Sunteți pe pagina 1din 2

Amanda Parker Title: Secondary Lesson Plans Date: Spring 2014 Artifact Description: This experience includes two

lesson plans from my sixth grade general music class during my student teach placement at Potosi School District.

ALIGNMENT Wisconsin Teacher Standard Alignment This experience best aligns with WSTDL Standard 7 which states: The teacher organizes and plans systematic instruction based upon the subject matter, pupils, community, and curriculum goals. This experience best aligns with Standard 7 because I used different lesson plans for a single class depending on the subject. For example, with my sixth grade general music class, we started the quarter with reviewing and learning basic music theory as an introduction to our guitar unit. For the theory portion of our class, my lesson plans included a lot of lecture and worksheet practice. However, in my class there was a student with special needs. For his benefit, I tried to use more kinesthetic and engaging activities. This was also beneficial for the sixth grade age group in general. Once my class moved into the guitar unit, we handled guitars and did a lot more hands-on practice. My lesson plans were more focused on small group and class work. In this way, my students were able to work with peers who already had experience with guitars either through lessons or personal experience. Using the full class to learn how to play chords takes pressure and nerves away from the students and gives them more confidence to play. The entire class works together to achieve a common goal, and my lesson plans remained flexible so that we can take more time on learning chords if needed. Each lesson has a very specific goal that we as a class aim for, but keeping that flexibility allows my students to feel successful at the end of a lesson. UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment This experience best aligns with KS1.e which states: The candidate, with the appropriate student input, has the ability to develop relevant, goal-directed, engaging, clear, and varied learning activities that progress coherently and produce a unified instructional setting that reflects recent professional research. This KSD alignment is most appropriate because a guitar unit relies primarily on student cooperation and input. Within the guitar unit, we use hands-on work, visual guidance, and aural cues. Each student handled a guitar every day for the entire class period. They learned how to properly hold and handle the instrument. In some cases, a traditional guitar was too large for the student to handle, so I was able to give them a smaller, learning guitar instead. Visually, I used my own guitar to demonstrate what I was expecting of the students. I also used electronic presentations to display chords and how to play them in large font. Aurally, the students were able to hear me play chords as well as give them direction on how and where to place their fingers. Their peers were also able to assist in this instruction as well. The original goal for the guitar unit was to learn a total of six chords. However, I ended every class with student input, asking them what went well and what they felt needed work. Unfortunately, since the class only met once a week, we were unable to make as much progress as I had intended, but the students felt successful after the unit was finished. Secondary Alignments: KSD1.e

REFLECTION What I learned about teaching/learning: I learned that the best laid plans for units may not always work out as well as intended. I learned that it is important to listen to your students and provide them ample opportunities for feedback. Following student needs is so much more important than pushing students to complete a unit or task that may be out of their current reach. In the case of my sixth grade class, many of the students do not know how to read music. The guitar unit was at the request of the teacher that usually has that class. I realized quickly how much the students needed more prerequisite work to be successful on guitars, but I still challenged them to do their best. What I learned about myself as a prospective educator: As a prospective educator, I learned that the success of students measure personal success. I learned that I cannot be a successful teacher unless my students are successful. I learned that reteaching a lesson, sometimes in a very different way is exactly what needs to be done for student comprehension. I also learned that sometimes it is best to just leave behind the original plan and start fresh with something new and different.

S-ar putea să vă placă și