5/27/2020
Topic:
Tools and Strategies
Chad Robbins
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Option 2: The technology tools I've been using during the distanced learning caused by the pandemic have helped students with disabilities as well as my other students. I have been recording and uploading videos they explain different topics in great detail, recording live class sectionals for students to be able to watch at a later time, and assigning SmartMusic assignments so the students can receive immediate feedback as well as listen to their playing. These added methods of teaching have greatly improved my student's ability to self-assess before receive more individualized feedback from me and are tools I will continue to use in the future. |
5/27/2020
Topic:
Students with Disabilities
Chad Robbins
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I have a student in my concert band classroom that has autism and is also hyperactive. Because of this, he struggled to stay on task during class - for example; he needed steady prompts to count his rests, reminders when it was time to play, encouragement on a daily basis. Whenever students would retrieve or put up their equipment he would often try to skip back and forth holding his instrument, which was very expensive, and would need reminders of appropriate behavior as well as how much his instrument cost. in addition, he would sometimes blurt out in class which again required reminders about appropriate procedures when having questions. With time and reminding he has grown to be a very successful member of our program! |
5/27/2020
Topic:
Assessment of Learning
Chad Robbins
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I have multiple students that suffer from severe anxiety and could not play in front of other students on their own. This hindered their progress in a jazz band setting where we work on improvisation and soloing. To help these students slowly get over their anxiety we started with doing individual playing tests where the students played only for me. Once they became more comfortable we had them play in front of smaller groups such as myself and the section leaders with me being the only one doing any assessment of them. Once they became more comfortable I had them begin assessing with the whole class. I was initially worried that adding a larger audience would trigger their anxiety again but so far this method has been extremely successful in both our concert/marching ensembles but has also helped many students come out of their shells in our Jazz ensemble as well. |