5/4/2017
Topic:
Students with Disabilities
Melissa Spaulding
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I have had several students in the last 3 years who have had sensory issues. In each situation, I was not made aware of the sensory problems and found out during instrument activities. I would find the student crouched in a corner of the classroom, ears covered, not wanting to participate. I noticed two things - first, the higher pitched the instrument, the less likely the student wanted to touch it and the louder the instrument was capable of playing, not only would the student not want to play it but he/she would not want to be anywhere near it. What I had to do was figure out which instruments made the student comfortable and want to participate. Instead of playing on the xylophones, I would have the students play on the bass Orff instruments in the class. If we were using multiple instruments in one lesson, I would position the students away from instruments I know would cause the student to withdraw. |
5/15/2017
Topic:
Tools and Strategies
Melissa Spaulding
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Strategies: One of the strategies that I have implemented for the last 2 years is the "letter strategy." I use this strategy to help students remember the line and space notes in their treble clef which assists them in reading music when playing the recorder. Students are given the word "FACE" for the space notes in the treble clef and the sentence Every Good Boy Does Fine for the line notes in the treble clef. Some of the students change the sentence to Every Good Burger Deserves Fries or Every Good Boy Deserves Fudge or many other variations to help them remember the notes.
Strategy 2: Peer partners strategy/cooperative learning is used often in my classroom. I know that research has shown that children associate a deeper meaning or learning when it comes from their peers. I use this often in my classroom especially when my students are playing instruments. I demonstrate and then pair students so that they are able to learn from each other.
Technology: I have many students who are very anxious when it comes to the standard pencil/paper test. In response to this, I use "Plickers" in my classroom. Each student is assigned a plicker and they read a question that is displayed on my projector. Once a students knows his/her answer, they turn their card based on that. I scan the classroom with my phone and their answer is recorded and sent directly to my account so that I instantly know who answered correctly/incorrectly. I am able to display a chart for each question to show students how many answered correctly, etc. The students respond well to it and do not seem as anxious as when I give them a pencil/paper test. |
5/15/2017
Topic:
Assessment of Learning
Melissa Spaulding
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I have several students who have the accommodation of additional time on quizzes/tests. These students also require more breaks or to have the ability to stand while testing. For these students, I allow them to take their test away from the other students so they have room to move in their space and are clear of any distractions. They are also provided the additional time that is stated in their IEPs. |