2/21/2019
Topic:
Students with Disabilities
Lily Hartzog
|
This year I had a student in chorus with "Other health impairments". She had quite a few physical impairments which made it hard for her to climb stairs in the classroom or on stage, and vision issues which made her need to focus more. She would often scream out in class when others would be talking to loudly. After meeting with her parents, I learned that she had perfect pitch and loved to play the piano. We began using this as a way to help her connect to her classmates. If we had a minute available, we would let her play something for the class. Her favorite thing was to show her perfect pitch ability. I would have her give us our starting pitch for songs, and she would get so excited. When I began using her in these ways, we were able to cut down on outbursts. She really enjoyed being an important part of the classroom. |
2/22/2019
Topic:
Tools and Strategies
Lily Hartzog
|
Option 1-
1. I could use task cards when practicing rhythmic sight reading. My chorus is made up of 6th, 7th, and 8th graders all in one class. My 8th graders are much more advanced at sight reading. If I used task cards, I could give them options on levels to choose from to work on. This will help students become confident where they are at in the sight reading process.
2. Peer teaching- When I want my students to begin making progress in sight reading, I can use peer teaching to group them so that those struggling can begin working towards success with the help of a partner. The more confident reader would become better by the use of teaching their own skills. |
2/22/2019
Topic:
Assessment of Learning
Lily Hartzog
|
This year I had a student with "other health impairments". She could write, but it was very difficult to read, and took her a great deal of time to complete. This usually also caused her to lose interest quickly, because taking the exam was more difficult than her interest level could withstand. I had someone read the test aloud to her, she would answer, and the other person would write down the answers for her. She would speak the answers incredibly fast, showing her advanced knowledge, and she felt much more confident about what we were doing with this method. |