Class 10 - Oct 25
CI 485 - Music Ed
Agenda
- Fun with Music Venn Diagrams
- Check in with your group: 2 minutes
- Activity 1: Transfer Syllabus to Chart Paper
- Tips from a Special Educator & a Language Expert
- Activity 2: Answer Garden
- On Deck...
Authenticity in Music?
Check In With Your Group: 2 Minutes
- Participation, roles, time, function, satisfaction, etc.
- Go over your Syllabus and next steps, plan of action for next week
- Get on the same page
Activity 1: Transfer Syllabus to Chart Paper
- How would you present this to the class, to get them excited about the unit?
- What are the most pertinent items to include?
- What do the students need to know?
- Use ALL THE AREA
- Make it look good!
Consider for your Syllabus, edTPA, & interviewing Teachers over next 2 wks...
Tips from a Special Educator
- Reach out to the student's case manager if they have an IEP or 504 plan. They will have suggestions on how best to modify or accommodate assessment for the student.
- Provide assessment opportunities that are FAIR for the student. Not all assessment needs to be EQUAL across the class of students. The assessment should measure what the student has learned, not measure the extent that their disability might be impeding the learning.
- Use a variety of assessment techniques: production or selection responses; oral reports; projects; etc. Think beyond paper pencil assessment.
- Speak to prior teachers of the student to find out what has worked in other classes.
- Ask the student. They may have ideas on what works for them.
Tips from a Language Expert
- Get to know your students: where are they from, what language(s) do they speak, are they literate in their home language(s), how much schooling have they had in the U.S. and/or in their home countries?
- Collaborate: Work as closely as you can with your school’s ESL/Bilingual Education teacher and other staff to support your students.
- Connect content/assessments to students’ lives; include their cultures, experiences and interests.
- Language is central to learning across all content areas. This means you are ALL language teachers in one way or another. Be intentional and explicit in your teaching and assessment of both, and only assess what you have explicitly taught.
- Teach language and content together: Ask yourself, what content-area vocabulary words do students need to grasp in order to comprehend the lesson and complete related assignments? Where possible, find out what these words are in the languages of your students, and include these in materials or powerpoints (along with their English translation).
- Give students multiple opportunities to use academic vocabulary across all modalities (reading, writing, speaking, listening).
- Create a visually oriented classroom: graphic organizers, word charts, diagrams, pictures, videos, books, etc.
- Dictionaries, google translate, etc. can be helpful to a degree
- Use students’ primary languages to support learning: Value and encourage the development of students’ primary language alongside of English. Allow students to work together in primary language groups, and to write in their primary language where applicable. But also provide ample opportunities for interaction with all students, regardless of language background.
- Be sure that grading is consistent with your objectives. When developing and evaluating assessments, ask yourself, is it more important for students to demonstrate understanding of the content, or mastery of “Standard Academic English”?
Activity 2: Gallery Walk and Answer Gardens
- Take some time to peruse your fellow groups' syllabi
- Individually, click on the links below for each group and give them detailed feedback.
- Then, as a group, discuss each group's syllabus, and come up with another item of detailed feedback.
- Feedback is limited to 40 characters.
On Deck...
- On Your Mark (Chapter 6): Challenging the Use of a Single Grade
- Checklists and Rubrics: How to Assess Authentic Learning (Burke, K.)
- Continue to revise Syllabus
- NO ACE
- Prepare questions for - and conduct - Teacher Interviews (due 11/8)
- Artifact collection due 11/8