IZT2, Learning Theories, Task 2 IZT2, Learning Theories, Task 2 Introduction Cognitivism and constructivism are two learning theories guiding educators today. Their principles can be found in a variety of curricula
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IZT2, Learning Theories, Task 2 IZT2, Learning Theories, Task 2 Introduction Cognitivism and constructivism are two learning theories guiding educators today. Their principles can be found in a variety of curricula across the United States. When instructors understand the empirical research behind these two learning theories, they can adjust curriculum and instruction to meet the learning needs of students. In this task, you will analyze the key elements of cognitivism and constructivism and discuss how you would modify a lesson plan to incorporate each theory. 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 sho. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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