5/29/2023
Topic:
Students with Disabilities
Heledys Rodriguez
|
This year I worked with a student with D/HH.
She was a sweet girl with a great passion for music. She had a small device for me to use to wear on a necklace so she could hear my voice over the music if needed. We only used it couple to times. I used to place her right in front of me and have her surround by some of my stronger voices. We also had some signals for when she was too loud either speaking or singing and they worked just fine.
I really enjoyed having her in my class. She was always happy and ready to make music. |
5/29/2023
Topic:
Tools and Strategies
Heledys Rodriguez
|
Option 2:
I love using technology on my piano classes. Students have a lot of fun without even realizing they are learning.
One of the apps I used with my ESE students is "Rhythm Cat." It starts with very simple rhythms and as it progresses it gets into more complicated ones. On the background of the exercise there is music playing and that makes it easier for the students to play the rhythms on tempo because the melody is there. They have 3 opportunities to make it right, but if times runs out they can practice at home and send me their score through the app.
3 out of 3 of the students I have love it and I find that their reading skills have improved a lot. Once they can read it on the app I use flashcards with the same rhythms and they read it with ease. Then, the same flashcards are transferred to the keyboard on a given note and then they start improvising. Once that rhythm is engraved in their memory and we tap it, say it and play it, we move on to the next level of the game and start the process all over again.
Some students go faster than others, but they all enjoy playing this game. |
5/30/2023
Topic:
Assessment of Learning
Heledys Rodriguez
|
Option 1:
I have a student within the autism spectrum. He loves music but he takes a little bit of time in notating rhythms.
As an outgoing assessment I use a portfolio development for him. He has a notebook with pre-written notes and rhythms that he traces, then copy, until he feels comfortable with them. Those are the same notes and rhythms we use later in the summative test. He also uses a bag of wooden notes to notate the rhythms during class time so he works at the same speed the other kids work and he doesn't feel stressed.
On the final test he has the option of writing the rhythms or use manipulatives to write them. When choosing the manipulatives I just take a picture of the work to grade him later. |