2/17/2021
Topic:
Students With Disabilities
Martha Satinoff
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I had a couple of dance students who were Hearing Impaired however, they could hear and could see the movement and had no issues. Both were very talented. I did make sure to look in their direction, I did not give them corrections over the music, and I checked for comprehension. We were required to document if they wore their hearing aids. However, I worked with one student and parent to change that for dance as the music sounded strange through the hearing aid and she put them on after class or used them only when we had a more academic lesson. Done discreetly, it was not an issue. Being in middle school, they could have felt self-conscious but once they wore them consistently when needed, they did well and realized the value of utilizing this tool that basically allowed them to function just like the other students.
This year, with virtual learning, I have noticed how difficult it is for those with attention issues and those who have trouble following me on the screen. Extra repetition, videos to review, and trying different camera angles have been helpful. However, not having private feedback and encouragement has been a struggle. Celebrating when they do well is the key. There are so many times redirection is needed so that cannot be the only thing they hear. |
2/21/2021
Topic:
Tools And Strategies
Martha Satinoff
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In my dance class this year, I have used technology to teach all of my students and I post all assignments on Google Classroom but have found some ways to reach students who need more help. I noticed a student with a learning disability who had trouble remembering which steps and poses were which. I worked with some of the older students to create a study guide where when they clicked on a term, they can see a video or pictures of the step or pose. All of the information is in one place for them as they study. The repetition in class helps them master the step but the review of terminology is much clearer. I am actually making the available to all students as not all of them have learned these steps before.
After reading a few of the entries below, I thought about using video another way as well. We have to record all of our lessons but students have to try to find the combinations they need to review. So, I can select a student in class to demonstrate and video that separately with my phone camera and post that for those who need more review.
I have also used videos as inspiration and information so I keep the links on Google Classroom so those who need to see all or part of it againwill have access. I want to learn how to embed questions throughout the videos to keep attention and remind students what to look for. |
2/21/2021
Topic:
Assessment Of Learning
Martha Satinoff
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I have a student with language impairment that severely affects their ability to spell, especially the French terms for my ballet class. I allow a word bank. They have to know which term I am demonstrating but do not have to spell it. I have also done the opposite quiz from other students. I will tell them a step and they show it to me rather than me show the step and they identify it. I realize this modifies what they know but even though I expect my other students to spell the terms, the real objective is that they can identify, define, and perform the steps and poses. Another adaptation I have made iss to give a quiz in smaller parts, for instance, expecting them to identify with a word bank. Then, later to identify, define and perform. |