12/28/2021
Topic:
Students with Disabilities
Abbey Duncan
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I have a student who is diagnosed with multiple intellectual disabilities, and it is very frustrating for this student to play their instrument. We are an orchestra class, and many of the other adults in her life have enabled her frustrations and made unnecessary modifications to instruction that have had a negative impact on her own self-esteem and taught her learned helplessness. It is extraordinarily frustrating to her peers because she will not attempt many activities and is very vocal about being unable to learn. Many mentors have refused to work with her in other classes (both adults and other students) and this has made matters worse because she is also still learning how to be part of a community (previously homeschooled). As a result, she thinks she is incapable of learning and that no one expects her to be successful, so why even bother?
Positive interventions have been offering additional visuals, written cues, and allowing her extra 10 extra minutes for her own "individual" time in the storage room to practice. Yes, she does miss occasional content but feels much more successful when introduced to new content. Sitting closer to me has also helped because students see how to address others who are struggling without calling out their flaws and praising their work. All students started to get "practice prescriptions" in class so now when we do peer work or private practice, her mentors/acquaintances know what everyone's personal goals are and can focus their feedback on that particular skill. She can also give relevant feedback to her peers without feeling like she has something to prove. Extra time, extra support, and visual cues have made a huge difference for this student! |
3/20/2022
Topic:
Assessment of Learning
Abbey Duncan
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- I have a student who has dysgraphia (writing/reading struggles) and is ELL, so it is very difficult for him to take a typical test and also difficult for him to do pass-offs at times. I have modified his test to contain only actionable answers to questions so he will model on his instrument for me the skill being evaluated. For example, instead of how many 16th notes fit into a measure of 4/4, I demonstrate a beat and hold up a card with 16th notes on it and he understands he needs to perform the rhythm. Same with scales, I will show a card with "D Major" and he will perform a D Major scale. By focusing on the most important parts of the curriculum, I can still get a wholistic and specific view of what he does and does not understand and it also allows me to give timely, specific feedback to help him to correct misunderstandings or content that is difficult.
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3/20/2022
Topic:
Tools and Strategies
Abbey Duncan
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I started to post unlisted practice guidance videos on YouTube to help students who have tiered lessons. Initially, I was posting them for the students who were struggling and working on more difficult and in-depth music with my advanced students... until I realized I had this backward! I started posting enrichment videos and harder music for my advanced kids to work on with "practice along" videos and the kids loved it! This also gave them choice as to what they wanted to learn while I got to work in smaller more individualized groups. I have a class with 2 LY, 1 ELL, and 2 students with intellectual disorders and ever since I started working with them separately, they have had increased success in the content and all of my students have more choice in their education. It helps them with fundamental skill, but also some of the students are starting to pick up on how to teach others from either my videos or from how I phrase questions in small groups. It has been great for building leadership in the classroom! |