Professional Documents
Culture Documents
C&I UG PORTFOLIO 2
Contextual Information: Class Class Class Class Class Student Learning Adaptations:
(List the number of students 1 2 3 4 5 (Describe at least one example of a
identified in each class you teach strategy to provide equitable
and identify the class in which you Teaching Teaching Teaching opportunities, accommodations, or
are teaching your unit) my unit my unit my unit modifications you attempted for any
to this to this to this student identified within each
class. class. class. contextual characteristic)
At the elementary school level, going
Gender selecting girl/boy patterns when
Number of Females: 9 10 12 4 3 answering questions/participating
Number of Males: 11 7 9 10 19 helped even out participation
between genders.
Every person was given opportunity
Ethnic/Cultural Make-Up 9 12 16 10 19 to play for everyone in class when
Caucasian/White: 5 2 2 2 0 quizzing scales in the 8th grade brass
African American/ Black: 2 3 3 1 3 class.
Hispanic/Latino: 0 0 0 1 0
Asian/Pacific Islander: 0 0 0 0 0
American Indian/Alaskan 0 0 0 0 0
Native:
Language Proficiency N/A 1 N/A N/A N/A Provided both verbal instruction
Number of English Language and written instruction.
Learners (ELL):
If students were not challenged
Academic Performance enough in the 7th grade beginning
Students Performing 1 3 band class, percussionists were
Below Grade Level: encouraged to play octave parts to
Student Performing 2 4 work on spatial awareness and wind
Above Grade Level: players played eighth notes instead
of quarter notes when working on
scales. Those who were not
ready/had questions could then
receive help from the instructor
while others were individually
challenging themselves. One student
was in 8th grade and was proficient
enough at his instrument, that he
enrolled to practice learning
another instrument.
Students with Special Needs Stated instructions slowly and
Learning Disability: 0 0 0 repeated as necessary for those with
Emotional/Behavioral a developmental delay. Remained
C&I UG PORTFOLIO 3
Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
Most, I would categorize as normal. One student identified as emotionally disturbed. One student with
ADHD, one student with emotional (anger) outbursts if not on his medication.
I used the Prepare-Present-Practice method of aurally introducing the intended concept to the students. The
teacher will prepare their ear by teaching songs that incorporate the concept within them over the course of
several lessons. Then, teacher assesses when to present the formal concept by showing iconic notation and
identifying it by name during one lesson. Lastly, the students practice music and identify the unit concept in
each song over the course of several lessons.
Since the students love moving around the classroom, I incorporated teaching different dances and games
into the lessons so that would provide them movement that still engaged them in the lesson and was relevant
to the concept being introduced.
Environmental Factors:
C&I UG PORTFOLIO 4
Describe district, school, and classroom environmental factors impacting the quality of education for all
of your students.
The district is in an affluent part of Kansas. The school district is a technology integrated district and are
1-to-1 Apple products (iPads for elementary students and MacBooks for all secondary students and
teachers). The classes I took data from were classes where I taught several lessons. One of the 4th grade
classes was especially difficult to manage because they had the same teacher in 3rd grade and moved up
grades with the teacher so I believe they still were held to the expectations of their third-grade selves.
Describe community and family environmental factors impacting the quality of education for all your
students.
The community of the school is generally supportive of music and the arts. The principal of the elementary
school was formerly a music teacher before going into administration so there was a great supportive
environment for the students to be expressing themselves through music. The school was about 25% free and
reduced school lunches so there were students who would have breakfast in the morning at the schools and I
think that factored in some of the behavioral challenges.
Describe this student using Why did you select What did you find out Based on this
information from the this student? about this student? information what
Contextual Information Address characteristics are the implications
and Student Learning from the Contextual for this students
Adaptations Information and instruction?
Student Learning
Adaptations
Student Student identified as Has a Cognitive Because he was
A cognitively and paraprofessional Student has a processing sensitive to
delay. When given an
physically delayed due aiding him at all instruction, usually there
louder noises, he
C&I UG PORTFOLIO 5
What do these data mean for instruction for the Focus Students
during the unit?
Focus A would participate in the activity but was graded largely on participation Physical
activities would be modified and simplified to fit within physical constraints. Focus B
would participate and be graded as normal.
C&I UG PORTFOLIO 7
Post-Assessment Data
Student Scores by Objective on the Post Assessment
Student Aurally Write Visually Overall %
identify the identify
the notation the
pattern notation
1 18/20 10/20 16/20 <50%
2 13/17 9/17 13/17 <50%
3 19/21 9/21 18/21 <50%
Focus A 1/1 0/1 1/1 <50%
Focus B 1/1 1/1 1/1 100%
What does these data mean for learning during the unit?
The numerator of the data represents the number of students who could
perform the task correctly out of the total number of students in the class
(denominator). Overall, all three classes improved and more than 50% of
each class could perform all three objectives relating to performing,
identifying, and writing 1 eighth note and 2 sixteenths.
What does these data mean for learning for the Focus Students
during the unit?
Focus student A needed a bit more time to grasp the concept of writing the
notation but he experienced hearing it almost every time he came to music
class and could visually identify the notation by itself. Focus B is intelligent
and could perform all three tasks before the post-assessment was given.