7/1/2020
Topic:
Students with Disabilities
Lisa Coder
|
I have many students with emotional and/or sensory regulation issues. They can be very "rough" with instruments, often breaking rhythm sticks because they use excessive force. Often they seem to "hold it together" during core instruction in their classroom, but by the time they get to Related Arts they have had no way to release their energy or stress. It has been a challenge for me to address their needs and at the same time provide a musical experience that meets their needs, and is has academic merit in terms of challenge and successful task completion. |
7/1/2020
Topic:
Tools And Strategies
Lisa Coder
|
Visual supports and clearly defined learning spaces that are task specific seem to really help children who struggle with cognitive organization. This helps them to connect the space to the task. |
7/1/2020
Topic:
Assessment of Learning
Lisa Coder
|
Exit tickets are usually the way I go, but sometimes it is a quick performance task that I can do one or even two students at a time to check for understanding and/or mastery.
edited by Lisa Coder on 7/1/2020 |
7/1/2020
Topic:
Tools and Strategies
Lisa Coder
|
I have used task cards as well as chaining and cooperative learning. These strategies are often effective because they give the student support, and at the same time greater freedom and independence. It also help their self-esteem and their ability to interact with the skills and content on a positive social platform that is non-threatening. |
7/1/2020
Topic:
Students with Disabilities
Lisa Coder
|
I'm not sure if this is the correct place to post this, but one of the technological tools I have used for students with disabilities is an ipad with various music apps and games. They can play these games which often support and extend the content I am teaching, and they provide immediate feedback as well as motivational aspects such as avatars, badges, costume options etc. |
7/1/2020
Topic:
Assessment of Learning
Lisa Coder
|
Responding:
I have several ESE students who cannot articulate their responses to an extent that it would accurately reflect what they can understand and do in a music classroom. For example if we are studying melodic contour, they may be able to correctly identify that the movement is trending upwards or downwards, but their language skills do not allow them to verbalize that. I have had them show me with body movement, and/or draw on the white board or on paper something that shows me they can hear how the pitches are moving. it has proven very useful.
Presenting: Often times I will present a simple melody on a variety of instruments, and if my learning target is for the students to be able to correctly play that melody- they can select which instrument they want to see/hear it on, and then typically they replicate the melody using the same instrument. As a challenge or extension, I ask them if they would like to try it on a different instrument. |