My vision is to foster a safe learning environment for students from all types of cultural, ethnic, and learning backgrounds, while creating lessons that are both relevant to the curriculum and current events. In my professional teaching context, the Learning Centered Ideology by Schiro (2013), highly benefits music learners because students build upon their skills on their instrument through routine practice, dedication, and inquiry-based learning throughout the semester. “Learner Centered curricula are thus thought of as contexts, environments, or units of work in which students can make meaning for themselves by interacting with other students, teachers, ideas, and things” (Schiro, 2013, p. 6).
Through my planning practices, I will aim to incorporate various teaching strategies and scaffolded approaches that give all learners the appropriate type of support. Examples of these flexible approaches within my learning environment (Schiro, 2013, p. 6), include formative assessments such as peer and class discussions, opportunities for student voice, and gauging where learners are at in the learning before assessing them summatively. It is important to be equitable, adaptable, and creative about the appropriate accommodations and modifications I prepare for my classes.
Music provides students with a space to express themselves creatively, while developing valuable life skills and cross-curricular connections. I will engage in regular self-reflection practices regarding my planning, instruction, and assessment approaches. In addition to this, I will continue to look for professional development opportunities and collaborate with other educators to expand on my professional knowledge. I will strive to use both new and older philosophies as a guide in my teachings in order to offer an optimal learning approach (Ornstein, 1990/1991, p. 108).
Students must always be made aware of the learning goals, success criteria, and when and how they will be assessed (McMillan, 2014, p. 76). I will demonstrate an openness and willingness to learn. When educators are more acceptable to change, our students see us modelling this behaviour and will feel encouraged to do the same and reach their highest potential.
References
McMillan, J. H. (2014). Classroom assessment principles and practice for effective standards-based instruction. Pearson.
Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.
Schiro, M. S. (2013). Introduction to the curriculum ideologies. In M. S. Schiro, Curriculum theory: Conflicting visions and enduring concerns (2nd ed., pp. 1-13). Thousand Oaks, CA: Sage.
Kingston, April 2021
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