3/17/2021
Topic:
Students with Disabilities
James Cornelius
|
When I taught elementary music, a student, who was in a wheel chair and had brittle bones, was in my class. Whenever we did movement as a class, I modified the movement for him to not be strenuous. Other students carefully pushed him so he could be a part of the activity or when he was strong enough to get out of his wheelchair, I let him take breaks as he got tired.
The other students in the class were amazing! They were always cautious, looking out for their classmate, and willing to help him any way they could. |
4/1/2021
Topic:
Tools and Strategies
James Cornelius
|
The first strategy I am gong to implement is small group work (I actually did it yesterday). I teach a class based on "Little Kids Modern Rock" curricula, but with COVID this year, schedule changes and students moving between computer based and in-person classes is a nightmare. I worked with the guitars, keyboards, and drums separately. While I was with a group, the other groups were collaborating amongst themselves about their assignment.
The other strategy I am implementing, again for the same reasons, is the number of steps. I am having the daily assignments be a minimal number of steps. Once students complete the steps they feel successful and want to continue. The limited number of steps also helps students who have missed several days and pick up almost where they left off, or quickly able to grasp the concept and be with the rest of the class. |
4/14/2021
Topic:
Assessment of Learning
James Cornelius
|
Extended time. In rhythmic or melodic dictation exercises, I play the pattern 3 times. After I always ask if anyone needs to hear the pattern again. Along the same lines, if I see a student has been performing well leading up to the quiz, but on the quiz it doesn't look like their true work, I will quickly ask them to tell me the answer orally. |