CLO Demonstration: All 5 Course Learning Outcomes
Use background information about students to foster positive interactions with them, their parents and the larger school community.
Implement strategies, procedures and norms that establish positive supports for classroom work and discourse, foster social-emotional development and promote individual responsibility for student learning.
Design standards-based lessons with clear learning goals that engage all learners and assess their progress.
Design lessons that simultaneously build content knowledge and support academic language acquisition for all students.
Reflect upon one’s own teaching and that of colleagues to increase understanding of the complexity of instruction.
Questions
How is your demonstration an example of the SLOs?
What do you do specifically in your class that demonstrates the SLOs?
What things will you be adding to your classroom based on what you have learned in this course, in regards to the SLOs?
Question 1: Incorporating lesson plans, teaching philosophies, video examples, and reflections are examples of CLOs/SLOs because they show that, as a teacher, I'm working to help with student learning, as well as my own. Recognizing that you, yourself, as a teacher are also a daily learner is incredibly important to me because finding just "one right way" to teach everyone is not how all students can learn. Finding ways to modify and accommodate to a diverse range of students will always be a challenge, but it is one that is worth it. Also, finding ways to connect with students and providing relevant, cross-discipline examples can help students develop a further understanding of the content taught in class.
Question 2: I have communicated with families and teachers about student behavior in my (30 minute) music class and how we can find ways for students to develop a larger interest in the content area if they seem disinterested. (CLO 1) I have also communicated with students and other teachers/parents in how to continue engagement through gamifying or other popular, relevant music/current events that are important to students by incorporating those things into the classroom. (CLO 2) I will often incorporate more than 1 standard in my lessons because a. there is a significant amount of overlap between some standards and b. finding ways to implement language learning, vocabulary expansion, and the development of content knowledge is possible to learn all in one lesson, even though it's short. (CLO 3 + 4) Lastly, reflecting on my own teaching, as well as working with other teachers to problem solve or find ways to improve/pre-diagnose issues that may arise in class helps me as a learner AND a teacher to figure out how students are taking in and utilizing this information. It also helps me figure out how students should be challenged, or if I should be slowing down in my lessons to have students develop a bit more of an understanding. (CLO 5)
Question 3: I have received the recommendation of providing images/visual aids and anchor charts in the classroom to have routines for student self-reflection and understanding. I will also start to find more ways for students to engage with others in the class about course content, as I need to find more ways to manage time in a way where students can both listen and speak in a group setting.
Where are CLOs prevalent on my website?
CLOs 1-5 are scattered throughout all of my WORK lesson plans, as the lessons involve routine (CLO 2), checking for understanding and pair-share (CLO 1 + 2), standards-based learning with content knowledge and language development (CLO 3 + 4), and my own, personal self-reflections embedded in each lesson (CLO 5).
My teaching philosophy is something that I always update as I continue teaching, working, and learning, because I find that though the actual premise is the same, I am continuously learning about students as time goes on and I want to reach as many students as possible. (CLO 5)
Something I found really cool that definitely relates to CLO 1-3 is the "Songmaking activity" under the "University Lesson Plans" menu. It takes words that students like and/or are interested in, and they learn how to compose a song with those words by singing that word on a melody and putting a few of those words together.
I've found that the "Learning about ABA Song Form" lesson under my "Work Lesson plans" was really important in developing vocabulary and cross-discipline knowledge; we talk about symmetry (which is prevalent in Math and paragraph structure) as well as discuss some key words to promote further understanding of the concept and tie those concepts into some ideas they may already know. For example: a theme in music is very similar to a theme in writing, symmetry in food or math is similar to that of music, patterns are seen everywhere in life, and finding ways to show relevant examples of music in ABA form that students may already know is what helps them cognitively develop that musical uncerstanding. (CLO 4)