Unit 3: Implementing Music into Typical Classroom Routines
Shannon McShane (my portfolio)
Music Strategies in the Classroom (introduction to course)
You are currently in Unit 3
Welcome to Unit 3!
- The participant will find at least 2 other strategies not mentioned in the course while looking online.
- Given a typical classroom schedule, the participant will add music strategies into the classroom routine.
- Given a scenario of a lesson in a classroom setting, the participant will determine what strategy to best implement and rationalize why.
Finding Your Own Strategies
NOW IT'S YOUR TURN!
There were purposely strategies that were left out of this course so that you might find them.
- Research more strategies to implement music into the classroom.
- On this document, provide a brief explanation of two strategies you find
- Please also provide the website or article you found that suggests/defends each strategy.
When you're finished, move onto the last section of this course: Apply Your Knowledge
Apply Your Knowledge
Now that you're at the last part of the course, it is time to apply your knowledge!
In this section, you will be given two scenarios. For each scenario, select a strategy that best fits the circumstances. Follow the rubrics and directions to help you answer effectively.
Mr. Wilson is a 5th grade general education teacher. The following is the schedule that he and his 26 fifth graders follow from day to day. Mr. Wilson realizes that this group of students has an interest in music.
8:45AM: Students enter classroom, put their things away and start morning work
9:00AM: Morning announcements and Pledge of Allegiance
9:10AM: Independent reading time
9:30AM: Independent writing prompt (based on daily national holiday)
10:00AM: Guided Reading (a whole-class read aloud with vocabulary, comprehension questions, and assessments throughout)
12:30PM: Rocket Math (increasing fact fluency)
12:45PM: Math lesson
1:45PM: Science (Monday, Wednesday, Friday) OR Social Studies (Tuesday, Thursday)
Review the schedule, then choose a strategy from this course or from your research that Mr. Wilson can use. Describe when the strategy will be used in the day, as well as its evidence, benefits, drawbacks, and affects on instruction/environment.
File:Scenario 1 Rubric.pdf (Click on this link for the rubric)
Miss Mendez is a student teacher who is trying to complete her edTPA in order to become a certified teacher in New York. For the edTPA, Miss Mendez chose to teach a mnemonic, C.O.P.S., to her 6:1:1 fifth and sixth grade classroom. Miss Mendez decided that the best way to teach this editing process is spread out in four days (one focus topic per day). Although the lesson plans focus on mostly one student's achievement, these lessons were given to all six students at once.
This is the first lesson plan of this four-day sequence of editing writing.
Miss Mendez is about to start this crazy video recording process when her cooperating teacher suggests she add a musical element to "help engage the kids." WHAT SHOULD SHE DO!?
Review the lesson plan, then choose a strategy Miss Mendez can use in her edTPA lesson plan! Defend your answer with a description of when the strategy will be taught/used in the lesson plan. The benefits and drawbacks of using this strategy should also be discussed. Can the strategy be used across the other three lesson plans to come (teaching Organization, Punctuation, and Sense in C.O.P.S.) ?
Use this rubric to help you! File:Scenario 2 Rubric.pdf
Congratulations! You have made it through this course! Expect feedback from all of your short answer responses within the week!
Hopefully you now have additional strategies (focused in music) to use in your classroom during instruction, transitions, or just for fun! Remember: music stimulates the brain! The more parts of the brain that are used, the more you remember.
Thanks for participating!
4Teachers.org (2008). Rubistar. Retrieved from http://rubistar.4teachers.org/index.php.