ENTRY 2: Learning Differences
The candidate uses understanding of differences in individuals, cultures, and communities to ensure inclusive learning environments that enable each learner to meet rigorous standards.
The candidate should complete a reflective essay illustrating the differences of the students under their supervision. Three artifacts are to be submitted and may include the Contextual Factors template, multicultural lesson plans, unit plans, and lesson plans.
The candidate should complete a reflective essay illustrating the differences of the students under their supervision. Three artifacts are to be submitted and may include the Contextual Factors template, multicultural lesson plans, unit plans, and lesson plans.
While working in the elementary general music, specifically kindergarten and first grade, I was presented with a wide array of musical knowledge and ability levels. I found the most helpful strategy in teaching these students was modeling. Modeling is an effective tool in reaching students of all activity levels, whether talking about movement or pitch matching, or later when there is more focus on diction and placement of the sound. For example, we had introduced the concept of galloping in the previous lesson. Students needed a reminder, and some broken down modeling since they were still working on refining gross motor skills. Once students got the hang of it, we were able to put on music and ask them to gallop to the steady beat, and they accomplished this easily.
While working at the secondary level, specifically middle school choral music during my student teaching semester, I was again presented with a wide array of musical knowledge and activity levels. At the middle school level, this is considerably different that at the elementary school level. Middle school students, while older and likely to have a larger wealth of knowledge, are more likely to come from many different places. Most of these students come from a mixture of feeder schools so they have different musical backgrounds and foundations. They have also had more opportunity to move schools or districts, making it even more difficult to assume a student’s foundational knowledge.
In addition, the schools I student taught at were lower SES schools for that district and area. The students come from many different backgrounds and cultures. A greater number of students at these two schools have more ESL students than at any other school I have previously worked. For these reasons, my lessons had to be very sensitive in terms of language used and pacing of the lesson. I try to bring in musical elements from the cultures I experience daily and educate about many cultures.
Understanding the differences in individuals, cultures, and communities is essential to creating a positive and inclusive learning community. I have found that not only must I understand these elements, but my teaching must inform my students of these elements as well. The better they understand each other and the variety of cultural backgrounds in their community, the more inclusive and positive the learning community will be.
While working at the secondary level, specifically middle school choral music during my student teaching semester, I was again presented with a wide array of musical knowledge and activity levels. At the middle school level, this is considerably different that at the elementary school level. Middle school students, while older and likely to have a larger wealth of knowledge, are more likely to come from many different places. Most of these students come from a mixture of feeder schools so they have different musical backgrounds and foundations. They have also had more opportunity to move schools or districts, making it even more difficult to assume a student’s foundational knowledge.
In addition, the schools I student taught at were lower SES schools for that district and area. The students come from many different backgrounds and cultures. A greater number of students at these two schools have more ESL students than at any other school I have previously worked. For these reasons, my lessons had to be very sensitive in terms of language used and pacing of the lesson. I try to bring in musical elements from the cultures I experience daily and educate about many cultures.
Understanding the differences in individuals, cultures, and communities is essential to creating a positive and inclusive learning community. I have found that not only must I understand these elements, but my teaching must inform my students of these elements as well. The better they understand each other and the variety of cultural backgrounds in their community, the more inclusive and positive the learning community will be.
ARTIFACT 1: Elementary Lesson Plan
A lesson plan that illustrates inclusive teaching and learning.
ARTIFACT 2: Culturally Relevant Lesson
A lesson that acknowledges another culture and teaches understanding and appreciation of that culture.
ARTIFACT 3: Middle School Choral Lesson Plan
A lesson that teaches a piece of music that draws on Latino culture and teaches about the cultural and historical background and context.