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Student 2 Write-Up

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44 views

Student 2 Write-Up

Uploaded by

api-391603729
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Student Profile: Student Number Two

For Student Number Two, I have selected a high-achieving student in the Gifted and

Talented Education program that attends the same Southeastern Virginia Middle School as

Student one. Just like the document for Student one, I will first be discussing the student’s

background, from both a home and educational standpoint. Then, I will move into methods of

differentiation and other classroom techniques I could use to teach this student.

Student Number Two attended one of the school system’s non-Title I elementary schools,

where they met or exceeded all expectations with their conduct and work habits, while achieving

A’s and B’s academically. The academic track record still shows this student as an A/B student

with a solid attendance record, indicating that this student and their family are dedicated to the

education of this student. This is unsurprising, as both of the student’s parents are teachers. The

student is the youngest of four siblings, all of which are much older and well into adulthood at

this point in-time.

This student has a track record of being very successful with mathematical reasoning and

demonstrates multiple Pass/Advanced scores on their math SOLs, which is generally ahead of

where their other scores fall. When tested for the Gifted Program, Student Two demonstrated

extremely high understanding and ability in mathematics, while being average or just above in

other categories.

As noted by some of their previous teachers, Student Two is a shy and quiet individual.

This remains true in my own observations/interactions with the student. However, they are hard-

working and do quite well with understanding material and performing music.
To better cater to the needs of Student Two, I would differentiate a few ways. To play

upon the strengths of this student in mathematics, I think they would have been a fantastic

candidate for percussion. Playing and breaking down complex rhythmic figures would likely

come easily to this student, as they have demonstrated excellent rhythmic precision in class. The

student’s quiet disposition would also make for a responsible student to be in the back of the

room holding down the percussion section.

That being said, the student is not a percussionist. As such, I would try to find ways to

break things down into mathematical units that make sense within music. Demonstrating basic

ideas of form and phrase structure that generally follow mathematical rules or show aspects of

symmetry to this student would likely encourage a more advanced understanding of what is

happening in band class. When giving feedback to help the student, speaking in terms of

mathematics might be useful. An example of this would be talking about the student’s tone

production. This student drops their tongue too low when playing their instrument, thus creating

an edgy, less refined tone. I am curious if trying to correct this by referencing angles would help

this student correct the problem, rather than referencing a syllable.

To challenge Student Two and get them out of their shell some more, I would like to see

how this student would do in a small chamber group of players. This student’s whole class would

benefit from a quartet/quintet assignment because they are all very quiet and reserved, but

COVID-19 protocols prevent that from happening at this time. Their file indicates that they are

creative and hard-working, yet shy. As such, this project would give the student an opportunity

to learn to express their creativity.

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