Rasa K.

, 6/14/22

GO TOs
Core Values (TIU3)
Responsibility
Caring

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

Style: Visual* Style: Auditory Style: Kinesthetic

Show a video of the piece
ex. played.
Mark fingerings on the notes,
possibly using colors
ex.
according to the string.
Demonstrate piece by playing
ex. on the violin/piano.
ex. Sing their part aloud
Clap rhythm or tap feet.
ex.
Repeat the passage by
ex. playing, assist in correcting
fingers/bow by moving it.

Activate the Brain – The R’s (TIU7)

1. 4. 7. R

2. 5. 8. R

3. 6. 9.
R

Teach the Vocabulary (SS1)

1. Repetitive exposure to words 3. Frayer model

2. 4.
Word wall Word games

Strategies for Differentiation (SS2)

1. Respectful tasks: use of audio and video materials, 3. Frequent formative assessment – playing through the
live observation of teacher’s playing song.

2. Tiered instruction
4.
Effective feedback

Strategies for Success (SS2-7) Provide 2 examples of each

Strategies for Success (SS2-7) – Provide 2 examples of each

Example 1 Example 2

Cooperative Puzzle encounter: How well do you spell? Choose and chat
Grouping

Graphic
Who am I Orchestra instruments
Organizers

Advanced
Organizers Know-Want to Know-Learn (KWL) chart Venn diagram

Similarities / Differences
Comparison/contrast analogies

Summarizing &
Notetaking 3-2-1 summary Cornell notes

Cues & Questions

1-minute paper Create a melody

Blooms Verbs (SS8 and SS9)

Create Create, generate, relate, invent, arrange.

APPS:

Evaluate Explain, choose, justify, recommend, predict.

APPS:

Analyze, categorize, produce, compare, illustrate.

Analyze

APPS:
Use, demonstrate, apply, practice, show.
Apply

APPS:
Explain, identify, predict, review, discuss.
Comprehension

APPS:
Identify, name, recognize, recall, repeat, list.
Remember

APPS:
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 Time Level of Support
Definition Definition Definition
Adapt the number of items to Adapt time for learning, completion of Increase amount of personal assistance.
learn. task.

Example Example Example

Assign less musical pieces to be Pace learning the piece dividing into The student will be seated close to me
learned. different sections according to so I could easily offer help.
difficulty.

Input Difficulty Output

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

Example Example Example

Pre-teach concepts of the lesson Provide additional helpful tools to help Let the student play independently with
or divide it in sections in spacing with the holding an instrument and my guidance.
it. bow.

Participation Notes:
Definition Alternate goals (adapt the goals and outcomes): student might be learning how to use a
simple percussion instrument to play along with the group by providing rhythmic
Adapt the extent of active
foundation.
involment.
Example Substitute curriculum (provide instruction and materials to meet student’s individual
Allow rest time. goals) : learn different types of music, rhythmic patterns and distinguish the sounds of
different types of musical instruments.
Suggestions for working with Students in Poverty (E12)

1. Loan of an instrument from school 4. Keep class expectations high

2. Loan of necessary supplies and materials for the class, 5. Don’t require costly activities
make copies of the music

3. 6.
Praise students for their academic achievements Explain thoroughly classroom rules and procedures

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy When / how to use it Define it
name
1. Word Wall Make it accessible so everyone could see Collection of words that are
over longer periods of time. displayed in large letters on wall.

2.
Summarizing Read yourself or ask students to listen to It teaches to define the most
text selection. important ideas in the text.
3. Model and share quality literature full of Describe something to have a
Descriptive writing details. detailed idea of what it is.

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

Graphic organizers, highlighted text, outlines
2. Build background
Contextualizing key vocabulary, content Word Wall, Cloze sentences
3. Make verbal communication understandable
Appropriate speech, explanation of academic tasks, model techniques for students several times

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

Construct a T-list or Venn Diagram, use a Thinking Cube to generate higher order questions, create a song.
5. Opportunities for interaction
Wait time, encourage more elaborate responses, 3 step interview

6. Practice and application

Discussing and doing, hands-on materials for practice, social interaction (working with partners)

7. Lesson delivery
Good pacing, content and language objectives stated orally and written on board, student engagement.

8. Review and assess

Systematic study, review of key content concepts, informal assessment.