Quality Standard 3
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Element A Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social and emotional development of their students.
Reasoning Statement: The melodrama I Can't Pay The Rent is a short play in which one person plays all the characters. This is a great way for students to explore their low, medium, and high pitched voices. I used the melodrama to emphasize the concepts of high and low pitches. The first time I used this in my lesson plan, I told the students a story about a woman who spends her money on lavish items and ends up not being able to pay her rent. However, I realized the students became disengaged. My role as a teacher candidate was to readjust the story so that it was more appropriate and relatable for kindergarten students. The following artifact demonstrates my ability to appropriately adjust activities to meet the developmental ages and needs of students.
Artifact: I Can't Pay The Rent- Naomi's Version for Kindergarten
i_cant_pay_the_rent.pdf
Element B Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
Reasoning Statement: The artifact below is an assessment that I used to assess my students learning. The first assessment I handed to students was difficult. I realized this and only counted the top section as well as the bottom 4 questions. I then revised the assessment for other classes so that they could could see that the do line was different for each key signature. Then I allowed the students to either demonstrate their knowledge and challenge themselves to complete the bottom portion using various key signatures or students could cross out the key signatures and put the do line on middle C. When I adjusted the assessment I noticed more engagement in students and I also the mean was higher than the first class. I then used the results to continue working on sight singing and singing intervals throughout the remainder of my time at Thompson Valley High School.
Artifact 1: Solfege and Interval Assessment
Artifact 2: Assessment Data
Element C Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
Reasoning Statement: The artifacts below demonstrate my ability to engage students in authentic learning experiences using technology. My role as a teacher candidate was to create a visual for beat vs. rhythm, my role at the high school level was to create objectives and make them clear for students. The first picture is of a smart board visual that I co-created as preparation beat vs. rhythm. The beat is represented by the heart and 1 sound (the apple) in the next slide I put in two apples for the shorter sounds to represent rhythm. The second is a series of short powerpoint presentations that I created to engage my high school students. The first powerpoint is about engagement of the abdominal muscles and air control, the second is about balance and blend, the third is about registration specifically for Tenor/Bass choir.
Artifact 1: Smart Board Presentation
Artifact 2: Powerpoint Presentations (HS)
Abdominal Engagement and Air Control
Balance & Blend
Registration
Element D Teachers establish and communicate high expectations and use processes, such as questioning, to support the development of critical thinking and problem-solving skills.
Reasoning Statement: In the artifact below I asked students to reflect on what they did well, what needed to be improved for the next concert, what some of their favorite moments of the concert were, and parent feedback. I felt that my role as a teacher candidate was to engage my students in problem solving skills. This artifact demonstrates my ability to communicate high expectations and use processes such as questioning to support the development of critical thinking and problem solving skills. Asking the students to take control over their own learning empowers them to be creative and take ownership over their own learning.
Artifact 1: Concert Reflections
Element E Teachers provide students with opportunities to work in teams and develop leadership qualities.
Reasoning Statement: My role as a teacher candidate was to teach beat vs. rhythm and to have the students practice part work. I wanted to provide opportunities for students to demonstrate leadership qualities. I enjoy choosing leaders because I believe it supports my philosophy of empowering students and it also supports 21st century skill development in leadership. In the video below I chose a student to lead steady beat for their group and I asked another student to lead the Rhythm or (words) for their group.
Artifact 1: Teaching Video
Element F Teachers model and promote effective communication.
Reasoning Statement: The artifacts pictured below demonstrate various communication methods that I have used with students, both verbal and non-verbal. Mrs. Authier has provided feedback on these communication methods and I believe the pictures demonstrate my ability to effectively communicate with my students in various ways. My role as a teacher candidate was to communicate clear expectations. I used non-verbal communication and at other points I used direct verbal communication to communicate expectations in a calm manner.
Artifact: Pictures of feedback sheets Mrs. Authier demonstrating communication methods
Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
Element A Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social and emotional development of their students.
Reasoning Statement: The melodrama I Can't Pay The Rent is a short play in which one person plays all the characters. This is a great way for students to explore their low, medium, and high pitched voices. I used the melodrama to emphasize the concepts of high and low pitches. The first time I used this in my lesson plan, I told the students a story about a woman who spends her money on lavish items and ends up not being able to pay her rent. However, I realized the students became disengaged. My role as a teacher candidate was to readjust the story so that it was more appropriate and relatable for kindergarten students. The following artifact demonstrates my ability to appropriately adjust activities to meet the developmental ages and needs of students.
Artifact: I Can't Pay The Rent- Naomi's Version for Kindergarten
i_cant_pay_the_rent.pdf
Element B Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
Reasoning Statement: The artifact below is an assessment that I used to assess my students learning. The first assessment I handed to students was difficult. I realized this and only counted the top section as well as the bottom 4 questions. I then revised the assessment for other classes so that they could could see that the do line was different for each key signature. Then I allowed the students to either demonstrate their knowledge and challenge themselves to complete the bottom portion using various key signatures or students could cross out the key signatures and put the do line on middle C. When I adjusted the assessment I noticed more engagement in students and I also the mean was higher than the first class. I then used the results to continue working on sight singing and singing intervals throughout the remainder of my time at Thompson Valley High School.
Artifact 1: Solfege and Interval Assessment
Artifact 2: Assessment Data
Element C Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
Reasoning Statement: The artifacts below demonstrate my ability to engage students in authentic learning experiences using technology. My role as a teacher candidate was to create a visual for beat vs. rhythm, my role at the high school level was to create objectives and make them clear for students. The first picture is of a smart board visual that I co-created as preparation beat vs. rhythm. The beat is represented by the heart and 1 sound (the apple) in the next slide I put in two apples for the shorter sounds to represent rhythm. The second is a series of short powerpoint presentations that I created to engage my high school students. The first powerpoint is about engagement of the abdominal muscles and air control, the second is about balance and blend, the third is about registration specifically for Tenor/Bass choir.
Artifact 1: Smart Board Presentation
Artifact 2: Powerpoint Presentations (HS)
Abdominal Engagement and Air Control
Balance & Blend
Registration
Element D Teachers establish and communicate high expectations and use processes, such as questioning, to support the development of critical thinking and problem-solving skills.
Reasoning Statement: In the artifact below I asked students to reflect on what they did well, what needed to be improved for the next concert, what some of their favorite moments of the concert were, and parent feedback. I felt that my role as a teacher candidate was to engage my students in problem solving skills. This artifact demonstrates my ability to communicate high expectations and use processes such as questioning to support the development of critical thinking and problem solving skills. Asking the students to take control over their own learning empowers them to be creative and take ownership over their own learning.
Artifact 1: Concert Reflections
Element E Teachers provide students with opportunities to work in teams and develop leadership qualities.
Reasoning Statement: My role as a teacher candidate was to teach beat vs. rhythm and to have the students practice part work. I wanted to provide opportunities for students to demonstrate leadership qualities. I enjoy choosing leaders because I believe it supports my philosophy of empowering students and it also supports 21st century skill development in leadership. In the video below I chose a student to lead steady beat for their group and I asked another student to lead the Rhythm or (words) for their group.
Artifact 1: Teaching Video
Element F Teachers model and promote effective communication.
Reasoning Statement: The artifacts pictured below demonstrate various communication methods that I have used with students, both verbal and non-verbal. Mrs. Authier has provided feedback on these communication methods and I believe the pictures demonstrate my ability to effectively communicate with my students in various ways. My role as a teacher candidate was to communicate clear expectations. I used non-verbal communication and at other points I used direct verbal communication to communicate expectations in a calm manner.
Artifact: Pictures of feedback sheets Mrs. Authier demonstrating communication methods
Quality Standard 3 Reflection
For quality standard 3 I experienced some areas of growth. First, I believe that my non-verbal communication and general communication improved as demonstrated in element F. Second, I improved in asking my students to self-assess. The document Concert reflections is a large group self assessment and I saw students take ownership of things they did well and things they could improve on. I noticed that in lessons when I asked students to assess themselves their behavior and ownership of the activity we were doing improved.
There are several areas I would like to improve. I would like to involve my students more as leaders and provide leadership opportunities so that they are taking control of their learning. Additionally, I would like for my students to work in groups or with partners so that they are learning from each other rather than only me. I would also like to use more interactive technology rather than only smart board pictures or powerpoint. Last, I would like to have a notebook for each student that stays with me for every year students are with me. The notebook would be like a progress tracker so that students can see how much progress they've made over a long period of time.
There are several areas I would like to improve. I would like to involve my students more as leaders and provide leadership opportunities so that they are taking control of their learning. Additionally, I would like for my students to work in groups or with partners so that they are learning from each other rather than only me. I would also like to use more interactive technology rather than only smart board pictures or powerpoint. Last, I would like to have a notebook for each student that stays with me for every year students are with me. The notebook would be like a progress tracker so that students can see how much progress they've made over a long period of time.