InTASC 1 - Table of Contents

Standard #1: Learner Development

Logging onto Zoom, our online learning platform, for the first time this year offered me a front-row seat into many of the lives and homes of my students. Some students have many friends and family nearby that require the students to find headphones or speak loudly, while others have cozy beds to relax in with a blanket and pet to keep them company. At the beginning of each general elementary music lesson, I spend time on social and emotional learning (SEL) to help students process their emotions from all the changes in scheduling and health related to the coronavirus global pandemic this year.

Artifact 1.1 is my reflection on the respectful digital classroom environment I have worked to create this year that includes SEL; I value students and give them the opportunity to learn in many different ways which is displayed in my virtual classroom that supports student development and student-centered input. I developed a Feelings Check-In worksheet, Student Samples 1a, to facilitate an opportunity for students to identify their emotions and also for me to understand their mental health and interests better. These student samples also show my growth as an educator by displaying changes I added to the worksheet based on student feedback; I crafted clearer directions, deleted the redundant date box, and used bigger fonts to see on smaller chrome book screens. I use this Feelings Check-In to remind students about Glasser’s “I-statements,” which mitigates aggressions and microaggressions in the classroom by asking students to reflect on their responsibility and empathy (Yeager 2017; Shaw, 2020). Students can begin speaking with “I” and recall that change starts with themselves instead of blaming others. I create a safe and welcoming environment in the classroom where different learners can show their responsibility and thrive.

In Artifact 1.2 I display my written essay on student prior learning as well as developmentally appropriate activities for elementary-age students. I included the lesson plan commentary to show the types of effective developmental learning strategies I use to teach how rhythm overlays beat in music. I also provide an overview of the cultural and socio-economic background of my third-grade students this year. This information is critical in making instructional decisions that support diverse students.

Student Sample 1a shows an in-lesson Chat transcript where students feel safe to share about their favorite kind of game to play during a lesson on musical timbre. As students described the timbre they heard, I better understood my students' prior learning, and their cognitive and linguistic development. One student describes a harpsichord sound as “more vibrating” while another student uses “nasal.” Both are correct descriptions. I am now aware; however, that one student understands that vibrations produce sound cognitively while another uses a personal connection to describe the content of timbre. I look for opportunities to learn more about learners and implement proactive activities that are engaging and appropriate such as scaffolding musical concepts about timbre with personable questions about favorite games. In this way, I can support each student throughout the lesson.

Artifact 1.1 - Digital Environment Reflection

Student Samples 1a - SEL Student Check-In

Artifact 1.2 Lesson Plan Commentary

Check out page 2 where I describe my students important cultural background and page 8 where I describe developmentally appropriate gender issues.

Student Sample 1b - Saved Chat Excerpt

I can glean important cognitive, linguistic, and physical student development from student answers and discussion that are spoken and voiced in the chat.