5/5/2018
Topic:
Students with Disabilities
Hernan E Pineda
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Several years ago I had a student with autism spectrum disorder, who exhibited a very rigid personality and did not communicate with his classmates, thereby affecting social interaction. His isolation did not allow him to exchange with classmates during activities in small groups. However, this boy presented exceptional abilities in terms of pitch matching, outshining his 2nd grade classmates in all the activities related to this musical aspect. His success in these activities and the praise he received from peers and myself helped him considerably to work, little by little, cooperatively in the music classroom. |
6/5/2018
Topic:
Tools and Strategies
Hernan E Pineda
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I will incorporate the use of task cards and cubing. These two strategies allow me to make lesson adjustments in order to challenge the students according to their level of readiness, interests, or learning profiles through individualized and group instruction. For example, cubing will allow the students to approach a topic or concept from six different perspectives, thereby allowing for the incorporation of tiered lessons. |
6/5/2018
Topic:
Assessment of Learning
Hernan E Pineda
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Several years ago, a student with language impairment was able to demonstrate his pitch matching by humming, since singing with lyrics was a real challenge. He enjoyed the preparation for the Winter Concert, since this inclusive approach of informal assessment, provided him with a sense of self-efficacy.
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