Instruction

Commentary
In Task 2: Instructing and engaging students in Learning, you will write a commentary
responding to the prompts below. Your commentary should be no more than 6 single-
space pages, including the prompts. If needed, insert no more than 2 additional
pages of supporting documentation for the video recordings at the end of the
commentary (e.g., digital copies of indiscernible materials or transcriptions of
inaudible comments)

1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by
lesson plan number

The video shows lessons 1 and 3

2. Promoting a Positive Learning Environment

Refer to scenes in the video clips where you provided a positive learning
environment.
a. How did you demonstrate mutual respect for, rapport with, and
responsiveness to students with varied needs and backgrounds, and
challenge students to engage in learning?

At 9:22 in Video 2 I incorporate a students suggestion into my
teaching. The suggestion and incorporation demonstrated mutual
respect, rapport with, and responsiveness to students. At 7:27 in
Video 2 I ask for volunteers to solo, which demonstrates attention to
students with varying needs and backgrounds.

3. Engaging Students in Learning

Refer to examples from the video clips in your responses to the prompts

a. Explain how your instruction engaged students in developing
i. Artistic skills (e.g., self-expression, creativity,
exploration/improvisation)

I allowed for student improvisation and self-expression after
introducing music concepts (e.g., 3rds and 7ths) in Video 2

ii. Knowledge (e.g., tools/instruments, technical proficiencies,
processes, elements, organizational principles)

Video 1 demonstrates my attention to elements of a chord as
well as organizational principles of chord symbols

iii. Contextual understandings (e.g., social, cultural, historical,

global, personal reflection)

Video 2 demonstrates my attention to contextual
understandings through the instruction of a standard jazz solo
line over a ii-V-I pattern to the ensemble.

4. Deepening Student Learning during Instruction

Refer to examples from the video clips in your explanations.
a. Explain how you evoked student performances and/or responses to
support students development and application of artistic skills,
knowledge, and/or contextual understandings.

In video 2 I stop and address some mis-performed notes from the
ensemble. I questioned students to evoke the correct response from
them regarding which notes they should have been playing during
that time.

b. Explain how you used modeling, demonstrations, and/or content
examples to develop students artistic skills, knowledge, and/or
contextual understandings for creating, performing, or responding to
music/dance/theater.

In video 2 I model the sound of a 1, 3, 5, 7 by singing the pitches to the
ensemble. Also in video 2, I use my hands to demonstrate the
movement of 3rds/7ths through a ii-V-I pattern.

5. Analyzing teaching

Refer to examples from the video clips in your responses to the prompts.

a. What changes would you make to your instruction for whole class
and/or for students who need greater support or challenge to better
support student learning of the central focus (e.g., missed
opportunities)?

I would strive to provide more challenging material for students who
understood the concepts I was covering right away. I would also try to
break down the class into smaller groups, which I could then float
between in order to better assess those who are not understanding
the concepts as well as others in the group. After watching the videos,
it seemed like those who were struggling were able to hide amongst
those who were not.

Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students)


b. Why do you think these changes would improve student learning?
Support your explanation with evidence of student learning AND
principles from theory and/or research.

I think providing more challenging material for the gifted students
would keep them more engaged in learning, as they would not get
bored once they completed the tasks. Small group, student-led
education helps those who are struggling because it holds them
accountable for completing tasks. It also allows for me to observe
what they actually understand, as they cant hide like they can in a
larger ensemble.