2/13/2019
Topic:
Students with Disabilities
James Bonner
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I currently have a student with a degenerative bone disease, primarily in his legs – an orthopedic disability. He is confined to a wheelchair so movement to music is greatly limited. When doing movement activities, I try to include a lot of upper body movement with arms, neck and head movements. |
2/14/2019
Topic:
Tools and Strategies
James Bonner
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I use the letter strategy for teaching the names of notes on the treble clef staff, i.e.F-A-C-E for the spaces and "Every Good Boy Does Fine" for the lines. After these are learned we move to the bass Clef Staff where we simply adjust all the letters down one step.
I use Small Groupings to teach the length of notes - rhythms. We have pool noodles cut into different lengths to represent half notes, quarter notes, eighth notes, and sixteenth notes. Each small group is given a written phrase of words (text) and is tasked with arranging the noodle sections in a pattern on a rod to represent the given text. The text can come from a poem they have used in their home class. We'll line up the rhythm rods and recite the poem based on the patterns the students have constructed. |
2/14/2019
Topic:
Assessment of Learning
James Bonner
|
I had 5th grade a student who had suffered a cerebral stroke at a much earlier age. She could walk, but had a hard time speaking and couldn't use her left hand at all. When testing, I used a PowerPoint to display the test items with multiple choice answers. I asked all students to give responses with hand RIGHT signals, 1-2-3-4(5) for the answers. This was a way of assessing knowledge that my stroke victim could use without singling her out in any way. Also, assessments were spread out over the course of the lesson (chunked, as it were) in order to avoid fatigue for my special friend. |