6/26/2022
Topic:
Assessment of Learning
Noiree Weaver
|
Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities.
Students who experienced Specifc Learning Disability, Autism and/or ADHD(Attention Deficit/Hyperactivity Disorder)in my chorus classes struggled with writing assessments on paper. As an adaptive assessment, the students were allowed to answer questions verbally or either dictate information on the computer and submit it online. Depending on individual abilities, IEP's and 504 plans, the wording, the amount of questions and the time allotted were altered on assessments. One specific student of mine with autism, ADHD and other varying exceptionalities had difficulties remaining in one place for long periods of time and became bored easily. He also, would get very nervous when taking tests, became overwhelmed and was not able to recall information, finally giving up and not completing the test. However, the student became successful at taking assessments in different formats such as: one on one with me where I would call out the question and he would write just the answer; he was provided with terms and symbols to where he would match them on paper by drawing a line to them; he was able to identify symbols and terms on a computer on quizlet. One assessment in particular was his favorite, a game. His peers were involved in the process. Ultimately, this benefited each student from being overwhelmed when taking a test. It reduced fear, gave the students more confidence and gave them the ability to recall information comfortably without as much pressure. In the end, the student and the rest of the class were successful in learning music vocabulary, sybmols, techniques and other concepts. |
6/26/2022
Topic:
Tools and Strategies
Noiree Weaver
|
One strategy I have used in my classroom is Self-Evaluation/Reflection. This strategy allows students to relfect on concepts and tasks learned and produced, as well as, self-evaluate where they stand with the understanding and application of a specific learning goal. Self-Evaluation/Reflection is beneficial for all students. Yet, it is very helfpul to those with varying exceptionalities and learning differences especially when one may have reservations when singing or sight-reading in front of or with peers compared to those with non-disabilities. After learning and singing a song whether in a whole class group, small group setting or after a performance, students were asked to reflect on their singing collectively as well as individually through a written or verbal description. The self-evaluation included a variety of questions. What sections in the song did you feel you did not sing well? What skils need to be addressed to correct those sections? How will you improve these skills at your leisure in order to meet your learnig goal?
The second strategy I've implemented is the Mnemonic Instruction using the Letter Strategy. This particular strategy is common within the choral music classroom due to the necessity of learning basic music theory. When students are learing the names of the lines and spaces on the staff for treble and bass clefs, it is very beneficial to memorize with the assistance of acronyms. We will name the lines and spaces for each clef using the acronym(letters), then give each letter a word: FACE- Fat Albert Can Eat(Treble Clef Spaces), ACEG- All Cows Eat Grass(Bass Clef Spaces), EGBDF- Every Good Boy Does Fine (Treble Clef Lines), GBDFA- Good Boys Do Fine Always (Bass Clef Lines). Afterwards, students are asked to create their own words using the same acronyms. Then, we share as a class or in small group settings. Examples: EGBDF- Eggs Get Broken Driving Ferociously, GBDFA- Granddaddy Brings Desserts For All, FACE- Fuji Apples Create Energy, ACEG- Angels Cover Everyone Gracefully |
6/26/2022
Topic:
Students with Disabilities
Noiree Weaver
|
I taught a student with Autism Spectrum Disorder. She also experienced petit mal seizures frequently during class to where she had no idea that she was having one or had it. The disability caused her to: not remember information that was just discussed; easily lose focus and forget the desired task; be unable to distinguish appropriate social cues when interacting and communicating with peers and adults and display repetitive behaviors. Often the student would display forms of anxiety or feel overwhelmed when she would have to take a music theory test, sight-read or sing in front of others in class or in public or follow specific directions with posture, techniques and her placement for a choral performance. However, the student was high functioning, full of energy, joyful, found positivity in people and things, made friends easily, enjoyed music and had an amazing talent for singing. To assist and accomodate her needs, the chorus ensemble was small in number and very cooperative, making it easier to address specific skills. I would pair the student with another person in her section to assist, I would give her verbal and non-verbal cues to help with prompting during sight-reading, singing, techniques and other directions. In addition, the student was given additional time to take tests which was formatted to best suit her needs whether one-on-one, verbally, reduced questions, using more simple form of questions, or flaschards. |