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    Entry 3 2

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    api-334477826
    The candidate plans instruction for a unit that supports students in meeting learning goals. The plan draws on knowledge of content, technology, skills, pedagogy, learners, and community context. The candidate submits a unit plan detailing these elements. The plan describes instruction that incorporates physical, aural, and visual activities to engage all learners. Lessons begin with movement games and songs to introduce concepts kinesthetically before adding oral and visual elements. Scaffolding different modalities helps students learn with multiple styles. Careful planning of lessons, structure, and scaffolding aims to best support student learning.

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    Entry 3 2

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    api-334477826
    79 views1 page
    The candidate plans instruction for a unit that supports students in meeting learning goals. The plan draws on knowledge of content, technology, skills, pedagogy, learners, and community context. The candidate submits a unit plan detailing these elements. The plan describes instruction that incorporates physical, aural, and visual activities to engage all learners. Lessons begin with movement games and songs to introduce concepts kinesthetically before adding oral and visual elements. Scaffolding different modalities helps students learn with multiple styles. Careful planning of lessons, structure, and scaffolding aims to best support student learning.

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    entry 3 2

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    The candidate plans instruction for a unit that supports students in meeting learning goals. The plan draws on knowledge of content, technology, skills, pedagogy, learners, and community context. The candidate submits a unit plan detailing these elements. The plan describes instruction that incorporates physical, aural, and visual activities to engage all learners. Lessons begin with movement games and songs to introduce concepts kinesthetically before adding oral and visual elements. Scaffolding different modalities helps students learn with multiple styles. Careful planning of lessons, structure, and scaffolding aims to best support student learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    79 views1 page

    Entry 3 2

    Uploaded by

    api-334477826
    The candidate plans instruction for a unit that supports students in meeting learning goals. The plan draws on knowledge of content, technology, skills, pedagogy, learners, and community context. The candidate submits a unit plan detailing these elements. The plan describes instruction that incorporates physical, aural, and visual activities to engage all learners. Lessons begin with movement games and songs to introduce concepts kinesthetically before adding oral and visual elements. Scaffolding different modalities helps students learn with multiple styles. Careful planning of lessons, structure, and scaffolding aims to best support student learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Entry 3.

    2: Planning for Instruction

    The candidate plans instruction that supports every student in meeting rigorous learning
    goals by drawing upon knowledge of content areas, technology, curriculum,
    cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
    community context.

    The candidate should complete a unit of instruction and submit for this entry a unit plan
    detailing content knowledge, use of technology by teachers and students, integrative
    content, and multiple pedagogical strategies.

    In preparation for every lesson, it is important to first consider how best the students can
    experience and learn the material. How best can I reach each student through my instruction,
    through activities, and through songs? In planning for instruction, I aim to include activities and
    points of the lesson that include all learners, whether visual, kinesthetic or auditory. Using an
    instructional sequence from An American Methodology: An Inclusive Approach to Musical
    Literacy, my lessons taught the concept using physical, aural, and visual activities.
    In the unit of instruction, the lessons began with many movement games and play songs
    that allow students to learn the music and concept through physical motion and activity. While
    students may not directly be singing the song yet, they are still able to hear the music and audiate
    while also focusing on their actions. The physical activities allow students to engage by
    movement, repeating motions and connecting them with the music.
    Next, the concept is presented aurally to students. The aural instruction is layered with
    the physical activity. In this stage, students hear the music and repeat it orally. Several repetitions
    are included for students to become more comfortable with the music, in addition to the
    movements. By scaffolding the aural instruction on top of the physical instruction, students are
    able to use multiple learning styles instead of just focusing on a single one.
    The third instructional focus is the visual presentation of the concept material. Once
    again, the visual instruction is an addition to the physical and aural instruction that has
    previously taken place. The visual instruction allows for students to see how the music is written
    and represented, presenting them with another aspect of the music that they have just sung or
    played. In this unit, the visual representations were done with powerpoint, SMARTboard
    activities, flashcards, and whiteboards. The students are able to physically interact by writing or
    drawing the notes and names in the songs, while focusing on the visual portion of the lesson.
    Planning for instruction is such a vital part in setting up students for success during the
    actual lesson. In preparing the unit curriculum, structuring the lessons and the order of the
    lessons can have an impact on the instruction. Timing and structure of the scaffolding are
    essential in preparing the instruction that will soon be taking place. The focus in planning has to
    be on how best the instruction that lies ahead can reach students. Student learning has to be kept
    in mind throughout the planning and teaching of the curriculum.

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