INTASC STANDARD TWO
LEARNING DIFFERENCES
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
​Council of Chief State School Offices. (2011, April). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.
InTASC Standard #2 discusses the teacher’s responsibility to recognize and embrace the diverse group of learners. This involves understanding and celebrating individual differences, whether it be in musical ability, learning styles of cultural backgrounds. A music educator must provide a safe learning environment that highlights different cultures and learning styles. Instruction should be based on the students' needs so they can reach their full potential. Each student is diverse, but these differences should not hinder learning, but in fact help them grow. Music educators should celebrate these differences by allowing students to share their backgrounds and passions. Inclusive learning environments should be existing in the music classroom so students can relate the musical content being taught to their life and background in some way, shape, or form. Music teachers can also tailor teaching methods to accommodate various musical preferences or adapting lesson plans to resonate with students from different cultural backgrounds. Teachers should also use multiple means of representation to ensure that content is being understood by all learners, such as visual, kinesthetic, auditory, verbal and social learners. By fostering an inclusive environment, the music classroom becomes a space where each learner can harmonize with their unique strengths and qualities, ultimately allowing them to grow towards their fullest musical and educational potential.
Throughout my time at Ball State, I have become more observant of different types of learners and the diversity aspect in any classroom I observe or teach at. I have also become more aware of my own private lesson students, tailoring lesson plans based on each of their learning differences. On a personal level, I have discovered that it becomes much easier to notice the individual differences between students when teaching private lessons. When teaching in classroom settings, I have begun to dive deeper into thinking about how to make my lesson plans diverse and meeting the needs of all types of learners. This can be much different than individual private lessons. Working with singular idiosyncrasies and personalities is much easier when it is only a student and I. I am challenged when it comes to a classroom full of very different students. In class we have learned about students with IEPs or 504 plans, in addition to students that are considered ELL. I have learned more tips and have gained more tools to help teach a variety of students. I can’t wait to get my own classroom of students where I can really get to know each of them, and plan my lessons based on their needs. I feel this will encourage growth in myself and make me into the kind of teacher and genuinely want to become.
​I plan to observe diversity in my classes and research new ways to teach different musical concepts to all students. It can be difficult to truly see what different people are in my classroom and how their differences effect the way they receive information. I want to truly take time to observe and tailor my teaching style so they have the greatest chance possible to be successful. I want to study more genres and composers and types of music that will allow me to expand my musical knowledge so I can teach my students diverse content. Music, just like each of my students is diverse, unique, and each one is special in its own way. I want each of my students to experience music from all over the world, written by a variety of composers. I plan to attend more Professional Development conferences where I can educate myself more about diversity and how to teach to a variety of learners. I want to be the best educator possible and I feel that these exercises will become a necessity in my profession.
ARTIFACTS
Attached below are three artifacts that demonstrate InTASC Standard #2. In my String Methods course, we explored diverse approaches to teaching string instruments, recognizing that students have varying learning styles and paces. Our professor, Dr. Spieker, highlighted the significance of employing figurative language-creative ways to explain concepts. This not only enhances understanding but also adds an element of enjoyment to learning. We were challenged to move away from analytical language and embrace creative expressions that incorporate figurative language. By connecting with students through examples related to their interests, culture, or environment, teachers can make the learning process more enjoyable to help students reach their full potential. Attached below is an article written by Dr. Spieker regarding the use of figurative language and my response to that article. In my String Methods course, Dr. Spieker also introduced the idea of using “Pass-Off-Cards” to address diverse learning paces amongst students. These cards, designed for individual progress tracking, allow students to set and monitor their own goals, fostering a personalized learning experience. By emphasizing skill development over traditional grading and incorporating rewards like smiley face stickers, this approach caters to various learning styles, creating a supportive environment that helps each student reach their potential. Below is another article written by Dr. Spieker and my response to that article. These are both ideas I would be interested in implementing in my future classroom. The last artifact is a PowerPoint that was given to us in my Band Methods course. In this class we discussed the topic of individual differences, ranging from ethnicity, culture, gender, students with disabilities and students who are intellectually and/or musically gifted. It is important for music educators to have a deep understanding of individual differences and diverse cultures so they can better create an inclusive learning environment for their students. One main area we focused on was how to support students with IEPs and 504 plans. These are used to meet the unique needs of each student. We discussed how to effectively use these plans to support and accommodate students with disabilities in order to ensure their success in the classroom. This PowerPoint is a great tool to have going into the teacher field, especially in regards to IEPs and 504 plans.