Standard 1
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
As an educator, it's important to understand each of your students as well as the class as a whole. Each individual will have different needs and be at different levels of development and content comprehension. Understanding the student's level of development is not enough, it's vital to understand that students need different levels of help and different levels of challenges in the classroom. In ensembles, this may mean adapting pieces to more appropriately challenge students. This also entails preparing lessons that are take each learner's skill level into account.
At this point of my education, I feel I have a good starting place for this standard. Through my courses taken at Ball State, I have gained knowledge in child growth and development from book work. I've also gained experience in gaging a student's understanding and skill level from field experience. With each opportunity to work with a class, I find myself pinpointing areas of trouble based on student performance and participation. This skill has also given me the knowledge to more adequately prepare further instruction with these challenges in mind. For my future knowledge and experience, I will continue to fine tune my ability to assess where a student's development is, and how I can best tailor instruction to help each individual and the class in it's entirety.
At Ball State, I've taken courses through teacher's college with curriculum to outline child development and create a better understanding of student's cognitive and physical capabilities. These courses have been geared toward's educator's in general and has greatly increased my effectiveness as an educator. Other course I have taken include several music education courses. These have been created for elementary, and secondary education. Each one designated to outline the characteristics of each age group to help appropriately plan for successful classrooms.
The below document is from MUSE 351, a course specified for elementary general music education. This was a midterm assignment intended to get enrolled students more familiar with the general capabilities of each age group.
At this point of my education, I feel I have a good starting place for this standard. Through my courses taken at Ball State, I have gained knowledge in child growth and development from book work. I've also gained experience in gaging a student's understanding and skill level from field experience. With each opportunity to work with a class, I find myself pinpointing areas of trouble based on student performance and participation. This skill has also given me the knowledge to more adequately prepare further instruction with these challenges in mind. For my future knowledge and experience, I will continue to fine tune my ability to assess where a student's development is, and how I can best tailor instruction to help each individual and the class in it's entirety.
At Ball State, I've taken courses through teacher's college with curriculum to outline child development and create a better understanding of student's cognitive and physical capabilities. These courses have been geared toward's educator's in general and has greatly increased my effectiveness as an educator. Other course I have taken include several music education courses. These have been created for elementary, and secondary education. Each one designated to outline the characteristics of each age group to help appropriately plan for successful classrooms.
The below document is from MUSE 351, a course specified for elementary general music education. This was a midterm assignment intended to get enrolled students more familiar with the general capabilities of each age group.
intasc_1_example.docx | |
File Size: | 12 kb |
File Type: | docx |