4/9/2019
Topic:
Students with Disabilities
Mandy Papenbrock
|
I have a piano student who struggles with fine motor skills and cannot play up to tempo with the rest of the class. He also has difficulty playing with both hands at the same time. To accommodate this student, I have placed him with a peer tutor who is very patient and helpful. I also have the student focus on repeated notes and/or phrases throughout a piece of music. This allows him to be successful and experience playing along with the rest of the class. |
4/21/2019
Topic:
Tools and Strategies
Mandy Papenbrock
|
One strategy that works well in my classroom is peer tutoring. During my piano classes, I have paired students on pianos where in they take turns being the tutor and assist the other student in correcting errors, giving immediate feedback and reinforcing classwide goals and objectives. Students hear and see examples, are guided through producing appropriate examples and write a corresponding summary of the objectives. This strategy supports students with disabilities as peer tutors are able to adjust the pace and support individual needs accordingly.
Another strategy that works well in our music classroom are mixed ability groups. When working with a chorus class on rhythm and count singing, these groups allow the students to approach the objective from different perspectives. We create interactive visuals and each member is asked to describe and label different note and rest values. Numbers are assigned to each note and rest based on where the values occur in a measure. Lastly, we work to compare and associate this system with other value systems and argue for or against it. Students with disabilities are encouraged and inspired to contribute, as all opinions are met with respect. This is only one system, and we have fun exploring different ideas and creating something new. This strategy builds self confidence and supports interaction from all of the group members. |
4/21/2019
Topic:
Tools and Strategies
Mandy Papenbrock
|
One strategy that works well in my classroom is peer tutoring. During my piano classes, I have paired students on pianos where in they take turns being the tutor and assist the other student in correcting errors, giving immediate feedback and reinforcing classwide goals and objectives. Students hear and see examples, are guided through producing appropriate examples and write a corresponding summary of the objectives. This strategy supports students with disabilities as peer tutors are able to adjust the pace and support individual needs accordingly.
Another strategy that works well in our music classroom are mixed ability groups. When working with a chorus class on rhythm and count singing, these groups allow the students to approach the objective from different perspectives. We create interactive visuals and each member is asked to describe and label different note and rest values. Numbers are assigned to each note and rest based on where the values occur in a measure. Lastly, we work to compare and associate this system with other value systems and argue for or against it. Students with disabilities are encouraged and inspired to contribute, as all opinions are met with respect. This is only one system, and we have fun exploring different ideas and creating something new. This strategy builds self confidence and supports interaction from all of the group members. |
4/28/2019
Topic:
Assessment of Learning
Mandy Papenbrock
|
In the area of responding (how students show what they know), I have employed a system termed “modes of learning” to assess students’ level of understanding. These include giving my students a choice when displaying understanding wherein they can draw a picture, build a 3D display, write a poem/song lyrics or create and perform movement. This can be helpful for all of my students, but especially students with various needs and accommodations.
In the area of presentation (how students receive information), I am sure to provide visual, auditory and kinesthetic delivery methods for our goals and objectives/directions. With written information, I had a student who needed enlarged text. I was sure to write information on the board as large as possible and provided all written type in an enlarged format. When a preprinted resource was needed i.e. sheet music, I obtained/provided large print copies.
For students who require extended time with lessons and assessments, audio examples are provided via their grade portal wherein they are able to practice and prepare for assessments at their own pace. Extended time is also provided for written assessments. |