5/20/2017
Topic:
Students with Disabilities
Brett Bailey
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I teach a student who is labeled OHI, however after taking this course, this description does not seem to be accurate for her. Her difficulty lies in emotional development and in retaining content. There are days when me saying something to a student such as "We need to listen while I'm talking" will cause her to tear up because she perceives that a friend of hers is in trouble. Other days, she will ask me to repeat information at least five times (which I am obviously happy to do), but then I find she is proficient at the activity after the first time. There seems to be either a metacognitive issue, or that she simply needs the attention or affirmation that much to succeed. Patience is the key! |
5/20/2017
Topic:
Tools and Strategies
Brett Bailey
|
In this section, I have found several strategies that I already use, and a few that I could implement. I have used mnemonic devices for my entire career, as I am sure everyone has. They are particularly helpful for teaching key signatures and notes on the staff. I usually teach the students the device that I use, and have them come up with their own. Beware, they will get rather interesting! A personal favorite was a 7th grade boy who came up with this for the order of flats: "Bonquisha Eats Apples Daily Going Compton Forever."
One that I am particularly interested in using in my Music Appreciation class is the concept of Choice. I could present them with different choices for presenting information that they have learned. I will most likely use a format called Think-Tac-Toe, where students choose from a board, or even a Menu-style format of activities of varying difficulty, perhaps having to pick an "appetizer, entree, and dessert", so that expectations of rigor can still be achieved through choice. |
5/20/2017
Topic:
Assessment of Learning
Brett Bailey
|
I have had students with ASD come to my Music Appreciation class, and a form of assessment that they have enjoyed is response cards. I use white boards with markers instead of cards, though I have also used flip cards that I laminated as well. There are even apps you can have the kids download for these purposes, provided that your admin approves of their use. It provides immediate feedback, and if they get frustrated, I can give them breaks. For example, I once had a kid who loved to draw. I noticed he was frustrated with the activity, so in between questions, I would throw in "When you finish writing your answer, draw me a tiger." It allowed him to be motivated to finish, rather than both of us be frustrated. |