12/22/2021
Topic:
Students with Disabilities
Allison boham
|
I have 9-11 inclusion students that join a kindergarten class. Sometimes with four paras sometimes with two. This is all new to me so I’ve reached out to the ese director, met with the inclusion teacher and got lots of helpful feedback. She came into class and made suggestions which helped. The kindergarten teacher is helpful with prepping her students to be good examples and helpers. Also to use the bathroom before or after class since leaving the room opens up the opportunity for one of our friends to run out. I’m trying to be flexible and engage the paras to help. Their teacher told me I’m the teacher of record so I have to take charge and instruct paras what I need them to do. Some were on their phones while holding a child. Others are intuitive about modeling and reminding all students to follow along. So I can’t take for granted the need for communication. It’s a struggle. |
1/6/2022
Topic:
Tools and Strategies
Allison boham
|
I use PowerPoint to make song posters. I can put lyrics, pictures, and music in a slide and show on a screen for everyone to see. Non readers can follow pictures. The music plays so it frees me up to model hand actions and assist or monitor. It can Show direction first to last, or body percussion items next to word in song in sequence, and chords in faint colour so I can refer if I’m playing along. I can change lyrics quickly and rebroadcast unlike a printed poster.
Sometimes I have YouTube videos with people demonstrating the actions for them to follow and I can get around to help students. This helps the paras who come in be able to follow along and help model as well. |
1/6/2022
Topic:
Assessment of Learning
Allison boham
|
I have a class of 9-11 asd students that join 20 kindergartners. Most of the time there is not enough para support to help out. It’s pretty chaotic. I’m not assessing much since I’m doing participation as grades. I’m trying to tip honk what I could do to help everyone in the class because the environment is so not ideal.
I’m going to start memory sing or play as a skill goal, also music terms, reading rhythms and play, scales.
So I can let all students choose how to show their skill by saying, showing, singing, or point to.
For terms I have posters so for temp I can have them show me in action fast or slow by moving their bodies.
For I’d instruments, I made magnet pictures of instruments and will have students listen then I’d which instrument made that sound by pointing, speaking.
They can sing the scales or move hand from low to high and high to low to show movement up/down the scale, or point to each note as we sing up and down.
Memory will be tricky so simple rhythms, follow other students so will have it demoed for them multiple times. If they can’t play with a rhythm stick someone can play and they point to the rhythm image on board. |