GO TOs

Core Values (TIU3)

Wisdom Responsibility

Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles

Style: Auditory * Style: Visual Style: Kinesthetic

ex. ex. ex.

Using voice recording Using charts and graphs Walk around while studying

ex. ex. ex.

Say things out loud Using color coded material Write down notes

Activate the Brain – The R’s (TIU7)

1. 4. 7. Relationships
Retrieval
Re-exposing

2. 5. 8. Routing
RigorRehearsing

3. 6. 9.
Relevance
Retaining
Recognizing

Teach the Vocabulary (SS1)

1. 3. Frayer
WordModel
Games

2. 4.
UseWord wallthroughout the day cross curriculum
the words

Strategies for Differentiation (SS2)

1. Provide audio recordings of the music to students 3. Use group work sectionals for those who learn better
who enjoy listening to music while they learn. working in groups.

2. Encourage students to practice after school in pairs 4.

Create a youtube channel for students who like to learn
Strategies for Success (SS2-7) Provide 2 examples
in practice rooms or solo depending on preference. of each
on their own.
Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four

Ive Corners
got This

Graphic Organizers
Fishbone Graphic organizer
Anchor Chart

Advanced Organizers
KWL
VennChart
Diagram

Similarities / Differences
Classifying
Analogy

Summarizing & Notetaking

Cornell Notes
Plot Diagram

Cues & Questions

Remember thisabout
Start to think Namehow this person
might feel

Blooms Verbs (SS8 and SS9)

Create Rearrange, create, rewrite, explain, relate

APPS: Garage Band, WeVideo

Evaluate Critique, defend, relate,

summarize, value

APPS: Twitter, Weebly

Compare, contrast, interpret, categorize, choose

Analyze
Microsoft Excel, Simplemind
APPS:
Relate, write, demonstrate, dramatize, show
Apply
Autodesk Sketchbook, Google Docs

APPS:
Explain, describe, express, discuss, defend
Comprehension
Tumblr, Annotate
APPS:
Define, name, memorize, relate, order
Remember

APPS: Google, Listing

Four Questions to redirect behavior (CBM5)

1. What are you doing?

2.
What are you supposed to be doing?

3.
Are you doing it?

4.
What are you going to do about it?

Modifications and Accommodations (E6)

Quantity
Definition
Adapt the number of items that the
learner is expected to learn or the
number of activities students will
complete prior to assessment for
mastery.
Example
Reduce the number of scales a
student must learn. Focus on music
for competitions or UIL.
Time Level of Support
Definition Definition
Increase the amount of personal assistance
Adapt the time allotted and allowed to keep the student on task, to reinforce or
for learning, task completion, or prompt the use of specific skills. Enhance
testing. adult-student relationships; use physical
space and environmental structure.
Example Example
First 10 minutes of class each day for practicing Assign section Leadership, sectionals based on
sight reading 5 mins/ Scale and arpeggio practice instrument, Assistant band directors to monitor
5 mins sectionals.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the student can respond to
delivered to the learner. the rules on how the learner may instruction.
approach the work.

Example Example Example

Create youtube channel playlists. Learn Learn only the first five scale degrees for each If playing scales are too hard on instrument,
keys through the circle of fifths. Use free scale. Allow music to be used when playing allow scales to be sang using solfege. Same
sightreading apps. exercises. with arpeggios.

Participation Notes:
Definition
Adapt the extent to which a learner is
actively involved in the task.

Example
Have students model correct playing
posture and technique for other
students, allowing peers to offer
feedback.
Suggestions for working with Students in Poverty (E12)

1. Allow instruments to be rented through the school to be 4. Bring in your own instruments as backup.
paid off for longer terms.

2. Provide printouts for music throughout the year. 5. Provide extra homemade reeds for woodwind
students.

3. 6.
Provide plastic instruments for brass and woodwind Supply percussion students with your own sticks and
students as they are much cheaper. mallets.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it

1. List-group-label Before Reading/ Whole class Mapping activity to categorize

new concepts and vocabulary

2.
Word Walls Before/During/After reading A collection of words which are displayed
Whole Class in large visible letters on a wall, bulletin
board, or other display surface in classroom
3. Dictation Before/After reading
The process of writing down what someone
Individual/Small Group/ Whole Class else has said/ played.

Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson

Highlighted Text / Marginal Notes / Adapted Text
2. Build background
Contextualizing Key Vocabulary / Personal Dictionaries / Content Word Walls
3. Make verbal communication understandable
Appropriate Speech / Paraphrasing and Repetition / Peer Modeling

4. Learning strategies (this one should be easy!)

Mnemonics / I wonder / GIST Summarizing Strategies
5. Opportunities for interaction
Encouraging more elaborate Responses/ Whole Class / Grouping by Instrumentation
6. Practice and application
Games for content review / Discussing and Doing / Modelling Correct English
7. Lesson delivery
Objectives written on Board / 90-100% student engagement / Specific to music Language

8. Review and assess

Word Study Books / Paraphrasing / “School talk” Sessions