STANDARD 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
The educator will plan ahead for what will be taught in every lesson. With these preparations, the educator is prepared for class and able to effectively utilize the class time for education. Planning a lesson ahead of time allows the educator to effectively use his/her time and stay on task. An educator should create a lesson plan for every class. A lesson plan not only organizes the instructor's thoughts, but also makes sure the instructor does not forget to teach anything in that particular lesson. The top of every lesson plan should have a list of objectives for that particular lesson. This enables the educator to have objectives to aspire to reach during each lesson. In order to reach those goals and objectives, the lesson plan will have a detailed list of instruction for the lesson. By utilizing a lesson plan and planning ahead of time, an educator is more successful and on task throughout the lesson.
​As a naturally organized person, I prefer to have my schedule and plans planned out ahead of time. As a student in the Ball State Flute Studio I am required to create a Lesson Menu for every one of my flute lessons. These lesson menus detail exactly what pieces I want to work on that day, what questions I may have, and my goals for my next lesson. This same principle of planning can be applied to my Lesson Plans as an educator. Each of my lesson plans include goals/objectives, a detailed procedure, any questions, and a plan for next time. Over the years at Ball State my lesson planning skills have greatly improved; however, I am always looking for new ways to incorporate questions, engagement, and UDL into my instruction plans.
At Ball State University I am continuing my education in order to perfect my lesson planning. Before every peer teaching in my coursework I must submit my lesson plan for that teaching. This exercise prepares me for teaching in the future. The lesson plans utilized in class are models of what I should create before everyone of my classes as a music educator. Through creating detailed and organized lessons plans, I am able to effectively organize my thoughts and teach my students within the given time. Lesson planning at the secondary level involves creating lessons that are relevant to students and that respects their musical tastes and choices. It also is a lesson that is engaging and effective. Lesson planning at any level also involves structuring the lesson so that it makes efficient use of the class time. Spending too much time on one part of lesson will lose the students' attention as well as make the lesson less effective. Not filling up the class time creates leaves unstructured class time for students to goof off. It also shows a lack of preparation on the teacher's part. The teacher should take the time to effectively plan out a lesson that covers comprehensive musicianship and utilizes the entire time for the classroom lesson.
MUSE 375: Band Methods
As an educator, I need to set clear learning goals for my students. Once those are set, it is my job to help my students achieve those goals. This often requires me to plan out my instruction and lesson plans well in advance so I am best prepared for teaching my students. Planning out for instruction in a high school band setting can come in a variety of forms. It can be through lesson planning, annotating scores, defining terminology, or many other tools for instruction.
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High School Band Syllabus
This High School Band Syllabus is an outline of the courses, rules, expectations, and overall planning of my future band program. I will use this syllabus as an outline of how I will plan, organize, and instruct my future students.
MUSE 351: Elementary Methods
Elementary Methods Portfolio
Every child is unique. Each child has his or her own way of learning, comprehending, and developing music, especially in elementary school. This artifact captures the varying learning styles of my students in the curriculums that I plan for them. Each lesson is engaging and challenges each of my students to learn and improve. But, each lesson also includes different adaptions for students who might need extra help or for student who need an another level of challenge. All of this adds to my knowledge of the musical development of children. I now know how to structure appropriate, engaging, and challenging lessons for my students as well as lessons that are adaptable and fit the various learning and development needs of my students.
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MUSE 353: Secondary Methods
Galway Girl Lesson Plan
This lesson covers a variety of teaching methods in order to reach different types of adolescent learners. This lesson incorporates bucket drumming activities, worksheets, listening activities, analogies, and visual drawings/definitions on the chalkboards to teach, label, define, and practice the musical concepts addressed in the lesson plan. This allows students a larger chance to understand the concepts by teaching them the concepts in a myriad of forms.
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MUSE 355: String Methods
As an educator, I need to set clear learning goals for my students. Once those are set, it is my job to help my students achieve those goals. This often requires me to plan out my instruction and lesson plans well in advance so I am best prepared for teaching my students. Planning out for instruction in a string orchestra setting can come in a variety of forms. It can be through lesson planning, annotating scores, defining terminology, or many other tools for instruction.
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String Handbook
This String Handbook is a catalog of many different string specific concepts that I know, my definitions, and my personal figurative language examples of how to explain these concepts to my students.
MUSE 470: Student Teaching
edTPA Portfolio
This unit covers counting and playing simple metered rhythms, through a variety of means and forms. It engaging as it directly relates the counting of the rhythms to playing them on instruments and connecting them to the repertoire. It provides multiple opportunities for students to be be immersive in the learning process through creation of their own rhythms, peer evaluations, and group questions/discussions over the rhythms.