Robin Ayers

SPE 3300-104

Dr. Joan Brook

10/8/21

Field Notes 1

Cove Creek Elementary School- beginning strings, band, and intermediate band

EVIDENCE 1(RUBRIC 2): PLANNING TO SUPPORT VARIED STUDENT LEARNING

NEEDS

● Planning is tied to learning objectives to meet whole class needs.

● Planning and supports are tied to learning objectives to address specific individuals or

groups.

● Planning and supports used to include specific strategies for meeting students’ needs.

Questions to Guide Your Observations: (Use the following questions to guide your answers.
Give at least 2 solid examples.)

How does your cooperating teacher include learning objectives in his/her lesson plans or in a

prominent place in the classroom? Share examples of learning objectives that are written in terms

the students understand (Essential Questions, “I Can” Statements, Learning Targets, etc.?) What

evidences are observed that prove that the teacher pro-actively plans for and addresses students’

individual needs through differentiation? How are students who have IEPs or 504 plans worked

with individually or in targeted groups?

My cooperating teacher (CT) has the daily schedule (daily rhythm warm-ups, open notes,

and exercises) displayed on the smartboard. The daily schedule is not written as essential
questions, “I can” statements or learning targets. My cooperating teacher tells the students what

they will be learning from each activity. The explanation helps the students understand why they

are doing certain exercises. The students track their own progress, and they can mark off the

exercises that they need to practice, as they play them in class.

In the beginning band class, one of the students (Student A) gets easily distracted when

the class is playing a piece of music. My cooperating teacher (CT) helps Student A by pointing

to the measure that they are playing as they are playing it. My CT will also point to the notes as

they are playing them, so they have an easier time focusing on where the notes are on the

instrument. When Student A is being helped, it does not disrupt the class because the other

students are practicing the same exercises.

EVIDENCE 2(RUBRIC 3): USING KNOWLEDGE OF STUDENTS TO INFORM

TEACHING AND LEARNING

● Planning includes appropriate connections to students’ prior knowledge.

● Planning includes appropriate connections to students’ personal assets.

● Planning includes appropriate connections to students’ cultural assets.

● Teachers’ actions are supported by principles from research.

Questions to Guide Your Observations: (Use the following questions to guide your answers.
Give at least 2 solid examples.)

Discuss the evidence in the classroom or school that proves that cultural diversity is

acknowledged (bulletin boards, books, teacher remarks, celebrations, etc.) Share conversations,

activities, or lessons in which students’ interests, experiences, and/or prior knowledge were
considered. What other ways could you, as the teacher, provide evidence of cultural sensitivity or

inclusiveness for students (especially if not observed)?

In my cooperating teacher’s (CT) classroom, the students were learning a song called

“Sakura Sakura”. It is a traditional Japanese folk song. Before the students started playing it, my

CT discussed the history of the song and Japanese culture. This is so far the only song that was

not a traditional American folk song. Most of my CT’s classes are caucasian, except for one

student. I think that my CT could include posters of musicians and composers that are from

diverse backgrounds. My CT has talked about many musicians and composers that are caucasian,

but not many that are from other cultures. My CT could also connect the composers to what

students might be learning in a social studies or history class.

EVIDENCE 3(RUBRIC 5): PLANNING ASSESSMENTS TO MONITOR AND

SUPPORT STUDENT LEARNING

● Planning includes evidence to monitor student understanding.

● Planning includes multiple evidences to monitor student understanding and progress.

● Planning includes evidence of strategic assessments to address individuals or groups.

Questions to Guide Your Observations: (Use the following questions to guide your answers.

Give at least 2 solid examples.)

What assessments does your cooperating teacher use to monitor student learning? How often and
in what ways does he/she check for understanding? How does your cooperating teacher use
assessment data to proactively plan for/adjust instruction? Explain any evidence that he/she uses
such data to create small, flexible groupings.
 My cooperating teacher has developed a daily rhythm assignment that the students

complete everyday. The students also review what they have learned, and fill in a rating scale of

how well they understand the concepts. It is turned in at the end of class. This assignment helps

my CT decide how often a review needs to be completed. When a review is needed, all of the

students learn the same thing.

In the band classes, the students that play flutes and brass instruments play “high-low-

highs”, on their ‘small instruments’ (mouthpieces), while the reed instruments are putting

together their full instruments. This helps my cooperating teacher figure out if the students need

a review on how to put together their instruments. My cooperating teacher can also play with the

flutes and brass musicians to help them play “high-low-highs”, if they need it. It is a multi-

tasking tool that helps the students prepare to play their main music pieces, such as “Amazing

Grace”.