10/11/2017
Topic:
Assessment of Learning
Jennifer Gonzalez
|
I currently have/have had a student for several years who has Intellectual Disabilities and Developmental Delays in my classroom--he really loves to play instruments but the difficulty level for him is not appropriate, so I often give him a buddy to help him play (especially because he has some trouble moving at the necessary speeds or he can't hold on to the instruments because of his size) but I often work with him one-on-one as well. It took a lot of repetition and modifying through the years, but he has actually gotten to the point where he can follow along on most of our playing work (with slight modifications, of course) and can even be used as a model/example of steady beat work for the rest of the class. |
10/24/2017
Topic:
Tools and Strategies
Jennifer Gonzalez
|
Although I've implemented use of this strategy before, I would like to increase and improve my use of centers in the music classroom. I have discovered that my developmentally delayed students as well as my students who require extra time (per their IEP) do well in centers because I am able to work through difficult tasks with them individually or they are able to work on their own/with a small group and spend more time on a specific activity that is much more at their own pace than group instruction.
I would also like to implement the use of self-evaluation. I could begin by implementing this after a performance and have students provide feedback on how they feel they performed individually and as a group and give suggestions on how they believe they could improve as musicians. I would also like to use this in class somehow--maybe while students practiced playing on xylophones or while reading for recorders. This would require some sort of writing or self-grading system but could be really useful in helping students look back on their own progress and seeing what needed improvement. |
10/25/2017
Topic:
Assessment of Learning
Jennifer Gonzalez
|
I have had a few students with auditory processing disorders, which made it difficult for them to understand some of the topics we were covering in class. When we did assessments I would pull students to the side and review concepts with them, working one-on-one, and anytime we had a written assessment I would again work individually with the student in order to ensure they understood the directions and processes in order to help them succeed. This meant that anytime I gave the rare-written assignment or quiz, I worked with students on the side so I could repeat instructions and test their recall/understanding of the assignment and I would sometimes even have students take their tests in my room alone in order to minimize distractions that would affect their auditory processing. |