previous performance, but not only just adjust it, but to critically think about what you need to do technique-wise in order to make the adjustment successful. |
12/28/2018
Topic:
Assessment of Learning
Keenan Ellis
|
In my guitar class, I had a handful of students who were allotted extra time on exams. For both written, and performance assessments, they started the exam during the normal time, but were able to finish the exam after school. If any other students were to finish their written exam before the students with exceptionalities, they were to work silently on the introduction for the next lesson. This allowed the classroom environment to be quiet enough so that the exceptional students can fully concentrate on their work without any stimulants, or distractions. |