6/7/2017
Topic:
Students with Disabilities
Brooke Stoermer
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During the past two years, I have had a student enrolled in my Exploring Music class who is on the Autism spectrum and also cannot write proficiently. In my class, I have my students complete a bellwork activity where they draw the staff and notes written on the board on their own template, and fill in the correct fingering for the recorder. My student was not able to physically write in the note names, but was always eager to be the first student to share what the answers were out loud for the class, or to sing the example using the note names. When it came time to taking multiple choice tests in the class (every other Friday), it was routine that my student come up to me while the other students were taking the exam. I would read the question to him and he would point to the answer he thought was correct. I would "take the test" for him and turn that into the basket with the other tests. Having this system in place was extremely beneficial for my student. He was able to pass most of the assessments throughout the year as successfully as the other students in the class had. |
6/13/2017
Topic:
Tools and Strategies
Brooke Stoermer
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The first strategy that I would implement in my choral classroom is the Peer Partners Strategy. Students regularly listen to other choirs perform and provide feedback in a listening journal. I have students partner up with a peer and compare their answers with each other. Another strategy that I would implement in my classroom is the use of Graphic Organizers. Graphic Organizers posted up around the room are excellent resources to refer to when students need clarification about music vocabulary and concepts that we might be going over. |
6/13/2017
Topic:
Assessment of Learning
Brooke Stoermer
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I had a student enrolled in my General Exploring Music class who was on the spectrum for Autism ASD. He was highly intelligent, but it was very difficult for him to write his answers to weekly quizzes that we had every Friday. Instead of having this students write in his answers to the quizzes, it became routine for us to meet at the start of the quiz in my office where I would read the question out loud for him, and he would point or say the correct answer for me. This was an assessment accommodation that was used for this student that allowed him to be successful in the class. |