Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
edTPA for Music
Transcript of edTPA for Music
Language Function Use
Describe how students will use the language function in relation to:
vocabulary and/or symbols
syntax - how language components are organized to express ideas
discourse - how students express understanding of the language
Students can use the language function in class, but, in my novice teaching experience, we decided that it would be best to use the formal (written) assessment to both prompt students to use the language function and assess their use of it.
This saves class time for rehearsal
Context for Learning
Describe the background of the school and your students
How will use incorporate this "context for learning" into your lessons so that your students can relate to/apply your lessons more thoroughly within the context of their lives and learning environments.
Use football analogies if your school district is well-known for its football team.
If the majority of the students in your school are from lower-income families, they will have less access to lessons and, therefore, will need more help with technical aspects of music-making than students with more access to private lessons.
Planning for Instruction and Assessment
3 (to 5) lessons based on one language function (verb)
This is the skill that students will be utilizing throughout the lesson.
Collect and "grade" student work
Grade both qualitatively and quantitatively (provide insightful comments about the students responses)
This will be from the formal assessment
Show the feedback on the work itself, as an audio clip, or as a video clip
Prompts and assessment
Respond to prompts just like in the other two tasks
Submit the formal assessment (or both the pre- and post-assessments) including all of the direction/prompts provided to students as part of your evidence
The basic idea of task 3 is that you are able to prove that the students learned something as a direct result of your teaching.
Responding to Prompts
Along with your lessons, you will need to submit responses to prompts as part of your evidence.
Refer to specific lessons and points (using time stamps) on the video footage in your responses to the prompts.
Use research and learning theories to support your teaching techniques. Education textbooks may come in handy here.
Need 1 Central Focus
This can be a restatement of a national or state standard.
Lesson plans should be 3-4 pages each (4 max.)
Include at least 2 informal assessments in each lessons and 1 formal assessment
Informal assessments are easy in a performing arts classroom - they are how you rehearse an ensemble
Use pre- and post-assessments (on paper) for the formal assessment to prove that students learned something as a result of your teaching
Task 3: Assessing Student Learning
Select an assessment from the sections of the lesson that were videotaped
Use this to evaluate how well your students are learning
Create and submit evaluation criteria to accompany this assessment
For music, the language functions available are: analyze, compare/contrast, describe, explain, express, identify, interpret, perform, summarize, or synthesize.
Task 2: Instructing and Engaging Students in Learning
Videotaping your teaching
Obtain permission from the students' parents/guardians
For music, you will need two 10-minute (unedited) video clips
First clip - provide students with knowledge/process for using a skill
Second clip - apply knowledge/skill
Be aware of what your students know and can or cannot do up to the point you write the lessons and record your videos.
This may provide you with better opportunities for teaching concepts rather than simply rehearsing an ensemble.
Respond to Prompts
Similar to Task 1
Be sure to reference the video clips (using time stamps) and lesson numbers
Analyze your teaching
What would you change and where?
How/why would it help?
Use research and learning theories
How to Record/Edit a Video
Use a video camera from the Teaching Resource Center in Westlake 210
Have your cooperating teacher or a reliable student who you do not have permission to record (and who has practiced with the equipment) record your teaching
Trim down the clips to the 10-minute segments using iMovie or Windows Movie Maker
Refer to the rubrics to guide your instruction.
Aim right down the middle (level 3)
When your instruction encompasses levels 4 or 5, this is great, but be certain to hit everything included on level 3 first.
For music, be sure to videotape yourself so that you can learn from your teaching.
For example, if you are conducting a performing arts ensemble, place the camera in a position that enables you to see yourself directing.
What factors of your school or classroom will influence your teaching?
In my novice teaching placement, one of the students is visually impaired and has an aide whose knowledge of musical notation is limited.
He cannot see the instructor from the podium, so cues are useless.
Singling out this student for mistakes he is making is unfair to him and his situation.
His musical shortcomings must be addressed in lessons, which are outside of my sphere of influence.
Another student has learning disabilities, and music must be broken down into very small sections in order for him to learn it.
His ability to reassemble these sections into a bigger picture is somewhat limited.
Difficult rhythmic passages in his part can be broken down and taught to the whole class as a warm-up.
This way, he learns his part and the class is actively engaged in the learning process as well.
Can you imagine asking a student a question related to the music, potentially rephrasing the question to elicit use of musical terminology as academic language, evaluating the response in a manner that provides qualitative feedback and aids in developing deeper understanding of the material, and then providing resources for further learning?
In that time, you have lost most of the class and maybe even that student.
Therefore, it seems (to me at least) that providing this sort of feedback for music is best done on the formal assessment rather than on a separate video.
What you will need to submit for edTPA for music:
Context for Learning
3 (to 5) Lesson Plans
Planning Commentary (Task 1 Prompts)
2 10-minute video segments of your teaching
Instruction Commentary (Task 2 Prompts)
Formal Assessments completed by 3 students (including qualitative and quantitative responses to their work as well as a very brief description of where they can seek additional help)
Assessment Commentary (Task 3 Prompts)
Includes a table/chart that quantitatively summarizes student learning for the whole class
Also includes evaluation criteria for your assessment
Defined as the "oral and written language used for academic purposes," academic language is basically the language of our content area that allows us to describe and demonstrate understanding of subject matter.
There are four language demands that describe how academic language is used by students to participate in developing or demonstrating understanding of the content:
vocabulary (words, phrases, and symbols used within the discipline)
language functions (recall from earlier: this is the verb used to describe the skill that students will be utilizing throughout the lesson)