Thank you Helena Lucy and Emily for your feedback as it was very informative and valuable for my progress. I have followed your advice and made the appropriate changes to my evaluation and use of my chosen resources. When evaluating the resources, I was considering how I would use this in my class, but after reading your feedback I realise that I need to add more detail about how I would use this resources with my students. The focus was more on how I would teach the content and not how I would teach it to my students. Through your response I realise that I need to especially pay more attention to how I can incorporate and include cross curricular priorities like numeracy and literacy into my teaching. I understand the importance of literacy in my teaching and highlighted in each resource where I would reinforce literacy into my lesson.
For each resource I have expanded how I would help students develop:
Resource 1: To reinforce and develop subject specific terminology I have added the use of a student created glossary. As students are taught or discover new terminologies they can add terms and definitions for their own record. This also could be created and used using ICTs.
Resource 2: For this resource the addition of questioning (on slide 8) from the teachers is to directly check student’s understandings of subject specific content, and to also engage with their literacy development. This resource could also be used by each student individually On their own ICT device. This would allow students to work through the information and listen to the examples at a pace and comfort of their choosing. This adjustment is specific to students struggle in class and to help students that may have a disability.
Resource 3: When using these resource students specifically look at learning about melodic phrases in music. For additional research and to gage student understanding students could use ICTs to find their own specific example. Students can then share their chosen examples with other members of the class, or to the whole class.
Resource 4: when using this resource, the teacher introduces new musical terminologies to students. As the students are listening to the examples being played, the teacher could ask them to share how many times they hear a specific musical element to help develop and demonstrate numeracy skills. By adding the use of a visual organiser students can also use ICTs, aides’ visual learners, and a glossary for literacy. By also using an Australian example like the ‘Rabbits’, the teacher can incorporate Indigenous Perspectives into lessons and be more inclusive for all students.
Resource 5: This resource can be used to show how music can be used to be a more inclusive classroom. This resource can be used to show different types of music from different religious backgrounds, making a more inclusive classroom.
Overall I was extremely happy with my feedback. I have made many changes and hope that these resources now will provide students with a better more positive teaching experience.
For each resource I have expanded how I would help students develop:
- Numeracy
- Literacy
- Cultural perspectives
- Indigenous perspectives
- Learning Support
- Students with a Disability
Resource 1: To reinforce and develop subject specific terminology I have added the use of a student created glossary. As students are taught or discover new terminologies they can add terms and definitions for their own record. This also could be created and used using ICTs.
Resource 2: For this resource the addition of questioning (on slide 8) from the teachers is to directly check student’s understandings of subject specific content, and to also engage with their literacy development. This resource could also be used by each student individually On their own ICT device. This would allow students to work through the information and listen to the examples at a pace and comfort of their choosing. This adjustment is specific to students struggle in class and to help students that may have a disability.
Resource 3: When using these resource students specifically look at learning about melodic phrases in music. For additional research and to gage student understanding students could use ICTs to find their own specific example. Students can then share their chosen examples with other members of the class, or to the whole class.
Resource 4: when using this resource, the teacher introduces new musical terminologies to students. As the students are listening to the examples being played, the teacher could ask them to share how many times they hear a specific musical element to help develop and demonstrate numeracy skills. By adding the use of a visual organiser students can also use ICTs, aides’ visual learners, and a glossary for literacy. By also using an Australian example like the ‘Rabbits’, the teacher can incorporate Indigenous Perspectives into lessons and be more inclusive for all students.
Resource 5: This resource can be used to show how music can be used to be a more inclusive classroom. This resource can be used to show different types of music from different religious backgrounds, making a more inclusive classroom.
Overall I was extremely happy with my feedback. I have made many changes and hope that these resources now will provide students with a better more positive teaching experience.