Table 2.3.

2 Adaptive Plans (limited to 1 page)

Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages)

WHOLE CLASS: There are many strategies to implement in the classroom to obtain a successful and positive learning environment. Through observation, I have noticed that the entire class needs things repeated a few times for understanding. Repetition and review is an important strategy to be used to ensure these students are getting a solid foundation to their music education. The class also needs many engaging activities to maintain their interest or behavioral issues occur. In order to keep their attention the class focuses better when given multiple activities over the same subject matter. The class also responds well to lessons that are rigorously paced. Having authentic learning experiences can be one of the most effective ways to provide motivation. Therefore, there needs to be opportunities for discovery.

SUBGROUP: Many of the strategies for the subgroup will be similar to the strategies used for the whole group. The lessons must be fun and engaging to keep the students focus and avoid behavioral issues. Lessons will also need to reinforce a positive environment. Opportunities for one on one instruction should help gage where each student is struggling and help mold lessons to help their needs. Ensure that each student in this subgroup is set up for success and celebrate their successes to encourage motivation.

FOCUS STUDENTA: Strategies for student A will include several already stated strategies. Due to his past anger issues, I want to create a positive environment for him. I want to constantly reinforce his good behavior and participation in lessons. To help with his tendency to get distracted, lessons will need to be paced rigorously and engaging. Also, is might be helpful to move him to the front of the classroom to prevent distractions. He is a visual learner, so discovering ways to teach lessons with a visual aspect.

FOCUS STUDENT B: For this student, because of his speech delays and low scores in language arts I want to focus on differentiating instruction to meet his needs. This student needs things repeated several times for comprehension. Might try including some Spanish language arts (his primary language) into the lessons to help draw connections for concepts. His shy demeanor gives him low self-esteem in the classroom. He rarely speaks up and answers questions. I would like to give him more one on one instruction and encourage him to participate in class vocally. Give him a positive environment to make him feel comfortable to discover and create authentic learning experiences for himself.

Table 2.3.2 Adaptive Plans (limited to 1 page)

PLAN FOR INSTRUCTION

LESSON PLAN 1 STUDENT A STUDENT B Student B needs lots of repetition. For this lesson we will constantly be solving music math problems in different ways. I will begin the class period using note cut outs to represent the notes and I will gradually move to writing the equations on the board. I will also have a Clue Box written on the board for students who are struggling. This box will include each symbol and it value. This is another visual for Student B to look at to help him solve the equations. Student B will also be given lots of positive encouragement when solving problems to

LESSON PLAN 2 STUDENT A For Student A, again I have implemented a game to help keep him engaged. This game is also face-paced to help him stay on task. Student A will also be given lots of positive encouragement for good behavior to help him stay engaged and on task. When working on the pumpkins, he will be offered one on one work with me or the cooperating teacher to answer questions or help. STUDENT B For Student B we are playing a game full of repetition to help learn our music vocabulary words. Again, there will be multiple visuals on the board for him to reference. Student B will also be offered one on one help form myself or the cooperating teacher to assist with any difficulties or answer and questions.

For Student A, he needs activities to be engaging. I plan on making him involved as much as possible. He responds well to What specific competitions. adaptations/modifications He will like this to the instructional plan lesson. I also are needed? Why are plan on using these adaptations lots of visuals appropriate for the with him. student? Some of the music math If adaptations are problems are determined to be compound unnecessary, identify the math part(s) of the plan that equations, so I will not be adapted (if will help him any). Why are split them up adaptations/ so that they are easier to modifications not understand needed? and solve. With the fast paced activity, this should help keep Student A engaged. He will also be moved to the front row, to help eliminate

Table 2.3.2 Adaptive Plans (limited to 1 page)

distractions from other students in the classroom. This will also help me notice his behavior more.

help boost his confidence in class.