Entry 1-2 | Learning Differences

The candidate uses understanding of differences in individuals, cultures, and

communities to ensure inclusive learning environments that enable each learner to
meet rigorous standards.

The candidate should complete a reflective essay illustrating the differences of the
students under their supervision. Three artifacts are to be submitted and may include
the Contextual Factors template, multicultural lesson plans, unit plans, and lesson
plans.

An effective instructor recognizes their students’ unique strengths and weaknesses. They
acknowledge each student’s background and culture and consider how the two influence
the student’s identity and approach. They connect with the student and identify their
interests. In order to effectively do this the teacher must be perceptive enough to explore
beneath the surface of a single view of each student, build strong relationships to really get
a good snapshot of who their students are, and plan lessons which allow students to
approach their content in a variety of different ways so that the varied strengths of the
students are given opportunity to reveal themselves.

The choirs I spent the most time with at _____________ High School represent the widest range
of student personalities, abilities, backgrounds, and experience in the school’s choral
program. Being that two out of the three groups I led were non-auditioned, ensemble
members included a diverse mixture of first-time vocalists, first-time musicians, first-time
choir members, seasoned choral singers (mostly intended to support the sound of the
ensemble), members who need to fill a credit, and members who were unable to fit choir
anywhere else in their schedule. The program’s Concert Choir ensemble includes 1 member
who is on the spectrum, 3 members with intellectual disabilities, 6 members with learning
disabilities, 3 members with marked health impairment, and 1 member who is classified as
gifted. In addition, out of the 55 students in the ensemble, 14 are in at least one other
choral ensemble, and 4 are members of the programs top ensemble, the ___ Singers.

With such a range of student experience and abilities, it has been important for me as a
music instructor to truly teach to the middle and provide opportunities for those at either
end of the experience or ability spectrum to receive the extra support or challenge that
they need. One way that I’ve accomplished this throughout the semester is to use the more
seasoned members as section leaders, seating them where they can best support their
peers by both modeling healthy vocal production and effectively singing their parts. In
addition, I’ve made it a focus of mine to present concepts in a variety of ways so that
students can latch on to the approach that works the best for them.

Artifacts

● Contextual Factors
○ At ___________ High School, the ensembles I worked with represented a diverse
range of student backgrounds and experiences. This document serves to
document the demographics of my students in the choir program.
○ Contextual Factors Template (Secondary)

● Student Profile (____________ Elementary School)

○ This is the data report from _____________ Elementary this year. It shows the
school’s demographics, including enrollment in free/reduced lunch
programs, ethnicity, special education enrollment, school enrollment, and
assessment scores.
○ TR Student Profile, Sept. 2017 (Elementary)

● Kindergarten Classroom Plan

○ I’ve included this artifact because it demonstrates how I had to plan
differently for each of my classes though several of them used the same
 curriculum. USD _____, I taught 5 Kindergarten Music classes between two
schools, and for various reasons a number of them were at different parts of
the curriculum at once. Some differences were because of shorter class
periods, others were due to differences in classroom character. This
demonstrates how I adjusted my game plan often depending on each specific
classrooms need.
○ Kindergarten Classroom Plan (JPG)