Students that will likely benefit from differentiation in this unit will be either working at a faster pace, higher level, or be dealing with obstacles of low english levels or have a learning disability such as Autism, ADHD, or Emotional Disturbance. Students working at higher levels or faster paces, sometimes will have an easier time grasping concepts because of private music instruction at home such as piano lessons or involvement in music after school clubs such as ukulele club. Students sometimes work faster do to anxiety and may have trouble with working too fast and attempting to complete work without a full understanding of requirements and objectives. Other students might be working at high levels because of parental pressure that can lead to emotional insecurity, anxiety, being overly competitive and easily becoming frustrated. Due to these circumstances, differentiation is essential when students are working at seemingly higher levels just as is the case with lower level performance. Students who are performing at slower rates or taking longer to demonstrate understanding of objectives might be lacking foundational prior knowledge or may be having difficulties due to disabilities or behavioral issues that arise from external circumstances outside of school. These students will also benefit greatly from differentiation and sometimes large degrees of modification.
If students are grasping the material quickly and easily, the garageband interface and software features offer lots of options for modification. Some examples include allowing students to record themselves playing instruments or singing, adding FX processing to their audio, extending their projects to be longer, performing using the ipad midi interface, and adding parts to be performed live. If students are grasping the material very quickly due to extensive background knowledge in piano, they may be allowed to notate their music using staff paper, or use pianos and singing to write more specific parts. Students can also design their own midi or audio clips to be looped in the same manner as the apple loops library clips. If students are having high levels of difficulty, the assignment requirements offer a range of complexity while still being met. Students can use a minimum amount of clips while still meeting the requirements. Students also can use drawings to articulate their descriptions of clips if they lack the english level to write the adjectives. Students will be given three videos to choose from in case the video narrative of one of the video is less easy for some students to understand or identify with. The apple loops themselves offer a range of complexity. Students will find that some clips are more difficult to arrange than others based on the musical content of the clips.
In the case of dealing with obstacles caused by autism disorders, students will need modifications that offer visual aids and focus on development of communication skills. Students with autism will benefit from strongly regimented routines in the activity. Allowing students with autism to repeat steps extra times can help with their understanding. The unit involves a large visual component which is likely to be helpful in this case. Also, prompting extra verbal explanation can benefit these students. This can be done during the activity and during checks for understanding. With regard to ADHD, preferential seating may be needed or modifications that allow the student to move around during parts of the lesson that require students to sit and listen for long periods of time. A student with ADHD or anxiety issues may be given an object to fidget with if it helps them feel more comfortable during instruction. This can be used as a reward for positive behavior. Students with emotional disturbance or even slight tendencies toward anger, frustration, and aggressive behavior may need extra steps in demonstrating understanding of objectives. Stronger reinforcement of scaffolding will help mitigate these issues. These students will also need specific sensitivity to seating orientation, and group pairing. They may need more structures for self monitoring and time management. Students will find support from specific seating arrangements that will seek to reduce distractions or pair students with positive pair models. Following is a flow chart that outlines the process in which these accommodations and modifications through differentiation will be implemented.
Environment Environment Process
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