Standard 2: Knowledge of Human Growth and Development. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Rationale 2: This lesson set was designed for Level 3 students as they work toward proficiency in the music performance and literacy standards. Combined with personalized learning and technology, students are able to use small group and whole group instruction, in combination with mini-lessons based on specific skill sets and techniques, along with on-line instructional resources and applications to complete the learning and demonstrate proficiency while playing the recorder. This lesson was taught in the 2012-2013 school year as a pre-requisite to further instruction on playing the xylophone and guitar.
This learning and lesson had a great impact on my teaching and student learning as it was really the first time I had planned or implemented lessons in a way that offered student personalization (use of the technology tools to complete the lessons) in a semi-hybrid (students could also access the resources and learning outside to class to be ready and prepared for the next class time) instructional setting. Especially in the area of performance (technique, skill, and ability) my students are very diverse. Having the ability to meet their needs (from the seasoned music reader to the novice) especially through the use of technology is very beneficial. I was able to better fit and tailor my instruction and mini-lessons in response to what students were working on during the online portion and able to give them options for assessment and demonstration of learning. This lesson set has since been the spring board for other lessons at other grade levels for this type of learning and demonstration of development. I also plan to use similar module style lessons like this in conjunction with an independent application time in the 2014-2015 school year.
KSD:
2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities.
This lesson set/plan demonstrates a clear progression of student learning and offers several instructional strategies to meet the range of abilities and learners within the classroom. Having the knowledge of skill and ability levels in this type of performance classroom is a regular occurrence. My ability to tailor instruction (including resources, activities and assessments) is crucial in moving all students toward the proficient benchmark in our music performance standard.
2.S.1 The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.
Again, individual and group performance is a cornerstone of daily music education practices and is featured as a key component of these lessons. While each learner is able to meet their learning needs and preferences in multiple ways (technological, mini-lessons, small group and large group work/lessons) further development is clearly shown within both individual and group performance throughout the work with the recorder. These lessons are also the steps toward developing skills that will be applied in regards to other classroom instruments and are used as the foundation for future musical development.
2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
Music has never been a “one size fits all” model and in this lesson set, that process of individualization and personalization is very clear. Each learner and performer has many options and offering in relation to how they learn and develop and their preference in those areas. Especially in a multi-age class setting, the attention to the diversity of the learners and abilities needs to have careful consideration as they all work toward proficiency of the targets and standards.
Standard 2: Knowledge of Human Growth and Development. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Evidence 2: EDT 650 Lesson Plan – Recorder Basics
Rationale 2: This lesson set was designed for Level 3 students as they work toward proficiency in the music performance and literacy standards. Combined with personalized learning and technology, students are able to use small group and whole group instruction, in combination with mini-lessons based on specific skill sets and techniques, along with on-line instructional resources and applications to complete the learning and demonstrate proficiency while playing the recorder. This lesson was taught in the 2012-2013 school year as a pre-requisite to further instruction on playing the xylophone and guitar.
This learning and lesson had a great impact on my teaching and student learning as it was really the first time I had planned or implemented lessons in a way that offered student personalization (use of the technology tools to complete the lessons) in a semi-hybrid (students could also access the resources and learning outside to class to be ready and prepared for the next class time) instructional setting. Especially in the area of performance (technique, skill, and ability) my students are very diverse. Having the ability to meet their needs (from the seasoned music reader to the novice) especially through the use of technology is very beneficial. I was able to better fit and tailor my instruction and mini-lessons in response to what students were working on during the online portion and able to give them options for assessment and demonstration of learning. This lesson set has since been the spring board for other lessons at other grade levels for this type of learning and demonstration of development. I also plan to use similar module style lessons like this in conjunction with an independent application time in the 2014-2015 school year.
KSD:
2.K.1 The teacher understands how learning occurs -- how students construct knowledge, acquire skills, and develop habits of mind – and how to use instructional strategies that promote student learning for a wide range of student abilities.
This lesson set/plan demonstrates a clear progression of student learning and offers several instructional strategies to meet the range of abilities and learners within the classroom. Having the knowledge of skill and ability levels in this type of performance classroom is a regular occurrence. My ability to tailor instruction (including resources, activities and assessments) is crucial in moving all students toward the proficient benchmark in our music performance standard.
2.S.1 The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.
Again, individual and group performance is a cornerstone of daily music education practices and is featured as a key component of these lessons. While each learner is able to meet their learning needs and preferences in multiple ways (technological, mini-lessons, small group and large group work/lessons) further development is clearly shown within both individual and group performance throughout the work with the recorder. These lessons are also the steps toward developing skills that will be applied in regards to other classroom instruments and are used as the foundation for future musical development.
2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
Music has never been a “one size fits all” model and in this lesson set, that process of individualization and personalization is very clear. Each learner and performer has many options and offering in relation to how they learn and develop and their preference in those areas. Especially in a multi-age class setting, the attention to the diversity of the learners and abilities needs to have careful consideration as they all work toward proficiency of the targets and standards.