7/19/2019
Topic:
Students With Disabilities
Mary Jeter
|
Administrator wrote:
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I am a middle school chorus teacher. My student was hearing impaired since birth and wore hearing aids. Consequently because of his hearing impairment he had trouble match pitch. The first thing I did for him was to move him as close to the piano and speakers as possible. To help with his pitch matching issues which were too extensive to go into detail here, I worked with him one on one. This was done in short 5-10 minute mini lessons. Drilling hi and lo pitches to start. Then just 1 to 2 notes within his limited vocal range. The rest of the time I the classroom he sang with the rest of the class. |
7/19/2019
Topic:
Students with Disabilities
Mary Jeter
|
I am a middle school chorus teacher. My student was hearing impaired since birth and wore hearing aids. Consequently because of his hearing impairment he had trouble match pitch. The first thing I did for him was to move him as close to the piano and speakers as possible. To help with his pitch matching issues which were too extensive to go into detail here, I worked with him one on one. This was done in short 5-10 minute mini lessons. Drilling hi and lo pitches to start. Then just 1 to 2 notes within his limited vocal range. The rest of the time I the classroom he sang with the rest of the class. |
7/20/2019
Topic:
Tools and Strategies
Mary Jeter
|
I teach a mixed level middle school chorus class. One of the first things I do is identify strong singers and weaker singers as well as the square strong sight reading ability. I generally place the strong singers and or strong site singers in between those students that are not as strong. When learning a skill such as site singing I break that skill down in steps. Generally there is a rhythm exercise written on the board. The first thing I do is have the students take a moment to look at the exercise visually. I asked them what the fraction or time signature means and they chant their response back to me. If The time signature is a new one we will go through the steps of defining what that time signature means. I then demonstrate the rhythm first either by tapping the rhythm or hissing the rhythm. I then I ask them to do the same immediately afterwards. If they miss any particular beat or rhythm, I immediately go back and demonstrate it, and they repeat it. This may happen several times throughout the exercise. I then give them a pitch and ask them to sing that rhythm on that pitch and that picture is usually sung on a loo. The steps that come after that involve adding the rhythms, and then count singing the rhythms on a pitch. Students that have the concept down may be asked to demonstrate the rhythm first and then the rest of the class will do it after they do it. Once this routine or way of learning rhythmic patterns and time signatures is established, we use this routine each time we learn a new concept.
edited by Eyrishgrl on 7/20/2019 |
7/20/2019
Topic:
Assessment of Learning
Mary Jeter
|
I had a few students this year who had accommodations on their IEP that stated they needed the test questions read to them out loud. So I developed a method of assessment for vocabulary especially, on Google forms and quizzes that allowed for the directions and the answer choices to be read aloud to the students. Using my iPad and my chrome book, the students were able to take the test electronically. Students that did not have the these accommodations also had the choice to take the test electronically if they had a smart device.They did not necessarily need to have the directions read to them. They just liked having the option to take the test electronically. |