11/23/2019
Topic:
Students with Disabilities
Thomas Silliman
|
I have a student with Emotional/Bevahioral Disability. He is disruptive in many of his classes and students tend to tease him. This sometimes affects his readiness to learn when he comes ot orchestra in the afternoon. He is becoming successful in my class through frequent one on one encouragement sessions, starting when I greet him at the door. We have at least 5-10 minutes in each class where the students practice on their own and I float in the classroom, this allows me more opportunities for one on one encouragement. We just had our first concert and he was one of the most excited and proud students upon his completion. I have another student in the class who is developmentally delayed. I allow her to write the pitch names in, but we have an agreement to erase some of them each day. In this way, she has a longer time to acclimate herself to reading music. |
11/23/2019
Topic:
Tools and Strategies
Thomas Silliman
|
I have used technology in the following ways to help my students:
1. I use the Staff Wars app to help students practice identifying the pitch names in a video game type setting. We do some practice on this app in class and the students are able to practice at home as well
2. I use the BAND app and our FOCUS app to provide video instruction on a wide variety of technique elements, including basic bow hand, basic left hand, and vibrato
3. I also use the BAND app and FOCUS app for students to submit videos of their playing skills assessments. |
11/23/2019
Topic:
Assessment of Learning
Thomas Silliman
|
I had a student with Asperger's syndrome who had difficulty writing. I allowed him to take his music theory tests verbally and recorded them on my digital recorder for record keeping. I also allowed him to use a tablet to take notes in the class. |