2/14/2023
Topic:
Assessment of Learning
Lou Ann Bigsby
|
- Option 2: I've had two autistic students in 4th grade who did not like to participate in music. In order to keep them from bolting for the door, I have provided earmuffs and earphones so they can feel less in an open environment, when listening or singing is taking place. I have also utilized digital sites in music for them to pattern after and create their own music. If the class is doing something that is loud, the earmuffs and a location further from the sound is provided and may even require that the student use their device so that they can focus and not get agitated. Autistic students often do not like to be touched or crowded, so providing that safe space for them to work from is also important.
- Additional assessment and classroom options:
- Using some visuals or puzzles to help with understanding. ::
- Letting the student "try an instrument on for size"
- Work with a buddy when the task allows it.
- Color coding music or tasks
- Creating a finish me yourself activity- using color coding for musical notes or instruments.
- Adding another digital layer of creating their own music- perhaps based on mood or genre of music.
edited by Lou Ann Bigsby on 2/14/2023 |
2/14/2023
Topic:
Assessment of Learning
Lou Ann Bigsby
|
Peers are often a great source of help in the classroom. Not only does it give you another pair of hands, it really builds self esteem and team work. Great idea!!
Donna Wilson wrote:
Great idea! I will start using this. Thanks!Karen Gentry wrote:
In my recorder class, I have found that it works better for my ADD students to have a peer test them on their mastery of a song. While I am working through the class, assessing the students' proficiency on a given selection, I have my advanced students listen to those students who have trouble with their focus while waiting their turn. |
2/15/2023
Topic:
Tools and Strategies
Lou Ann Bigsby
|
One strategy that could be implemented would be to carry over the learning centers to the music classroom. The general classroom always uses small group learning centers so I would think that this would be easily incorporated into music. Each center could support the disabled child at their level and utilize their strengths to grasp the concepts. Music lends itself to kinesthetic learning so this would just extend those to support the tasks and objectives. I would hope to do one day per week for learning centers. It could be my assessment of what I have taught prior to that day. Centers could include- technology- where they can build a song through coding or other band app, task cards- differentiated so they work through each practice task, instruments- explore and create. I could walk around and using a student tracking sheet, make note of who was successful and who needed a peer or my help.
Another strategy that could be incorporated could be cubing- music has academic vocabulary that needs to be learned and understood. Providing the cubing process, students will have a hands-on component so that those students needing the tactile activity can more easily remember the terms. The strategy also lends itself to support classroom teachers in their benchmark acquisition. |
2/15/2023
Topic:
Tools and Strategies
Lou Ann Bigsby
|
Mnemonics is such a cool way to learn vocabulary. I used it and had the students draw pictures and come up with some sort of riddle or rhyme that helped with their acquistion. Katherine Cuda wrote:
Several of these strategies I already implement in my classroom. Practices I would like to continue actualizing include 1) differentiated learning and catering my instruction to the varying levels of my scholars, 2) using grouping to create more student-centered collaborative learning, and 3) using peg words and key words to help my student memorize and recall important music content.
An example of a way I use technology to assist my students with disabilities is by letting my non-verbal students use chromebooks and ipads to share their responses with the class. |
2/15/2023
Topic:
Students with Disabilities
Lou Ann Bigsby
|
When checking for understanding, students with disgraphia, and dyslexia are often also hard to focus are paired with another student. They are given one exit ticket, a highlighter and the prompt. I have found that using this method, the student is focused, has a scribe and can focus on answering the prompt instead of reading it. The peer is normally a student that has the ability to be the leader of the task and through working with the student, we get a positive outcome. This has been successful and prevented many meltdowns due to the challenges the student with disabilities possesses. Helps with self esteem many times as well. I can listen, observe and track their understanding as well. |
2/15/2023
Topic:
Students with Disabilities
Lou Ann Bigsby
|
All these are great options for a challenged student. It can save distraction and acting out as well due to frustration. Maria De Jesus wrote:
An adapted assessment that was successful was having my students with disabilities play a simpler version of the same song to show their understanding. My students in the past have benefitted from providing extra time for their assessments, sitting near me, reading instructions to the students and giving them more practice time. |