11/4/2020
Topic:
Students with Disabilities
AmandaCrawford
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I have several students on the spectrum at the moment in a self-contained ESE class. This year, I am on a cart due to covid and it has helped with limiting transitions for these students. They have flexible seating in their classroom and have fidgets and tools they need to help them focus. I am very flexible with my lessons in this class. Although we can't do the same songs each week, I do try to accommodate them with repeating repertoire and activities when possible. I find ways to scaffold while using the same songs so we go a little deeper each week, but are still sticking to the familiar. I also make sure that within the flexibility of repetition, I still adhere to a routine such as rules, opening video to get them excited, movement, songs, review games, and a final Quaver video or activity. |
11/4/2020
Topic:
Tools and Strategies
AmandaCrawford
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I use mnemonic instruction to help students remember the lines of the staff. We watch a Quaver video first about the lines and spaces and have a discussion about the ones presented in the video. I mention how I learned "Every Good Boy Does Fine" in school and we model how we would make a new mnemonic device for the same pattern. Then the students have the opportunity to make their own. The form has the staff and lines and the beginning letter so they can see the order and how to compose it.
I also use centers in which students can work together in groups, collaborative learning for some, but also individualized for the students who are on the laptops on Quaver doing assignments that I have given them. This gives me the opportunity to work with a small group working on instruments or singing while the other groups are working in centers. |
11/4/2020
Topic:
Assessment of Learning
AmandaCrawford
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I have a student on the spectrum and speech impaired who wasn't able to clearly pronounce the four voices we were learning about during a Quaver game I was using as an alternative assessment. He was, however, able to clearly tell me the color of the boxes represented by whisper, talk, shout, and sing. I allowed him to play the game this way without correcting him or worrying about the vocabulary and he was able to adequately communicate with me so I could check for comprehension. He was so proud of himself! |