Topic: Differentiation, Accommodation, and Modification, Oh, My!
Welcome: Welcome to #elmusedchat. Introduce yourself- your name, grades you teach, and where you are from. Also, which character from the Wizard of Oz do you relate to the most?
Q1: The yellow brick road helped Dorothy reach the Emerald City. How are appropriate learning experiences, complete with differentiation, accommodations, and modifications like a yellow brick road for diverse learners? #elmusedchat
Q2: The Wizard had different ‘gifts’ for Dorothy’s friends that illuminated the gifts they already held inside them. How do you provide differentiated music activities that bring out the diverse strengths, interests, and/or abilities of each child? #elmusedchat
Q3: Like the Tin Man needs his can of oil so he can keep moving, some of our students require accommodations to help them maneuver at their best in music class. What are some accommodations you implement like a well-oiled machine…er…Tin Man? #elmusedchat
Q4: In the Wizard of Oz, even little Toto had an important role in the journey (…like moving those curtains). What are some modifications to musical goals that allow students who need them to feel like a part of the team, contributing in a capacity that is appropriate for them? #elmusedchat
Q5: Dorothy’s return options to Kansas at first seemed very limiting. What are some limitations you sometimes feel when it comes to providing differentiation, accommodations, and modifications? #elmusedchat
Q6: When Dorothy was told that the Ruby Slippers held the key to getting her home, it all seemed so simple. What “Ruby Slippers” have you discovered that have made providing differentiation, accommodations, and modifications seem simpler? #elmusedchat
Next Week: Thank you for joining us tonight! Join us next Sunday, September 22nd at 8pm CST for Songs for Beginning Melodic Development. (We’ll focus on extractable motives in tone sets of sol-mi, sol-mi-la, and mi-re-do.) #elmusedchat