creativity, communication, and collaboration” (Lands, 2013).
In elementary music, summative as- sessments and perfor- mance tasks lend them- selves the opportunity to offer student choice in how and what they would like to perform while building in natu-
ral differentiation. This is guided by a rubric and includes controlled choice options. This could be in the form of a video, slideshow presentation, skit, or movement ac- tivity for example. In secondary classrooms, students could choose to demonstrate understanding through an in-class performance or YouTube tutorials. Finding ways to include final presentations of projects is an important element to consider. Allowing students to present their demonstrations “allow them to work on their commu- nication such as ‘public speaking’ and ‘listening’ from participating as audience members and asking insightful, meaningful questions after the demonstrations have been presented” (Land, 2013).
Just-in-Time Direct Instruction
Several definitions of just-in-time direct instruction
can be
found through online research; however, the Fulton County Professional
Learning
Department says the just-in-time direct instruction is when “teachers monitor their students’ progress by frequently offering formative check-ins on specifics standards or skills” (Just-in-Time Direct Instruction). Fulton County schools divided the principle into two subcategories, grouping students flexibly, frequently, and strategically and providing targeted instruction. You’ll see this happening more consistently with mu- sic teachers than many of the other principles. This is because, music teachers are able, and must, provide quick feedback in an effort to produce quality music. Outside of quickly redirecting students during the music making process, you might see music teachers also using technol-
TEMPO 26
ogy tools or paper-pencil tasks to aid in assessment. Sec- ondary students have access to “Microsoft” or “Google Tools” and can record and share videos in a shared drive for teacher feedback. All assessments will provide the stu- dents with individual information about their progress while informing the teacher of future instruction. In my classroom, I
have a variety of group- ings based on students’ strengths or gaps in achievement. Through consistent formative checks, in one class pe- riod, students will shift from a whole group setting, to differentiated groups, back to a whole group. Often, flexible grouping might be based on students’ skill levels for instrumentation for a performance task. Stay tuned for the next installment for the last 4 per-
sonalized learning principles and how you can personal- ize learning in your classroom!
References
FY14 FCS Citizen Centric Report. (n.d.). Retrieved June 11, 2017, from FY14 FCS Citizen Centric Report.pdf Anderson, N., & Henderson, M. (2004). e-PD: blended models of sustaining teacher professional development in digital literacies. E-Learning and Digital Media, 1(3), 383-394.
Basham, J. j., Hall, T. E., Carter Jr., R. A., & Stahl, W. M. (2016). An Operationalized Understanding of Personalized Learning. Journal of Special Education Technology, 31(3), 126-136. doi: 10.1177/0162643416660835
Bauer, W. I., Reese, S., & McAllister, P. A. (2003). Transforming music teaching via technology: The role of professional development. Journal of research in Music Education, 51(4), 289-301.
Cox, H. (2015). FCS Vanguard Team. Retrieved July 5, 2017, from
http://www.fcsvanguard.org
DeWitt, P. ( 2013, November 22). Standardization? Personalization? Or both? Education Week, http://blogs.
edweek.org/edweek/finding_common_ground/2013/11/ standardization_personalization_or_both.html
Fox, J., Sr. (2016, February 6). Use Flexible Pacing to Embrace Students’ Differences. Retrieved March 1, 2018, from http://
inservice.ascd.org/use-flexible-pacing-to-embrace-students- differences/
Greher, G. G. (2011). Music Technology Partnerships: A Context for Music Teacher Preparation. Arts Education Policy Review, 112(3), 130-136. doi:10.1080/10632913.2011.566083
Just-In-Time Direct Instruction. (n.d.) Retrieved March 01, 2018, from
http://fultonpl.weebly.com/just-in-time-direct-instruction. html
MAY 2018
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