IZT2, Learning Theories, Task 1 IZT2, Learning Theories, Task 1 Introduction Learning theories provide instructors with an educational framework of how students learn. Recent advances in learning theory research hav
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IZT2, Learning Theories, Task 1 IZT2, Learning Theories, Task 1 Introduction Learning theories provide instructors with an educational framework of how students learn. Recent advances in learning theory research have placed an increasing demand on instructors to integrate learning theory in the development of curriculum and instruction. In this task, I will analyze the key elements of behaviorism and propose two ways to modify a lesson plan to incorporate behaviorism. Lesson or Instructional Plan LESSON PLAN TEMPLATE – 2019 GENERAL INFORMATION Lesson Title & Subject(s): “First Sounds on Saxophone†Topic or Unit of Study: Physiological and Anatomical aspects of sound production on saxophone mouthpiece Grade/Level: 6th-8th Beginning Band students Instructional Setting: Band Hall, students arranged in rows, class size 20-30, my personal mouthpiece, ligature and reed as a model, chromatic tuner, pre-drawn on board: profile cut away of oral cavity (lips, tongue, teeth, nose, chin) with side view of mouthpiece inserted into mouth STANDARDS AND OBJECTIVES Texas Essential Knowledge and Skills (TEKS): 3. (B) perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture Lesson Objective(s): Students will be able to sound an “A†pitch on their mouthpiece, reed and ligature after having been shown the proper way to form an embouchure by the instructor. This includes how much mouthpiece to p. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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