Portfolio Handbook Templates

The following templates are a resource that you can use while completing your Student Teaching
Handbook Entries 7 and 11. The text fields and charts can be extended as needed when you are
completing the templates.
Entry 7
Contextual Information and Student Learning Adaptations Template

Total Number of Students in the School: _______348_______

School Socio-Economic Make-Up (i.e., % free and reduced lunches): ______ Undisclosed _______

Class Class
1 2
Grade Level/Subject Taught 7th/8th Grade Band 7th Grade Band
Number of Students in Classroom 28 29

Contextual Information: Class Class Student Learning Adaptations:

(List the number of students identified in each class you 1 2 (Describe at least one example of a strategy to provide
teach and identify the class in which you are teaching your equitable opportunities, accommodations, or
unit) modifications you attempted for any student identified
within each contextual characteristic)
When addressing the classroom, I try to use
Gender 13 16 gender neutral terms to create unity and
Number of Females: 15 13 inclusivity in the classroom. I try to connect with
Number of Males:
each of my students personally by greeting them
at the door, using students preferred pronouns,
and calling them by their names.
All of my students were given equal
Ethnic/Cultural Make-Up 26 24 opportunities to participate and were all
Caucasian/White: 2 3 expected to follow the same guidelines. We tried
African American/ Black:
Hispanic/Latino:
0 1 to include diverse literature in the classroom to
Asian/Pacific Islander: 0 0 support world music pedagogy even with the
American Indian/Alaskan Native: 0 1 smaller numbers in diversity.
The ELL in my classroom was mostly fluent in
Language Proficiency 0 1 English. To help with any confusion, I made sure
Number of English Language Learners (ELL): to include visual aids and verbally repeated
terms to provide multiple ways to follow along.
For students that were performing below grade
Academic Performance 6 4 level, I would identify the areas that needed
Students Performing additional support then pull them aside and
Below Grade Level:
Student Performing
22 25 provide individualized guidance. I also made
Above Grade Level: sure to scaffold as much material as I could so all
students could easily understand the material.
For students performing above grade level, I
provided opportunities using higher levels of
thinking that challenged them.
Most of the students with special needs were
Students with Special Needs 4 3 provided with a school plan or staff member that
Learning Disability: 0 0 would help them succeed. When I knew these
Emotional/Behavioral Impairment:
5 3 students were in my classroom, I made sure to
Attention Deficit Disorder (ADD):
Developmental Disability: 0 0 provide visual, auditory, and kinesthetic models
Intellectual Disability: 1 0 to reach all developmental levels. I made
Speech/Language Impairment: 0 0 differing accommodations for the needs of all
Autism Spectrum: 0 0 students in my lessons and daily interactions.
Gifted:
 Blind/Visual Impairment (VI): 1 1
Deaf /Hearing Impairment (HI): 0 0
Physical Disability: 0 1
Other Health Impairment:
0 0

0 0

Contextual Information and Student Learning Adaptations Template

(Continued)

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).

Due to the COVID-19 pandemic, many students at this age have not experienced or dealt with many
social or emotional behaviors. Their manners are not always executed the way we would expect them to
be handled and they are learning how to work through more difficult stages of their lives while relearning
how to be good students. These students are persevering through the big transition from elementary
school to middle school and are taking on more responsibility performing as instrumentalists. Not only
are they addressing rhythms and notation, but they must now address additional concepts such as tone,
musicality, and more. While these students are not as advanced as they could be right now, they are
extremely diligent and preparing to successfully accomplish the work at hand. We as educators must
support them as much as we can by being patient through the process and adapting our lessons, peer
collaborations, and course objectives to these characteristics.

Highlight the prior knowledge and interests of students in your classroom.

These students were the first group of students to begin instrumental music at the secondary level. All of
these students had prior general music at the elementary level, but their instrumental foundation was set in
the classroom, and we had to further expand their knowledge to create successful musicians. The 7th and
8th grade combined band was a mix of lower performing 7th graders and lower performing 8th graders. The
placement of these students reflected their playing ability but also considered ensemble capacity.
Although I only knew my students for a couple months, they shared a lot about themselves with me. I
learned things ranging from their varying levels of musicianship to their favorite animal. I used these
ideas to address what needed to be reviewed and reinforced and used their interests to assist in instruction
and classroom management.

Describe the implications these characteristics have on planning and instruction.

(e.g. What instructional strategies will you use to meet the unique learning needs of all your
students?)

When designing lessons, I had to consider the students prior knowledge and musical abilities. I primarily
used modeling and scaffolding techniques to reach all ability levels within my classroom. Additionally, I
provided outside resources such as visual aids, method books, agendas, and more to help my students
understand the content and work in their zone of proximal development. When utilizing these strategies, I
also needed to address pacing. It was more important to cover less material and dig deeper on each
concept than learn too much and have to spend more time reviewing and creating confusion.
Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education
for all of your students.

Overall, the education the students were receiving exceeded standard expectations. All students were
issued a school iPad to allow them to access virtual education, apps, and programs. In the music
classroom, students were provided materials such as school-loaned instruments (if necessary), method
books, and folders. It is possible to imply that the arts are heavily supported due to their schedule and
additional resources. Students have the opportunity to alternate classes with choir in order to participate in
music classes and another elective. The program is also privileged to have two instructors and a budget
for instrument repairs plus a few additional purchases.

Describe community and family environmental factors impacting the quality of education for all of
your students.

There are two substantial factors that stand out within the community and family environment that
impacts the student’s education. Athletics are highly prioritized in the district. Many of our students are
very active and are both talented musicians and amazing athletes. While this encourages students to work
hard and get involved, students often have to choose between the two programs and that can cause some
tension. The other factor that comes to mind is the wide socio-economic gap. Some students are
extremely supported by their families outside of school while others barely have any and must support
themselves. It is a challenge as these students are still expected to work and behave similarly in the
classroom but do not grow from the same foundations. Nevertheless, the surrounding community is very
supportive. The educators of the program have spent over 20 years working hard to create a solid
foundation for the program. Many people respect what they have accomplished and look forward to
seeing how their program can grow in the upcoming years.

Describe the implications these factors have on planning and instruction.

(What instructional strategies will you use to address the unique environmental factors impacting
each student?)

Due to the differing factors that impact the students, we do our best to ensure that our students are
getting the same education while in the classroom. For example, we give students the opportunity to
step out of rehearsal to complete a playing test to ensure they are able to do assignments. In addition, I
do what I can to make band a safe and fun environment for my students. I try to incorporate skills that
build upon their characteristics and apply them to my lessons to create connections and hopefully have
them look forward to rehearsals.
 Contextual Information and Student Learning Adaptations Template
(Continued)

Focus Students Information

Provide information about the two focus students you selected from the class in which you will be teaching your unit
that you feel would benefit from modified instruction. You MUST choose one student with exceptionalities or
an English Language Learner as one of your focus students. Complete the chart below referring to these
students only as Student A and Student B. Do not use proper names.

Describe this student using
information from the
Contextual Information and
Student Learning Adaptations
Student This student is a Caucasian
A female with down
syndrome in the 7th grade.
She has a full-time
paraprofessional and plays
percussion.
Why did you select What did you find out
this student? about this student?
Address characteristics
from the Contextual
Information and Student
Learning Adaptations
While she does Cognitive – She struggles to
not always stay engaged in class. Her
para often guides her through
follow along, she lessons and rehearsals to
is always playing enhance participation.
on her practice Emotional - She is
pad until given extremely patient and never
an opportunity to seems to get frustrated even
with the confusion.
perform. Physical – Her para will
always follow along and
provide specific instruction
directed to her.
Social – Students within her
section are really great about
being kind and providing
help when needed.
Based on this
information what are
the implications for
this student’s
instruction?
Student A needs
very direct
instruction in order
to participate in
class activities and
rehearsal. Make
sure that the para
always has a copy
of whatever we are
working on so they
can provide direct
guidance that aids
to her specialized
learning plan.

Describe this student using
information from the
Contextual Information and
Student Learning Adaptations
Student This student is a Caucasian
B female in the 8th grade. She
is a very intelligent
individual and performs as
a lead musician in the flute
section.
Why did you select What did you find out Based on this
this student? about this student? information what are
Address characteristics the implications for
from the Contextual this student’s
Information and Student instruction?
Learning Adaptations
This student Cognitive – Quickly grasps Student B often
works very hard concepts but does not always needs reminders to
apply knowledge.
and always Emotional – Always excited
hold herself
challenges to learn but tends to blunt accountable for
herself outside of and cause distractions once behaviors and
school. While extremely comfortable. participation in the
she’s a great Physical – No Physical classroom.
Adaptations.
musician, she Social – Closest friends sit in
often struggles to the same section. If they are
maintain self- all focused then they are all
control. success, vice versa.


Unit Overview

Category
Grade Level
Content Area
Unit Topic
State Standards/Common
Core Standards Addressed
(written format)
How does this unit address
state curriculum standards?
Identify and connect School
Improvement Goals related
to this unit
Rationale (why is this unit
appropriate?)
Description
7th and 8th Grade
Band
Tempo
- Re.2.8.a Compare how the elements of music and expressive qualities relate to the
structure within programs of music.
- Pr.3.7 Perform contrasting pieces of music demonstrating their interpretations of
the elements of music and expressive qualities (such as dynamics, tempo, timbre,
articulation/style, and phrasing) convey intent.
- Pr.2.7.b When analyzing selected music, read and identify by name or function
standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.
Tempo is a concept that can be manipulated to fit any piece of literature.
This unit sets a solid foundation in a student’s musical career and allows
them to analyze music as well as create their own ideas for expression.
The Wamego District, a collaborative community of learners and leaders,
ensures that all students learn at their highest levels possible and have the
social, emotional, and cognitive skills necessary to live a successful and
purpose-fill life. By learning new musical concepts, they are collaborating
to create a unique musical experience that helps them grow as individuals.
Once students are comfortable with tempo, they will associate different
pieces of literature with unique, descriptive characteristics, and they will
be able to discuss style with more depth.

Instructional Unit Objectives

Learning Goals and Objectives: What will students know and be able to do at the end of this unit?
Unit Goal:

Objective # Unit Objectives Level(s)

(Bloom’s Taxonomy)

1 Students can define tempo and identify eight tempo markings. 1

2 Students will review the eight tempo markings and identify 1
the transitional tempo markings.
3 Students will review terminology through partner study. 4
4 Students will review terminology and score at least 70% using 4
the interactive online game.
5 Students will review terminology and accurately locate term 4
under two attempts using gamification.
6 Students will demonstrate their knowledge by scoring at least 3
80% or above on the written exam.
 Instructional Design Template

Lesson Date Unit/Lesson Objectives Instructional Strategies/ Description of Formative Describe Specific Integration*
Activities Assessment Adaptations/ T R C I C
(formal/informal) Differentiation S S T C R
All Focus
Students Students
1 1/24 Tempo Lecture Part 1 Call and Response Informal – Did the student N/A Guided Y Y N Y N
Guided Note Taking correctly complete the Questions
worksheet?
2 1/25 Tempo Lecture Part 2 Call and Response Informal – Did the student N/A Guided Y Y N Y N
Guided Note Taking correctly complete the Questions
worksheet?
3 1/28 Quiz, Quiz, Trade Peer Collaboration Informal – Observe N/A Proximity N Y Y N Y
response time and listen to
verbal responses.
4 1/31 Kahoot Gamification Informal – Did the student N/A Guided Y Y Y N Y
score above a 70% Questions
5 2/3 Tempo Swatter Game Gamification Informal – Did the student N/A Guided N Y Y Y N
find the answer under two Questions
attempts?
6 2/4 Tempo Assessment Written Exam Formal – Did the student N/A Proximity Y Y Y N Y
score above an 80%?

*TS- Lesson integrates technology skills; RS- Lesson uses reading strategies; CT- Lesson demonstrates the use of critical thinking strategies; IC- Lesson demonstrates
integration of content across and within content fields; CR- Lesson utilizes community resources

 Instructional Design Template (continued)
1. Learning Strategies:
Explain how you included multiple learning strategies to address diverse cognitive, physical,
emotional, and social needs of all your students.

My lessons included a variety of different teaching strategies ranging from visual aids to kinesthetic
handouts to auditory examples. These different strategies were utilized to reach students of all learning
abilities. In addition, the students had the opportunity to study the terminology in pairs and play
review games in teams which allows them to monitor their own progress, encourage socialization
skills and build community within the classroom.

2. Adaptations/Differentiation to Meet the Needs of All Students:

Explain how your instructional strategies were designed to address the contextual characteristics and
pre-assessment/diagnostic assessment information gathered on your students. What strategies did you
use to provide equitable opportunities for all students? What adaptations/differentiation did you make
to address varied reading levels and/or students with special needs? What adaptations/differentiation
did you make for Focus Students A and B

Similarly stated in the learning strategies above, every lesson utilized a different or multiple teaching
strategies in order to reach students of all learning abilities. Students had the opportunity to talk
through each lesson and work through confusion, participate in review games which sometimes
included technology, and study the material on their own with their guided worksheet. Following the
formal assessment, if students scored below the desired percentage, we would work individually with
the student and allow them to take it again. However, during the learning process, I did not need to
make any additional adaptations to support any of my students.

3. Active Inquiry, Student Centered, and Meaningful Student Engagement:

Justify in what ways this unit is student centered. Describe how students were meaningfully engaged
in active inquiry (i.e. questioning concepts, developing learning strategies, seeking resources, and
conducting independent investigations).

When the students were first learning the concepts, they were immediately involved in the lesson as
they followed along using a worksheet and repeated terms back to me. I provided many fun and
unique ways for the students to actively review before the assessment. Depending how the students
were excelling, I was able to plan for my assessment based on my observations.

4. Integration of Technology:
How did you use technology to plan and teach your unit?

I designed a PowerPoint for my students so they could visually follow along when I began teaching
my tempo unit. Additionally, I gave my students an opportunity to use their school iPads and created a
Kahoot to help the students review prior to the assessment.

How did students use technology to enhance their learning?

The students played the Kahoot I created to review their terminology prior to the assessment. In
addition, my students completed a quiz that I created on Google Forms as their formal assessment.
5. Integration of Reading Strategies:
What reading strategies did you use in your unit? Why did you choose these specific strategies? How
did these strategies support your student’s reading development and content knowledge?
(Include at least 3 reading strategies in you unit)

To introduce the concept of tempos to my students, I created a visual aid that associated imagery to
each term/definition to help them visualize each concept. Before defining each term, I would ask the
students questions that encouraged them to put context clues together and learn the definition on their
own before providing the answer. While we were learning these terms together, the students were
filling out guided notes that they could use to study for the final assessment.

6. Integration of Critical Thinking Strategies:

How did you address critical thinking, problem solving, and higher-level thinking in your unit?

When you learn a new concept, you often utilize critical thinking strategies such as higher levels of
thinking and problem solving skills. As the students learn about tempos, they are learning about a
concept that creates a solid foundation in their music career. This foundation encourages the students
to look and think about music as more than just notes on a page.

7. Integration Within and Across Content Fields:

How did you demonstrate integration of content within and across content fields? How did this
integration enhance your student’s ability to understand relationships within and across these subject
areas?

We did not spend a lot of time discussing the history of tempo, but I felt it was important to share the
context of these words as they introduce another culture into the classroom. It is crucial for me to
make sure that other cultures and nationalities are represented in the classroom because all students
come from different backgrounds and it’s important that they feel welcome when they enter my room.