3/14/2019
Topic:
Assessment of Learning
Matthew Clear
|
I remember when Noah took my general music appreciation course. Noah was a great student who always wanted to participate to the best of his ability. His orthopedic impairments confined him to a wheelchair and did not allow him to participate in our name game which involved moving around the room (which has various levels to accommodate choirs and ensembles). Instead, we accommodated Noah and played a smaller version of the game using only the first level of the room. |
3/14/2019
Topic:
Tools and Strategies
Matthew Clear
|
While using smart music, students in my classroom were able to receive immediate feedback and learning support online. Smart music logged student progress and monitored the increments at which the student progressed in learning music in the choir classroom. A specific student was on H/H Hospital Homebound and was able to still make progress in the class. |
3/14/2019
Topic:
Students with Disabilities
Matthew Clear
|
When assessing a student with an intellectual disability (IND), I successfully accommodated an assessment which asked students to sing back an answer using quarter notes on sol and mi. When students responded, they were to choose a two syllable word (quarter notes) and sing their answer on sol and mi. Instead of the student singing back their answer, he was able to speak the answer in rhythm which demonstrated mastery of the rhythmic portion of the assessment. |