6/26/2021
Topic:
Students with Disabilities
Nancy Darcey
|
I recently had a student in music class with an orthopedic impairment. He had limited use of his fingers on his right hand. He was quick to try anything, and so it was easy to forget that he had any impairment. When we started playing recorders, he participated with enthusiasm. However, with limited motor skills on the right hand, many of the notes were impossible to play. His classmates were very supportive, but after several tries, it was evident that he was not going to be successful playing the song we were practicing. It was interesting to me that he never showed any frustration or negative emotion. He just kept on trying. I finally thought of an alternative instrument - the xylophone. I quietly asked him if he would like to play this instrument instead of the recorder for our presentation. He enthusiastically replied, "Yes!" He even took the instrument home to practice and was very successful. He later came to me and thanked me for letting him play the bells (xylophone). I learned that students do not always show their emotion but are very grateful when a teacher provides an intervention that works for them. |
7/9/2021
Topic:
Tools and Strategies
Nancy Darcey
|
One strategy I plan to implement in my elementary music classes is the peer tutoring strategy. Students generally enjoy working in pairs, and the game format would be very motivating. Students who struggle with music theory would be assisted by someone who is strong in this area. Assigning roles such as "coach" and "presenter" may be friendlier terms for "tutor" and "tutee". The "coach" assists and the "presenter" responds to the question or prompt. I could see this as a useful tool for practice and for formative assessment.
Another strategy that I would like to build into my classroom practices is using learning centers. I have used this format occasionally, and students love it. However, I need to include more opportunities for different learning styles and include more technology. Specifically, this strategy would allow students with disabilities to work at tasks with varying levels of complexity. Students could choose from task cards or use the cubing technique at a center. Also, learning centers allow me to work with a small group on a newer or more complex skill. Technology allows for a variety of levels of instruction since many of the websites for practice include activities that are already differentiated. Students can begin at a level in which they are comfortable and advance to more challenging skills. I am looking forward to using these two strategies in my classes in the coming school year. |
7/13/2021
Topic:
Assessment of Learning
Nancy Darcey
|
A former student was diagnosed with attention deficit disorder. While he enjoyed music, he struggled to attend to the task at hand.
I believe that exit cards at the end of class would have helped this student to focus on the objective for each class period. Providing that task at the beginning of class with the understanding that he would need to perform it at the end of class would help him to focus on the learning goals.
Also, rubrics for informal and even summative evaluations would be helpful. Knowing the specific skills and the expectation for each level of mastery could help an easily distracted student stay on course. For example, when developing performance skills, a list of specific expectations (poise, accuracy, expression, etc.) described with details would help a student understand the expectations. Recording student practices and allowing for self-evaluation is also a valuable tool for improvement before a performance.
These assessments are valuable for any student, but allowing a student with disabilities to see these assessment before the learning activities may help to maintain focus and increase mastery. |