 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Strand B: Student Learning | |||||||||||||||||||||||||||||||||||||
| Student Y | |||||||||||||||||||||||||||||||||||||
| I. Introduction | |||||||||||||||||||||||||||||||||||||
 |
Age: 12 years old Grade Level: 6th grade Subject: Beginning Band Name of concepts illustrated: rhythm and counting How the Student's Level of work compares to others in his/her class: This student was slower to comprehend, but now is steadily making progress ahead of peers. |
||||||||||||||||||||||||||||||||||||
| II. Explanation of Student Learning | |||||||||||||||||||||||||||||||||||||
| This student was selected to represent the diversity of the classroom because of their social and school background. Student Y is an ESL learner. This student recently moved here from Mexico to live with an aunt and cousin. There is no parental contact and rare guardian contact. Student Y displays some behavior problems stemming from both of these issues. | |||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||
| The pieces of student work were produced through several means. The first in a nationally known assesment called the "Musical Aptitude Profile". The second example was a bi-weekly assesment produced by myself on the musical notation software "Sibelius". The third is a photo of the student's method book chart displaying their progress on an instrument. The fourth is a recording of a weekly playing test recorded onto a computer. | |||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||
| What these examples show about this student's learning is that Student Y is in the mid-range of their peers. As in Example 3 and Example 4, this student displays a high understanding and musical talent among his peers. However, modification must be made for written tests due to his lack of English proficiency (Example 2). | |||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||
| Explanation of the student's learning occurs during in-class individual assessments. I have met privately with the student to discuss ways to enhance his future test scores. He had displayed difficulty with writing "down-up" and numbers. Instead of writing words, it would be allowed to use down and up arrows and numbers such as "1 or 2" instead of "one or two". | |||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||
| In this case, I was unable to communicate with Student Y's mother or guardians. | |||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||
 |
|||||||||||||||||||||||||||||||||||||
 |
|||||||||||||||||||||||||||||||||||||
| Main Page | Strand B: Part III & IV for Student Y |
||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||
| Strand B: Student X | |||||||||||||||||||||||||||||||||||||