Artifacts & Rationales - InTASC #10
Student Teaching - Fall 2015
Standard #10 - Weekly Journal #4
Student teaching challenged me to work with students, parents, and fellow teachers in various ways. One student in particular had a cognitive, sensory, and behavioral disabilities and required one-on-one attention according to her Individualized Education Program (IEP). After communicating with the teacher, the student's aid, and the student's parents, we decided to hold a meeting with the student and the student's team to decide whether the class was still right for the student. The first two paragraphs of this journal entry detail my collaboration and leadership in assisting the student.
Student teaching challenged me to work with students, parents, and fellow teachers in various ways. One student in particular had a cognitive, sensory, and behavioral disabilities and required one-on-one attention according to her Individualized Education Program (IEP). After communicating with the teacher, the student's aid, and the student's parents, we decided to hold a meeting with the student and the student's team to decide whether the class was still right for the student. The first two paragraphs of this journal entry detail my collaboration and leadership in assisting the student.
| st_weeklyjournal_4.docx |
MUSE 350 - Decision Point 3
Standard #10 - Summary and Reaction
This document is a summary and reaction essay of Chapters 1 and 3 of "Teaching Music to Students with Special Needs: A Label-Free Approach" by Alice M. Hammel and Ryan M. Hourigan. This reading helped me understand how to interact with and understand how to best teach students with disabilities. Understanding how to work with a student's team is crucial in developing a curriculum that is inclusive of all students, regardless of their abilities and experiences.
This document is a summary and reaction essay of Chapters 1 and 3 of "Teaching Music to Students with Special Needs: A Label-Free Approach" by Alice M. Hammel and Ryan M. Hourigan. This reading helped me understand how to interact with and understand how to best teach students with disabilities. Understanding how to work with a student's team is crucial in developing a curriculum that is inclusive of all students, regardless of their abilities and experiences.
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MUSE 375 - Decision Point 2
Standard #10 - Collaboration
This video was a collaborative effort with Rachel Jean Hopkins, a Telecommunications student at Ball State. This documentary was a course fulfillment for her, and I felt that it would be a fantastic opportunity to advocate the YSOECI program. I did not take part in the filming, recording, or editing, but we collaborated throughout the process and I was able to see the production through from start to finish. It was definitely a great experience getting to work with someone outside of my field.
Click here to watch the video.
This video was a collaborative effort with Rachel Jean Hopkins, a Telecommunications student at Ball State. This documentary was a course fulfillment for her, and I felt that it would be a fantastic opportunity to advocate the YSOECI program. I did not take part in the filming, recording, or editing, but we collaborated throughout the process and I was able to see the production through from start to finish. It was definitely a great experience getting to work with someone outside of my field.
Click here to watch the video.
