2/16/2021
Topic:
Students with Disabilities
Jennifer Bassett
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I teach elementary music, K-6, at a school of 800-1000 students including 3 EBD units, 4 InD classes (non-inclusive), and 2 VE inclusion units. I am blessed to get to teach all of them! My most challenging classes are my students who are non-communicative and wheelchair bound. I have three assistants who come with this group of six students. I use them in every activity, and depend on them to "be me" so every student gets what they need. For example, with steady beat, I may have them gently pat an arm or leg for students who are unable to hold instruments, or help a child hold an adaptive instrument and move it to the steady beat. We also "dance" by pushing them in their wheelchairs with adapted movements for songs. A few of them have hearing aids. One thing I will do is sit in front of them so they can see my face and feel the vibrations in my neck as I sing. They are also seated closer to the sound source. For my visually impaired students I use tactile adaptive instruments and song maps as well as my enhanced classroom tech system to magnify pictures of instruments and music stories on my screen. I try to make notes for myself of any clear responses the children make each class time so I can build on that in future lessons. |
2/17/2021
Topic:
Tools and Strategies
Jennifer Bassett
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I teach several VE classes combined with GenEd students. In one particular class I have a high functioning ASD student and several EBD students as well as Tier 3 MTSS GenEd students with varying needs. As an added level of learning this year (and because Covid has changed EVERYTHING in my music classroom), while we are learning the music staff and note names without paper and pencil, I have begun a long-term project to compose music for an assigned movie clip in my 6th grade classes using Chrome Music Lab's Songmaker. I have iPads in the room and the students bring their headphones. This allows a grand opportunity for differentiated instruction AND Peer Partners. Visual learners are making connections with the colors that represent notes as well as providing a safe space for my ASD student to participate and explore. Auditory learners are understanding more quickly how the notes on the music staff are used to express their imaginations.The first week they explored the program and taught me a few things. In the following weeks I broke down the steps for the assignment and tackled one per week so as not to overwhelm (melodic contour, harmony, percussion expression, and final edits). The final step will be to email me the copied link to their composition so we can all "preview" it in class together. Using this format has allowed them to access it through their Google Classroom so they can work on it at home as well. They are amazing with each other and collaborating and encouraging in ways I never imagined. |
2/18/2021
Topic:
Assessment of Learning
Jennifer Bassett
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For an instrument families lesson with a non-communicative student, I created a virtual assessment that could be done live on my screen in my brick and mortar classes as well as through Google Classroom for my virtual learners. She was able to use her adaptive computer in my classroom as I did the assessment classwide. It was easier for her to see it on her computer, and her assistant would re-read the questions if needed. The student would then choose the answer from a few picture choices while the class had word choices. I have also created Nearpod or Peardeck lessons, had the students bring their Chromebooks as well as adaptive computers to class to do a "live" lesson. I guided the lesson on my screen while students could answer questions live on their devices and we could see real-time answers and activities. They could even collaborate while socially distancing. It really leveled the learning field, and was so much fun. |