Standard 1: Learner Development
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.
The teacher has obtained development knowledge of student individuality in the aspects of intellectual comprehension, language, mental stability, and bodily growth. This information is the basis for the teacher's approach concerning each child, and allows the teacher to adapt according to the child's needs. Related to music, an example of this practice can be seen when a teacher models a technique for a student who is a visually adept learner as well as to one that can comprehend just being instructed orally, especially if most students learn by the latter method.
Understanding of the science foundation in child development has been taught in each level of education psychology classes. Much like the process by which a new concept is taught to students, each education psychology class builds on the knowledge gain in the previous class. This principle has also covered in my music education 350 seminar class, in which we learned strategies to help students whose native language is not English. A teaching method that we learned about specifically that I believe is a prime example of this INTASC Standard is the Universal Design for Learning (UDL). This strategy of teaching is designed from its inception for the accommodation of specific student/student group. A byproduct of UDL is that it not only helps the students that need assistance but also benefits the other students in the class. Proper execution of this teaching method would require a thorough knowledge of one's students and how they develop.
Throughout my student teaching, field and practicum experiences, I have taught students from grades 1 to 12. I have observed the vast difference in developmental stages the students in each grade hold. This standard has been most prominently seen through the elementary strings classes that I have taught during student teaching. The students differ in all of the areas previously mentioned in this INTASC Standard as well as in musical knowledge and skill. Knowing this, as a result of observation and getting to know the students, I believe, has helped me create lesson plans that cater to the needs of my students.
The following artifact is a lesson plan I taught for my LAMP Project during student teaching. This lesson features accommodations for visual and kinesthetic learners. This lesson plan applies to this standard because it provides an alternate method of teaching familiar material in a way that reaches different learners.
The teacher has obtained development knowledge of student individuality in the aspects of intellectual comprehension, language, mental stability, and bodily growth. This information is the basis for the teacher's approach concerning each child, and allows the teacher to adapt according to the child's needs. Related to music, an example of this practice can be seen when a teacher models a technique for a student who is a visually adept learner as well as to one that can comprehend just being instructed orally, especially if most students learn by the latter method.
Understanding of the science foundation in child development has been taught in each level of education psychology classes. Much like the process by which a new concept is taught to students, each education psychology class builds on the knowledge gain in the previous class. This principle has also covered in my music education 350 seminar class, in which we learned strategies to help students whose native language is not English. A teaching method that we learned about specifically that I believe is a prime example of this INTASC Standard is the Universal Design for Learning (UDL). This strategy of teaching is designed from its inception for the accommodation of specific student/student group. A byproduct of UDL is that it not only helps the students that need assistance but also benefits the other students in the class. Proper execution of this teaching method would require a thorough knowledge of one's students and how they develop.
Throughout my student teaching, field and practicum experiences, I have taught students from grades 1 to 12. I have observed the vast difference in developmental stages the students in each grade hold. This standard has been most prominently seen through the elementary strings classes that I have taught during student teaching. The students differ in all of the areas previously mentioned in this INTASC Standard as well as in musical knowledge and skill. Knowing this, as a result of observation and getting to know the students, I believe, has helped me create lesson plans that cater to the needs of my students.
The following artifact is a lesson plan I taught for my LAMP Project during student teaching. This lesson features accommodations for visual and kinesthetic learners. This lesson plan applies to this standard because it provides an alternate method of teaching familiar material in a way that reaches different learners.
This artifact is a lesson plan that was modified for a class with the following characteristics:
80% of the class is English speaking with English as their primary language.
15% of the class is in the “preproduction” stage of second language acquisition.
2.5% of the class is in the “speech emergence” stage.
2.5% of the class is in the “continued language development” stage.
It applies to this standard because language is the first barrier that must be addressed when teaching students who have not mastered the language in which their class is being taught. This artifact displays my understanding of the linguistic devices that will help English as a Second Language students comprehend the language as well and the musical content that is being taught.