Learning Target

1. Learning Target Mrs. Burdette’s Kindergarten Class This music class met for 40 min on Mondays and Wednesdays This unit consisted of five lessons Pitches on the treble clef staff

2. Student Context

3. Objectives

4. Teaching Clip

5. Analysis of Student Performance • What does the data show? • Very few students have totally mastered the topic • Most student made definite progress • There is a better understanding of book one pitches (E,F, A, and C) than book two pitches (G, B, and D) • Assessment Data

6. Analysis of Teaching What went well What I would change The students really responded to using the manipulatives The students loved using the technology of the intela-board The pre-assessment was well designed. Add more structure to the activities. Be present while it is occurring instead of starting too many students at once. Spend more time working with letter names instead of just the pneumonic. I would ask more and tell less.

7. Next Steps • The class: • Review the pitches from book one and spend more time learning the pitches from book two. • More practice with naming notate pitches • Havannah: • A brief review and then move on asking her to play the pitches instead of just naming them. • Joe • A morrthurough review of book two pitches and practice naming notated pitches. • Abby • Reteach the unit from the beginning. Try some other methods.

8. Research Base • My lessons were based on the principles of preferred learning styles. • Based on the research of Rita and Ken Dunn in 1987 • All of my tasks are designed to represent visual, auditory, and tactile learning styles. • Visual: reading the books and seeing the created visual representations • Auditory: listening to the books being read and discussion about the pitches • Tactile: Using the manipulatives to create visual representations of the staff.