Date of Lesson: October 2, 2018
Lesson: Slurring across strings
Piece of Evidence
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Importance
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Context
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Connections
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Next Steps
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I noticed that not everyone started playing together when I was ready and counting off.
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This is important because it means students are either not focused and following directions, or my pace of class is too fast to follow.
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-One student had instrument and music stand issues.
-I had to add finger dots to a few instruments.
-Students were talking or plucking in between exercises.
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SCTS Performance Standard 4: Pacing is brisk, and provides many opportunities for students who progress at different learning rates.
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-Take care of instrument care issues before or outside of class.
-Manage playing out of turn more thoroughly.
-Leave more time between ‘this is what we are playing’ and ‘1, 2, 3, play.’
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I observed that I moved on to the next section before every student had mastery of the previous one.
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This is important because it means I am not interpreting student performance and some students may fall behind.
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-Slurs were not observed in one or more students.
-I fixed some bow issues, but not others.
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SCTS Performance Standard 16: Teacher sets high and demanding academic expectations for every student.
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-Create a ‘focus’ schedule to make sure each student gets individual time.
-Watch for evidence of struggling or ‘faking’ in class.
-Offer individual help during morning practice or intervention.
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Initial notes and observations:
- Reestablish bell procedures--stick to my own schedule.
- TIME MANAGEMENT.
- Consequences for not following instructions.
- Enforce intonation perfection.
- Lots of distracted students.
- “Tiny Private Lessons”--follow up with questions for the class to encourage listening.
- More checking for understanding
- Don’t start with chaos. Demand attention.
Goals: Classroom & Time Management; More playing, less talking.
Self Analysis Rubric
Needs Improvement
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Proficient
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Advanced
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Identifying What’s Important
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I identified what was most important in my classroom and instruction.
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Making Connections
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I made connections between multiple parts of classroom instruction.
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Incorporating Contextual Knowledge
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I incorporated some contextual knowledge into my analysis.
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Drafting Next Steps
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I generated some next steps in my analysis and plan to implement them.
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Identifying What’s Important:
ReplyDelete*In your presentation and in your second blog post you identified important observations: 1.) You noticed that not everyone started playing together when you were ready and counting off.. 2.) You also observed that you moved on to the next section before every student had mastery of the previous one. You also explained their importance based on how this information would inform your instruction and your overall student outcomes regarding their playing proficiency and culminating performance. Ex: “This is important because it means students are either not focused and following directions, or my pace of class is too fast to follow.” “This is important because it means I am not interpreting student performance and some students may fall behind.”
Making Connections:
*In your second blog post you made connections from the expectations and student outcomes from your lesson to current SCTS Performance standards 4 and 16.
Incorporating Contextual Knowledge:
*In your blog post self-analysis you explained contextual factors that influenced instruction and student learning such as one student had instrument and music stand issues, you had to add finger dots to a few instruments, and some students were talking or plucking in between exercises. You also noted that slurs were not observed in one or more students and that you fixed some bow issues, but not others. I really appreciate your critical analysis here of your assessment and response to students and how these noticings can become a catalyst for refining your practice.
Drafting Next Steps:
*Excellent job with identifying your next steps based on your video analysis. You noted that you wanted to work on taking care of instrument care issues before or outside of class, Managing playing out of turn more thoroughly, Leaving more time between ‘this is what we are playing’ and ‘1, 2, 3, play.’ I really like your next steps that are actionable as well such as creating a ‘focus’ schedule to make sure each student gets individual time, Watching for evidence of struggling or ‘faking’ in class, and Offering individual help during morning practice or intervention.
NOTES:
You wrote, “Initial notes and observations:
*Reestablish bell procedures--stick to my own schedule.
*TIME MANAGEMENT.
*Consequences for not following instructions.
*Enforce intonation perfection.
*Lots of distracted students.
*“Tiny Private Lessons”--follow up with questions for the class to encourage listening.
*More checking for understanding
*Don’t start with chaos. Demand attention.
* Goals: Classroom & Time Management; More playing, less talking.I am glad that this assignment proved beneficial at helping you to identify areas of your instruction that are transferring to student learning as well as your next instructional steps.
*This toolkit is a product of the Best Foot Forward project, a study of video technology in classroom observations.
Sincerely,
Dawn