1/25/2020
Topic:
Tools and Strategies
James Rode
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs
I have noticed several students in my group piano classes struggle with group discussion. Some are introverted, but some are on the autism spectrum and are loathe to participate. I wanted the students to generate their own questions about our new Baroque unit, but I knew some of my students would shrivel up. So, I decided to incorporate technology and Cornell notes into the lesson. While some students generated questions and got directed with a lesson from myself, those students wishing to learn at their own pace got a YouTube video on Baroque history with guided notes. This allowed them to use Computer Aided Instruction at their own pace to understand important points.
In one of my choir classes I used Cooperative Learning to do background research on an Iraqi song we were learning. Each group was assigned a different aspect of the piece, but within each group had a similar assignment: a written product, a visual product, a speaking product and a research portion. This allowed students to refine social skills within small group learning and pick a task that they were more comfortable with.
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1/25/2020
Topic:
Assessment of Learning
James Rode
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For the end of year assessment, students must individually read a sight reading exercise for me. One of my students with Visual impairment found this extremely intimidating because of the small amount of time to do this in the room. I modified it for them by allowing them to have the music ahead of time, blown up to a large level and let them write in the solfege syllables to became more aware of it. In the end I got to assess their singing skills, but also written understanding of the exercise. |