Standard 3: Adapting Instruction for Individual Needs. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Rationale 3: The evidence piece for Standard 3 was a list of 10 Educational Applications, completed as part of the coursework for EDT 672. Within this list, which can be applicable to all age levels (K-5), there are several options for musical learning as well as some that can be applied and used within the homeroom classes or for general classroom management and organization. During the 2013-2014 school year I was able to implement many of these within my instructional practices and allowed for student exploration and learning to occur via these applications throughout the year.
With the uses of many of these applications, I saw a great impact on student learning and engagement. Students who may have struggled with a particular rhythm pattern or rhythm skill, persisted and continued to practice with the Tick Tock Trainer and Rhythm Cat. Students would challenge each other to complete “levels” and suddenly learning music outside of the music classroom became something students wanted to do, not just a requirement. These applications offered students who may have struggled or had difficulties using the instruments physically, a way to develop their skills without recognition to their classmates. As a facilitator, these applications, especially the ones that discuss musical learning, really have opened up a way for me to differentiate for the specific needs of my students as well as attain some formative feedback on what their individual needs may be in order to tailor my future instruction and coursework. With several of the non-musical applications listed, I have found these to be extremely beneficial in managing and organizing the over 500 students I see weekly. This list, as evidence of this standard, has only encouraged me to find more applications to meet my needs for student feedback and organization, along with resources for student presentation and musical learning.
KSD
3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth.
With the evidence piece just as one example of some resources, through these applications I am able to better connect individual student learning styles, intelligences, and strengths to meet student learning needs. For me, just the awareness and application of the available resources that help students meet their learning preferences and their learning goals at the same time demonstrates a successful learning experience in my classroom. Giving students options and technology accessible ways to demonstrate learning is something I continue to strive to attain in my instructional practices.
3.S.5 The teacher can identify when and how to access appropriate resources to meet the needs of students with particular talents.
One of the biggest “take-aways” from this Masters’ program for me has been the ability to access resources and share resources I had never known about before. These applications are just proof to that, as I was able to develop this list due to research and conversation with colleagues regarding this same topic. Especially now as I continue to develop practices that center on student personalization of learning and student inquiry, these resources become ever the more valuable and applicable for student learning.
3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
While much of the musical learning I do believe is best done with others and through hands-on experiences, these applications offer such a unique, individual way to continue that thoughtful and high level learning. I was greatly encouraged by using these applications with my students in the classroom and seeing them continue that learning outside of our class time and their genuine desire and excitement to continue music learning.
Standard 3: Adapting Instruction for Individual Needs. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Evidence 3: EDT 672 – Educational Applications
Rationale 3: The evidence piece for Standard 3 was a list of 10 Educational Applications, completed as part of the coursework for EDT 672. Within this list, which can be applicable to all age levels (K-5), there are several options for musical learning as well as some that can be applied and used within the homeroom classes or for general classroom management and organization. During the 2013-2014 school year I was able to implement many of these within my instructional practices and allowed for student exploration and learning to occur via these applications throughout the year.
With the uses of many of these applications, I saw a great impact on student learning and engagement. Students who may have struggled with a particular rhythm pattern or rhythm skill, persisted and continued to practice with the Tick Tock Trainer and Rhythm Cat. Students would challenge each other to complete “levels” and suddenly learning music outside of the music classroom became something students wanted to do, not just a requirement. These applications offered students who may have struggled or had difficulties using the instruments physically, a way to develop their skills without recognition to their classmates. As a facilitator, these applications, especially the ones that discuss musical learning, really have opened up a way for me to differentiate for the specific needs of my students as well as attain some formative feedback on what their individual needs may be in order to tailor my future instruction and coursework. With several of the non-musical applications listed, I have found these to be extremely beneficial in managing and organizing the over 500 students I see weekly. This list, as evidence of this standard, has only encouraged me to find more applications to meet my needs for student feedback and organization, along with resources for student presentation and musical learning.
KSD
3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth.
With the evidence piece just as one example of some resources, through these applications I am able to better connect individual student learning styles, intelligences, and strengths to meet student learning needs. For me, just the awareness and application of the available resources that help students meet their learning preferences and their learning goals at the same time demonstrates a successful learning experience in my classroom. Giving students options and technology accessible ways to demonstrate learning is something I continue to strive to attain in my instructional practices.
3.S.5 The teacher can identify when and how to access appropriate resources to meet the needs of students with particular talents.
One of the biggest “take-aways” from this Masters’ program for me has been the ability to access resources and share resources I had never known about before. These applications are just proof to that, as I was able to develop this list due to research and conversation with colleagues regarding this same topic. Especially now as I continue to develop practices that center on student personalization of learning and student inquiry, these resources become ever the more valuable and applicable for student learning.
3.D.1 The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
While much of the musical learning I do believe is best done with others and through hands-on experiences, these applications offer such a unique, individual way to continue that thoughtful and high level learning. I was greatly encouraged by using these applications with my students in the classroom and seeing them continue that learning outside of our class time and their genuine desire and excitement to continue music learning.