Table 1.2.

2 Student Characteristics and Implications for Instruction (limited to 1 page) Specific Descriptions Student Characteristics Indicate whether this was for the Whole Class (W) and Subgroup (S) W All are musically intelligent. Takes very few times to understand a concept. S All seem to be at the same learning levels as a majority of the class. May take a few extra repetitions. Specific Implications For Instruction Whole Class (W) and Subgroup (S) W Students respond to kinesthetic learning best. Many repetitions. Students also respond well to visuals. W Overall, as a class math is where they struggle more than language arts. I will gear my lessons more towards math to improve their skills but also include activities to improve their language arts skill set. S Several activities for engagement. Use of repetition. Give one on one instructional help when needed. S Overall these students are struggling to meet standard in both areas. I will gear lessons mainly toward math to improve their skills, but also work on their language arts skills.

Intellectual Characteristics - Including readiness, cognitive abilities, learning needs, developmental levels, etc.

Previously demonstrated academic performance/ ability: % Above standard _____ % Meets standard _____ % Below standard _____

W Language Arts: 40% Above, 28% Meets, 32% Below Math: 36% Above, 16% Meets, 48% below

S Language Arts: Above: None Meets 17% Below 83% Math: Above: None Meets 33% Below 67%

Social Characteristics - Including emotional, attitudinal,

W The class gets along well, but there are several behavioral

S These students need additional positive reinforcement and fun

W Plan fun and engaging activities in order for the students to be successful.

S Same as stated for the whole class.

motivational, etc.

issues that are avoided with fun engaging activity.

engaging activities to keep on task. Excessive talking and easily distracted. S One student is being raised by a single mother and has displayed anger issues. Other students have behavioral issues, talk excessively and easily distracted.

Also, the use of positive reinforcement to enhance student performance.

Personal Characteristics - Including physical, social, individual experiences, talents, language, culture, family and community values, etc.

W Mostly native Spanish speakers, rural community and Hispanic family and culture values. Talented musically, but unable to understand the importance of music.

W Keep their cultural values in mind. Continual positive reinforcement.

S Express interest in these students and reinforce positive behaviors. Plan several activities to keep them on task and engaged.

Table 1.3.1 Focus Student Information (limited to 1 page) Describe this student using information from Table 1.2.1 STUDENT 2nd grade A Male Hispanic Sees a counselor due to previous anger issues that are believed to Why was this student selected? Student A was selected because he has music potential. Though he has a history of What was learned about this student? Address characteristics from Table 1.2.2 Intellectual Understands music concepts well, but has scored low in math, English language arts and Spanish language arts. Based on this information, what are implications for this students instruction? Integrate music instruction with activities and lessons that will help improve his math and language arts skills.

have sprouted from his unstable home life. He lives with his single mother, and his father figure is absent from his life. Native language is Spanish

anger outbursts, these are rarely seen in music class. He is often engaged, but sometimes gets off task or has issues with excessive talking. He seems to like music, but gets distracted.

Social He needs lots of positive reinforcement to stay on task. Doesnt socialize much with the other students. Easily distracted. Personal Fluent in English, but Spanish is the language spoken in the home. He understands musical concepts well with few repetitions.

Due to his success in music class, using this positive reinforcement to help him increase his math and language arts scores.

Differentiate instruction to help teach concepts in multiple ways to help with comprehension.

STUDENT 2nd grade B Male Hispanic Takes speech Very shy Developmentally slower Needs lots of repetition to understand a concept. Wears glasses Attends Language Arts

Student B was selected because of his consistently low scores across math and language arts. He seems to be engaged in music class, but it takes several repetitions for him to grasp a

Intellectual Understands music concepts with multiple repetitions. Low in math, English language arts and Spanish language arts. Social Very shy. He hardly speaks to the others in his class. His speech barriers inhibit him from speaking up in class. Responds well to positive reinforcement. Easily

Integrate musical instruction with activities and lessons that will help improve his math and language arts skills.

Since he is very shy, he needs more reinforcement to speak up in class. He also needs lots of one on one instruction. Needs engaging activities to stay on task.

tutoring

concept.

distracted.

Personal Goes to speech to enhance his English language skills. Spanish is the language primarily spoken in the home. This may contribute to the amount of repetitions it takes to grasp a concept.

Due to his delays in speech, the importance of differentiated instruction is key to his learning. The need to explain concepts multiple ways so that he can understand. Needs repetitions.