2/10/2021
Topic:
Students with Disabilities
Max Cordell
|
I have a student with some slight learning disability in the band She needs to be given extra time to take tests and responds well to compliments. She works harder than some others and has responded well to instruction. It does take her longer to learn any part of complexity and some "one on one" time.
edited by Max Cordell on 5/22/2021 |
2/14/2021
Topic:
Students with Disabilities
Max Cordell
|
I had a student with a leg injury. I allowed him to play on the sideline in marching band and he was pushed in wheel chair for a parade. |
2/14/2021
Topic:
Assessment of Learning
Max Cordell
|
I have a student with some learning disability in percussion. The more complicated mallet parts and snare parts in band are a little beyond her unless they are very easy. The solution that I used was first of all to give her extra help after school. When it became apparent that even that was not enough I gave her easy auxiliary parts and she seems happy to be able to contribute at the easier level.. |
2/14/2021
Topic:
Tools and Strategies
Max Cordell
|
Some strategies that could be used with ADHD and students with learning disabilities are to give students more time on a task, allowing the student to move around, putting them in small groups, making an effort to relate what they are doing to real life situations, changing activities every 15 – 20 minutes, and sitting with the child and making a game plan for improving. |
5/22/2021
Topic:
Students with Disabilities
Max Cordell
|
I have a student in band that has not been formally diagnosed with ADD but shows many of the signs, especially lack of attention and a seeming inability to comprehend a lot of what I am talking about. Just getting him to open his theory book to the right page and follow along with the explanation has been a challenge. The session on accommodations provided a wealth of alternative ways to have the material presented and for the students to respond in order to enhance their learning. Just listening to my words did not help much. I can see where more visual enhancements were needed. This would include things like slides on the screen with graphics and movies explaining the theory concepts (they are out there). Also I believe that making him do some testing with the computer Q and A with the immediate feedback would be better for him than the written exams. He loves video games so the digital approach might have helped with both presentation and responding. I can see where frequent ongoing assessments in class would have prepared him better for the final summative assessment. Also for a child like this, take home assignments don't work because he does not do his homework, I think assessment drills in class while I am watching is the only guarantee that he will stay better focused. |
5/22/2021
Topic:
Assessment of Learning
Max Cordell
|
I have a student in band that has not been formally diagnosed with ADD but shows many of the signs, especially lack of attention and a seeming inability to comprehend a lot of what I am talking about. Just getting him to open his theory book to the right page and follow along with the explanation has been a challenge. The session on accommodations provided a wealth of alternative ways to have the material presented and for the students to respond in order to enhance their learning. Just listening to my words did not help much. I can see where more visual enhancements were needed. This would include things like slides on the screen with graphics and movies explaining the theory concepts (they are out there). Also I believe that making him do some testing with the computer Q and A with the immediate feedback would be better for him than the written exams. He loves video games so the digital approach might have helped with both presentation and responding. I can see where frequent ongoing assessments in class would have prepared him better for the final summative assessment. Also for a child like this, take home assignments don't work because he does not do his homework, I think assessment drills in class while I am watching is the only guarantee that he will stay better focused.
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Max Cordell |
5/23/2021
Topic:
Tools and Strategies
Max Cordell
|
Option 1: i believe that the use of mnemonic instruction is a great idea. Using symbols such as a set of keys while talking about "key signatures" would ingrain into the student how important that concept is. I could bring out my keys every time I talk about keys. A watch could be used as a cue for time signature. The letter strategy is big. Students could learn the order of flats and sharps with sentences that start each word with those letters. Semantic maps could also be used to show parts of an instrument or to show events in a composer's life. Another type of map would be the circle of fifths with an explanation of how keys relate to each other. Another strategy I need to use more is technology assisted instruction. I can see where if the students could have worked on a computer program, say for theory, that they could have gone at their own pace and had immediate feedback. Also there are lots of great youtube videos on about every subject you could think of. To see the explanation of scales, or keys, or conducting on the screen with graphics on the screen would be very helpful. I should also utilize programs such as Smart Music more to get students to learn their music better outside of class "wood shedding". Another strategy that I should use more would be small groups and sectionals with more peer coaching. The big group rehearsal allows lots of little things to sneak by as week students hide behind the stronger players. I believe that all of these would help the SWD but also help the others as well.
edited by Max Cordell on 5/23/2021 |