TAGS:
Subject
Band
Topic/Practice
Evidence of Learning
Student Ownership
Date
2/13/2015

Responding to Evidence of Student Learning
DESCRIPTION
See how Mr. Kelsey collects and documents evidence of learning and responds accordingly.
  • 1PR - Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key and meter.
  • 2PR - Perform, independently or collaboratively, with good posture producing an appropriate tone quality.
  • 5PR - Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.
  • 7PR - Demonstrate and use technology and media arts to create, perform and research music.
  • 1RE - Apply multiple criteria to evaluate quality and effectiveness of personal and selected music performances and compositions and identify areas for improvement.
CONFIRM YOUR LEARNING
  • How did Mr. Kelsey respond to individual students when they indicated their performance as thumbs-up, thumbs-down, or thumbs-sideways?
  • How did Mr. Kelsey respond to common mistakes that impacted more than one student?
  • How does Mr. Kelsey use student self-reflection as opportunities for encouragement?
CONFIRM YOUR PRACTICE
  • There are many ways to formatively assess in the moment. Mr. Kelsey uses “thumbs up/thumbs down”. What methods work for you and why?
  • How do you respond when student self-assessment is not accurate?
  • Mr. Kelsey’s classroom was filmed near the end of first semester. What steps do you take to create an environment in your classroom, so that by mid-year students are comfortable with self-assessment?
CONFIRM YOUR COMMITMENT
  • How will you ensure that student self-assessment is part of the daily routine in your classroom?
  • How will you continue to build an environment where student-self-assessment moves the learning forward for your students?