12/5/2022
Topic:
Students with Disabilities
Keith Griffis
|
Throughout my years of teaching, I have taught many students with a wide array of disabilities. One particular student that comes to mind is a student that I taught in band that was D/HH (Deaf or Hard-of-Hearing). In teaching this student, I had the opportunity to collaborate with an interpreter that helped to sign my instruction throughout class. I would also wear a microphone to help the student understand me more clearly. The student was an awesome student that worked very hard. The Sign Language Interpreter was also amazingly hardworking, and made arrangements to attend after school marching practices, concerts, and performances. This experience taught me an enormous amount about the importance of creating an accommodating and inclusive environment, as well as collaborating with all educators, para-professionals, and stake-holders to ensure the best possible educational experience for this student. |
12/23/2022
Topic:
Tools and Strategies
Keith Griffis
|
Option 1:
I find that the grouping strategies are particularly useful in the music classroom, and that many of the ideas and applications suggested in the training were helpful and insightful. I find peer-to-peer instruction to be particularly useful, as it is a reciprocal way for students to interact with and gain a deeper understanding of the material. I also find that differentiating assignments and assessments is a beneficial way to help make the classroom environment more equitable. |
12/23/2022
Topic:
Assessment of Learning
Keith Griffis
|
For the past 4 years, one of my students with ASD has been able to find much better success with performing the music when he is able to relate to numerical notations for slide positions. We would take time for him to notate each musical note with numerical notation related to the slide position of the trombone, leading to much greater level of success. |