What do these data mean for instruction during the unit?

My students have no prior knowledge relating to my unit; constructing

and identifying major key signatures. I taught this unit to a class of students in the
fifth grade who were not already in band (band students have been exposed to key
signatures). After discussions with my cooperating teacher about prior learning, I
learned of this content area with little to no knowledge base. Due to the lack of prior
knowledge on this concept, I opted to not give a pre-assessment for this unit.

What do these data mean for instruction for the Focus Students
during the unit?
Due to the lack of knowledge on this subject, I had to start from square one and
explain what key signatures were, and how the students have used them in the past
without realizing it. This included having the students sing a warm-up in multiple
keys (1, 121, 12321, etc.), then explaining that many of the songs used in music class
have had different key signatures.
Formative Assessments:
Student # Formative 1: Identification
Student 1 33%
Student 2 0%
Student 3 0%
Student 4 0%
Student 5 33%
Student 6 0%
Student 7 100%
Student 8 0%
Student 9 66%
Focus A 33%
Focus B 0%
How did the data from these formative assessments impact
learning during the unit?
The first formative assessment scores showed a lack of understanding. With this
information, I changed the grade of the assessment from based on correct answers
to participation. My rationale was that since they clearly struggled with the
information even though they showed effort in class, I needed to change my
approach instead of punishing them for a lack of understanding. After checking the
assessments, I spent more time on what I had covered and explained it in different
ways and formats with the hopes that the student comprehension rate would rise. I
did not give another formative assessment regarding the sharp-key signatures, but I
did base my instruction off many informative assessments that followed. After
reviewing for a few more lessons, my informative assessments told me that the
students were beginning to develop connections within the content.
How did the data from these formative assessments impact Focus
Student Learning during the unit?
When I saw that Student A struggled, I knew most of the rest of the class must be
struggling to grasp the concept as well. This is when I decided to spend more time
reviewing the concept and work at a slower pace to help the focus student, as well
as other students, understand the concept better. Focus Student B also benefitted
from the altered pace of lessons, showing that the Focus Students benefitted from
the new lesson pace.
Post Assessment:
Student # Objective 1 Identification
Student 1 100%
Student 2 50%
Student 3 50%
Student 4 66%
Student 5 50%
Student 6 33%
Student 7 100%
Student 8 83%
Student 9 83%
Focus A 83%
Focus B 33%
What does these data mean for learning during the unit?
This data shows noticeable growth for most students. There were varying levels of
growth with some student growing more than others. While some of the scores are
low, all students showed growth. When assessing learning on a new and unfamiliar
subject, growth is more important than high scores. To demonstrate this, I gave
them a short final assessment, which means the percentage from answer to answer
jumps significantly. Still I was concerned about some students who showed just the
smallest amount of growth. My cooperating teacher and I discussed this and she said
that in the past when she has covered the topic of key signatures, Some students
will show lots of growth, while others still struggle with applying the concepts they
have learned to different scenarios.

What do these data mean for learning for the Focus Students
during the unit?

Focus Student A is someone I expected to perform better on the first formative

assessment based on their understanding of material covered before this unit and
was a true indicator that I needed to spend more time covering the unit. On the
second formative assessment, this student scored 5/6 which is an improvement
from the first assessment. On the final day of the unit in which I gave the students
informative assessment, this student understood everything and ended up getting
all questions correct.

Focus Student B is an example of how I should adapt my teaching styles to make it

so this student understands the concept. I clearly did not successfully reach this
student during this unit which allows me the opportunity to plan for a scenario like
this in the future.

For future instruction, what have you learned about how students
learn and the efficacy of your instructional style? What would you
change, if anything?

I learned that students need to interact with the concept constantly to learn and
retain the information. A piece of advice my cooperating teacher suggested was to
have the students actively construct key signatures instead of just watching how it's
done. Another thing I learned is that there may be connections between concepts
that I assume the students will know but in reality they do not know. For instance,
when I would mark an F# in the key signature, I would tell the students I was
marking an F#, but several students asked me why I put it on the top line. I told
them it is because the top line is F, and the sharp sign acts just like a note head. To
mark an F#, the sharp sign must be place on the F line. This (in my mind) simple
connection actually required much reviewing and practice for the students to
properly understand. While this was a fairly small thing to cover in my lesson, it was
a reminder to cover anything and everything relevant to the topic, even if it has
already been covered in a prior lesson.

Appendix A
Focus Students Information
Provide information about the two focus students you selected from the class in which you
will be teaching your unit that you feel would benefit from modified instruction. You MUST
choose one student with exceptionalities or an English Language Learner as one of your focus
students. Complete the chart below referring to these students only as Student A and
Student B. Do not use proper names.

Describe this Why did you select this What did you find Based on this information what
student using student? out about this are the implications for this
information from student? Address student’s instruction?
the Contextual characteristics
Information and from the
Student Learning Contextual
Adaptations Information and
Student Learning
Adaptations
Studen Student A is a This student usually Cognitive- She This student usually
tA Caucasian understands the has the ability to understands material
female. This concepts understand the quickly. When this is the
 student has a I teach and can help concepts being case, it is beneficial to have
good other students learn taught without her work with a group that
understanding of the concept. much outside is struggling to understand
help.
musical concept the concept so that she can
s and is a leader help the other students
Emotional- This
among her peers student is usually learn/understand/solidify th
when she well-behaved and e concept.
understands a attentive
concept but her in class but has
classmates need the potential to be
distracted if she
more time to understands the
learn and concept being
solidify the taught while other
concepts. students still need
more time to
learn.

Physical-This
student has no
physical
disabilities.

Social- This
student is social
and has a group
of good friends,
including her best
friend in the same
class.
Describe this Why did you select this What did you find Based on this information what
student using student? out about this are the implications for this
information from student? Address student’s instruction?
the Contextual characteristics
Information and from the
Student Learning Contextual
Adaptations Information and
Student Learning
Adaptations
Student This student is a I chose this student Cognitive- This This student can sit in
B Caucasian male because he is a student during the main lesson, but
occasionally
who has student with special struggles with requires assistance to help
learning needs and attention. He complete worksheets and
disabilities and requires assistance t needs constant assignments.
requires a para o learn and help and attention
to be with him understand to understand the
material being
in the concepts. covered.
classroom.
Emotional- this
student is usually
in a
good mood but ha
s days where it
can be easy to set
him off, although
these days are few
and far between.

Physical- The
student lacks
some controlled
fine motor skills,
although they are
still able to
perform everyday
tasks such as
writing answers
on paper.

Social- Students
are typically
friendly toward
this student and
are willing to help
him if necessary.