2/7/2019
Topic:
Students with Disabilities
Deb Merrill
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I have a student with autism in our elementary music class. He becomes over stimulated easily and we have a place where he can sit in our room that is a bit away from the other students. He can still hear and see everything we do, but he enjoys his quiet space. I am lucky that there are two of us in the music room at the same time and one of us can talk to him with quiet directions, if needed. He contributes to class and is always aware of what we are doing. He loves to play the instruments, but sometimes wears headphones to soften the sound. |
2/11/2019
Topic:
Tools and Strategies
Deb Merrill
|
I use peer partners with a great deal of success in our music classroom. We use it especially during recorder playing and it gives both partners a sense of accomplishment and self-confidence. The student mentor gains empathy, confidence, discipline, focus, and much more. Helping another student also allows them to review their own knowledge and technique. The student with the disability feels accomplishment and confidence in completing a task. Having the directions come from a peer is better than listening to the teacher drone on!
Task analysis is also very helpful with the study of recorders. It allows the students to study the concepts necessary to playing the instrument in small increments Even taking the instrument apart can be broken down into smaller tasks. |
2/11/2019
Topic:
Assessment of Learning
Deb Merrill
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I like the use of exit tickets for all students. They can be used in a variety of ways.....stories written down, questions answered by essays or one word answers, or pictures can even be drawn. This way the students can answer in whatever means works best for them. |