Documenti di Didattica
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PERCENT SCORES
100
90
80
70
60
50
40
30
20
10
0
STUDENTS
Note Values
PERCENT SCORES
100
90
80
70
60
50
40
30
20
10
0
Note Values
STUDENTS
Vocabulary
Vocabulary
STUDENTS
Staf
PERCENT SCORES
100
90
80
70
60
50
40
30
20
10
0
Staf
STUDENTS
Piano
100
90
80
70
Piano
60
PERCENT SCORES
50
40
30
20
10
0
Composition
100
90
80
70
60
50
40
PERCENT SCORES
Composition
30
20
10
0
STUDENTS
Listening
Listening
STUDENTS
STUDENTS
Note Values
Post Vocabulary
Vocabulary
Post Staf
Staf
Post Piano
Piano
Post Composition
Composition
Post Listening
PERCENT SCORES
100
90
80
70
60
50
40
30
20
10
0
Listening
STUDENTS
Narrative Statements
Unit Narrative: The main standards addressed throughout
this project were 2. Playing instruments, alone and with
others, a varied repertoire of music, 4. Composing and
arranging music within specific guidelines, and 5. Reading
and notating music. Standard 6. Listening to, analyzing, and
describing music was addressed as well. Accommodations
were made for students at all ability levels. During
drumming, I would vary the tempo often. Slower players
benefited from a slower tempo, and higher ability students
were challenged when I would drum quickly. One authentic
problem-solving skill used in this unit was to break a problem
down into small parts instead of trying to tackle the whole
thing at once. I had students first figure out which note
values they wanted to use in their melody; then they
arranged those into rhythms. After they felt satisfied with
their rhythms, they selected a pitch on the piano to go with
each note value. For many students, this was easier than
trying to just compose straight through. There will be many
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11
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Improving
Efective
15
Sets
measurable
objectives
Teaching
and
Instructional
Strategies
Checks for
student
understandi
ng
(0-4)
Objectives are
not stated,
developed, or
are irrelevant to
the standards
addressed in
the unit.
Students are
not made
aware of these
objectives.
(5-7)
The teacher
creates
objectives that
are developed
throughout the
unit, but do not
always line up
with the
standards.
Students are
made aware of
the objectives,
but not their
purpose in the
unit.
Strategies are
used that
hinder or
obstruct the
learning
process. Only
one strategy is
used and
planning is not
evident in the
lesson.
Instruction does
not account for
learner
diferences.
The teacher
does not give
any
opportunities
for student
response, and
often moves on
to a new
concept without
checking for
mastery. The
Mostly
appropriate
strategies are
used that helps
students to
master
concepts and
skills. More
than one
strategy is
used, but
strategies do
not account for
all learning
diferences.
Diferent
assessments
are presented
but are not very
efective. The
teacher
sometimes
checks for
understanding
but still needs
to give
(8-10)
The teacher
creates
measurable
objectives and
goals that fit
with the
standards and
allow the
teacher to
measure
student
progress.
Students are
made aware of
the objectives
and their
purpose in the
unit.
Strategies are
used that help
students quickly
master concepts
and skills. A
variety of
strategies are
used that
provide multiple
means of
representation
and expression
for all types of
students.
The teacher
checks for
understanding
and asks highlevel questions.
Assessments
are efective in
assessing
mastery of skill
and concepts.
Students are
16
teacher rarely
checks for
understanding.
Time
manageme
nt and
pacing
Creates
classroom
culture of
respect
Lessons are
either too fast
or too slowly
paced for
students to be
engaged and
absorbing
material.
Students and
teacher often
get of topic
and waste time
of trivial
concepts.
students
opportunities to
respond.
Lessons move
along at an
agreeable
manner,
although there
is some dead
time to be
filled. Students
are engaged
most of the
time, but time
is not always
managed well
for maximum
learning.
The students
Students show
show disrespect general respect
for the teacher
for each other.
and their peers. Consequences
The teacher
for
does not
disrespectful
address
behavior are
negative
not enforced
behavior or
well by the
give positive
teacher, or the
reinforcement.
teacher focus
The students
on only a few
are unwilling to students
collaborate with behavior.
each other.
Students are
mildly willing to
work with each
other.
asked to
problem solve
and respond to
open-ended
questions.
Lessons are
well-paced and
constantly
engaging
students. An
appropriate
amount of time
is given for each
part of the
lesson and time
is not wasted on
trivial concepts.
Both teacher
and students
are invested in
academic
success.
Disrespectful
behavior is
discouraged
among peers
and
consequences
are consistently
given for
inappropriate
actions.
Students are
eager to assist
each other in
collaborative
problem solving.
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