STANDARD 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
As a music educator, music literacy is best reached by teaching with several different instructional strategies. Being able to connect music literacy to songs being performed or studied allows students to develop the knowledge of how to apply the content. Not only reaching the music with content in mind, but reaching the same concepts from different perspectives and angles. It is important to not only teach the content but how the content is applied in what they are being presented. The first time an idea is presented, a majority of students may understand the point. Present the same idea a second time from a different angle, and more students will understand it and many of the first group will have an even better understanding of the same content. Present the same idea again from another angle, and even more students will understand and so on.
At this point in my education, I have been given the tools necessary to lesson plan with an abundance of different instructional strategies. So many strategies in fact, that I've yet to use them all in lesson plans. Although I have learned about many of the instructional strategies, some as recent as this semester, I've not taught in the field enough to use them all. The remainder of this semester, as well as next semester with student teaching will provide more opportunities to put these into real-world use.
My education at Ball State has provided so much information about pedagogy for every kind of student imaginable. Every Music Education course has at the least mentioned this idea. One course that really focused on this concept was Secondary General Music. These students can be at a number of different levels of understanding. As an educator, recognizing this range of comprehension is important to keep in mind. Providing a variety of ways to approach the same content will reinforce the topic for students who easily grasp it, as well as reach out to the students who are still trying to decipher it. Additionally, making these connections need to still be relevant to the individual student. Adolescents learn by experiencing, therefore the concepts they learn should be discovered by their actions, not spoon fed to them. This way they come to the correct conclusion on their own terms. I will continue to develop this understanding with more practice of teaching and working with students on a regular basis. The first placement of practicum in MUSE 350 has already began shaping my understanding in this sense. The next 8 weeks of the semester will undoubtedly continue to do the same.
The following document is a paper discussing a common problem students face, bullying. This assignment was for MUSE 353, Secondary General Music. This assignment continues on to discuss the ways this may affect a student's learning as well ways a teacher can combat this hurdle in the classroom to make the student as productive as possible.
Revised InTASC Standards (April 2011)
Council of Chief State School Offices. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.
At this point in my education, I have been given the tools necessary to lesson plan with an abundance of different instructional strategies. So many strategies in fact, that I've yet to use them all in lesson plans. Although I have learned about many of the instructional strategies, some as recent as this semester, I've not taught in the field enough to use them all. The remainder of this semester, as well as next semester with student teaching will provide more opportunities to put these into real-world use.
My education at Ball State has provided so much information about pedagogy for every kind of student imaginable. Every Music Education course has at the least mentioned this idea. One course that really focused on this concept was Secondary General Music. These students can be at a number of different levels of understanding. As an educator, recognizing this range of comprehension is important to keep in mind. Providing a variety of ways to approach the same content will reinforce the topic for students who easily grasp it, as well as reach out to the students who are still trying to decipher it. Additionally, making these connections need to still be relevant to the individual student. Adolescents learn by experiencing, therefore the concepts they learn should be discovered by their actions, not spoon fed to them. This way they come to the correct conclusion on their own terms. I will continue to develop this understanding with more practice of teaching and working with students on a regular basis. The first placement of practicum in MUSE 350 has already began shaping my understanding in this sense. The next 8 weeks of the semester will undoubtedly continue to do the same.
The following document is a paper discussing a common problem students face, bullying. This assignment was for MUSE 353, Secondary General Music. This assignment continues on to discuss the ways this may affect a student's learning as well ways a teacher can combat this hurdle in the classroom to make the student as productive as possible.
Revised InTASC Standards (April 2011)
Council of Chief State School Offices. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.
adolescentspaper.docx | |
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File Type: | docx |