Pat Tregoning
MUS 23241
Readings 13
[Curriculum adaption for the handicapped in music]
This article by author unknown talks about ways teachers can adapt their curriculum to successfully help handicapped students. They show ways that you can use different disabilities and adapt your curriculum to help each disability effectively.
I have not had the experience of teaching a curriculum to kids with a disability that has required me to alter my curriculum to help that student be successful.
This is a good reference tool that can show examples of how I could make changes to my curriculum to guarantee that my students including those with disabilities have success in the classroom with my lessons.
Wednesday, April 27, 2011
Bb Readings
Pat Tregoning
MUS 23241
Readings 13
[Adapting to meet the needs of handicapped students]
This article with author unknown talks about what you should do exactly when approaching working with handicapped students in your classroom. This reading looks at what to do with different kinds of "handicaps".
I have not had any personal connections to working with students in the classroom through teaching. I havent had this because I have not had my first teaching position yet. I will have more experience once I begin my teaching career.
I believe this is a fantastic reference tool and I will definitely use this for reference when I enter the field in a few years to begin teaching.
MUS 23241
Readings 13
[Adapting to meet the needs of handicapped students]
This article with author unknown talks about what you should do exactly when approaching working with handicapped students in your classroom. This reading looks at what to do with different kinds of "handicaps".
I have not had any personal connections to working with students in the classroom through teaching. I havent had this because I have not had my first teaching position yet. I will have more experience once I begin my teaching career.
I believe this is a fantastic reference tool and I will definitely use this for reference when I enter the field in a few years to begin teaching.
Thursday, April 21, 2011
Bb Readings (Lemieux)
Pat Tregoning
MUS 23241
4-19-11
[Lemieux, Gary., April, 2007, What to do when they are smarter then you, WSM, pp.40-41]
In this article, Lemieux talks about what exactly to do with your students that could be classified as "gifted and talented" based on their test scores. He talks about ideas for handling these students like partnering with parents. He also suggests things like exploring an acceleration of learning for these students among other things. He takes these ideas he has and gives his explanations for each.
The closest I have come to this experience is through watching my Mom dealing with her students. Over her 35 years of teaching she has had many stories of her situations of working with students who were "labeled by the state as gifted and talented". She also would take the time to talk about the different ways she approached teaching her lessons to keep them interested and engaged.
I think this is a fantastic article. I agree with his philosophy and ideas that he suggests. I believe teachers now-a-days greatly struggle with keeping students who are labeled as gifted engaged in the lesson. I plan on using this article as a reference tool when I get into the profession.
MUS 23241
4-19-11
[Lemieux, Gary., April, 2007, What to do when they are smarter then you, WSM, pp.40-41]
In this article, Lemieux talks about what exactly to do with your students that could be classified as "gifted and talented" based on their test scores. He talks about ideas for handling these students like partnering with parents. He also suggests things like exploring an acceleration of learning for these students among other things. He takes these ideas he has and gives his explanations for each.
The closest I have come to this experience is through watching my Mom dealing with her students. Over her 35 years of teaching she has had many stories of her situations of working with students who were "labeled by the state as gifted and talented". She also would take the time to talk about the different ways she approached teaching her lessons to keep them interested and engaged.
I think this is a fantastic article. I agree with his philosophy and ideas that he suggests. I believe teachers now-a-days greatly struggle with keeping students who are labeled as gifted engaged in the lesson. I plan on using this article as a reference tool when I get into the profession.
Wednesday, April 6, 2011
Bb Readings (Howell)
Pat Tregoning
MUS 23241
4-5-11
[Howell, Allen C. March, 2009, Curricular pillars in the elementary general music classroom, MEJ, pp.37-41]
In this article, Howell talks about the idea of establishing "curricular pillars" within the average, everyday, elementary general music classroom. He talks about what these pillars necessarily are and the meaning of them. He also talks about what exactly the idea of curriculum building is. He also goes on to talk about the similarities and differences of building curriculum with pillars and with units too.
I have no personal connections to the work of planning a curriculum. I have not hit that point yet in my teaching career. I know that my Mom has done curriculum planning back when she was still teaching since she was the music department chair for the Kent School district. That role often involved her both editing and re-structuring the music curriculum for the school.
I personally am a person that doesn't like change. So I am more in favor of building curriculum through units. I do personally see where exactly Allen Howell is coming from and I think it is a good idea. I think it is a matter of who exactly you "talk to" on the topic.
MUS 23241
4-5-11
[Howell, Allen C. March, 2009, Curricular pillars in the elementary general music classroom, MEJ, pp.37-41]
In this article, Howell talks about the idea of establishing "curricular pillars" within the average, everyday, elementary general music classroom. He talks about what these pillars necessarily are and the meaning of them. He also talks about what exactly the idea of curriculum building is. He also goes on to talk about the similarities and differences of building curriculum with pillars and with units too.
I have no personal connections to the work of planning a curriculum. I have not hit that point yet in my teaching career. I know that my Mom has done curriculum planning back when she was still teaching since she was the music department chair for the Kent School district. That role often involved her both editing and re-structuring the music curriculum for the school.
I personally am a person that doesn't like change. So I am more in favor of building curriculum through units. I do personally see where exactly Allen Howell is coming from and I think it is a good idea. I think it is a matter of who exactly you "talk to" on the topic.
Wednesday, March 30, 2011
Bb Readings (Taggart)
Pat Tregoning
MUS 23241
3-29-11
[Taggart, Cynthia Crump., Meeting the musical needs of all students in elementary general music, pp.127-142]
In this article, Taggart's main summary is about what she believes is the proper thing(s) to do when it comes to handling their classes. She talks about how she believes you need to structure your lessons in order to keep all of your students maintained within the lesson and focused and interested. The students enjoyment of the class lessons will be better if you can design it to keep each student engaged and entertained.
I don't have any personal connection to teaching kids and keeping everyone engaged in lessons. I do not have the connections because I have yet to take a teaching position which would allow me to plan and write my own lessons on a daily basis and work on that. I need that opportunity to express myself and show my talents.
I believe in Taggart's philosophy. I personally believe that it is HIGHLY ESSENTIAL when you make lesson plans for your own class that you work tediously to engage each individual student to keep them interested and wanting to learn more. I don't believe that enough teachers are doing that today and it is taking a toll on our students in the classroom.
MUS 23241
3-29-11
[Taggart, Cynthia Crump., Meeting the musical needs of all students in elementary general music, pp.127-142]
In this article, Taggart's main summary is about what she believes is the proper thing(s) to do when it comes to handling their classes. She talks about how she believes you need to structure your lessons in order to keep all of your students maintained within the lesson and focused and interested. The students enjoyment of the class lessons will be better if you can design it to keep each student engaged and entertained.
I don't have any personal connection to teaching kids and keeping everyone engaged in lessons. I do not have the connections because I have yet to take a teaching position which would allow me to plan and write my own lessons on a daily basis and work on that. I need that opportunity to express myself and show my talents.
I believe in Taggart's philosophy. I personally believe that it is HIGHLY ESSENTIAL when you make lesson plans for your own class that you work tediously to engage each individual student to keep them interested and wanting to learn more. I don't believe that enough teachers are doing that today and it is taking a toll on our students in the classroom.
Bb Readings (Devany)
Pat Tregoning
MUS 23241
3-29-11
[Devany, Melinda. August, 2005, Why I organized learning centers in my classroom, Teaching Music, pp.44-47]
In this article, Devany talks about the process she did in her classrooms of organizing things called learning centers. Learning centers can give students different ways and methods to learn about things. Devany used learning centers in music when she mentioned the different "stations" the kids were doing like composing on the composer, rolling composer dice etc. This was an interesting method to learn about.
I don't have any personal connections to learning centers throughout my schooling with learning centers. The closest I have to anything close to learning centers was doing the stations/free time in kindergarden.
I personally agree with the idea of learning centers. I think it is a very new/interesting way to allow students the opportunity to learn. Some students understand lessons teachers try to teach and using learning centers could help the kids understand things through different teaching methods.
MUS 23241
3-29-11
[Devany, Melinda. August, 2005, Why I organized learning centers in my classroom, Teaching Music, pp.44-47]
In this article, Devany talks about the process she did in her classrooms of organizing things called learning centers. Learning centers can give students different ways and methods to learn about things. Devany used learning centers in music when she mentioned the different "stations" the kids were doing like composing on the composer, rolling composer dice etc. This was an interesting method to learn about.
I don't have any personal connections to learning centers throughout my schooling with learning centers. The closest I have to anything close to learning centers was doing the stations/free time in kindergarden.
I personally agree with the idea of learning centers. I think it is a very new/interesting way to allow students the opportunity to learn. Some students understand lessons teachers try to teach and using learning centers could help the kids understand things through different teaching methods.
Wednesday, March 16, 2011
Bb Readings (Shuler)
Pat Tregoning
MUS 23241
3-15-11
[Shuler, Scott., 1990, Making an arts education curricular, MENC, pp.1-14]
In this article, Shuler talks about establishing an arts education curriculum in the classroom. He suggests the ways that you can start that process. It also helps you out by outlining steps in what you should do to make the curriculum work well in the classroom.
I do not have any personal experience/connections to making curriculum because I have never had to do that yet in my career. I will probably do that when I get out into the teaching field.
I could definitely see myself using this article when I enter the field. When I enter the field, I will work on the idea of making a curriculum.
MUS 23241
3-15-11
[Shuler, Scott., 1990, Making an arts education curricular, MENC, pp.1-14]
In this article, Shuler talks about establishing an arts education curriculum in the classroom. He suggests the ways that you can start that process. It also helps you out by outlining steps in what you should do to make the curriculum work well in the classroom.
I do not have any personal experience/connections to making curriculum because I have never had to do that yet in my career. I will probably do that when I get out into the teaching field.
I could definitely see myself using this article when I enter the field. When I enter the field, I will work on the idea of making a curriculum.
Subscribe to:
Comments (Atom)