achievement with a “normative sample” (Zimmerman & Dibene- detto, 2008). Through consistent feedback, formative checks, and tracking individual student growth, students will begin to take own- ership of their learning.
Flexible Pacing Just like adults, children learn in different speeds and through
different processes. Variations in student learning should be taken into consideration when designing lessons plans where new content is learned. These flexible learning environments can be powerful if they promote “time for mastering concepts, a cognizance of student’s time requirements, and truly using formative assessments” (Fox, 2016). Finding time to implement flexible pacing in the confines of a traditional music class schedule can feel like a daunting task; however, finding innovative ways to incorporate differentiated tasks is key. In the music room, the most important learning happens at the beginning of each unit. Students are constructing new meaning to their learning and creating new paths of understanding based on prior knowledge. This is the perfect opportunity to create differenti- ated instruction that offers flexible pacing. A strategy that I have used successfully in my room is incorporating a differenti- ated station model through in-class flipped instruction to
offer students time to
reflect on the content and process
new information.
Teaching solfege and or note reading to young readers is one of the foundations of making music; therefore, en-
suring each student successfully grasps the concept in a way that is appropriate and personalized is key. To teach this concept, I begin class with a short full class teacher-directed lesson followed by a diag- nostic assessment. This assessment can be reflective and answered by students giving you a show of thumbs, or through technology tools. This data should be used to place students into flexible groups based on the current knowledge of the content. I have found that four groups fit the needs of my classroom and student population. There is the “I can do this, but with your help”, “I can do this, but I need a little extra time exploring”, “I can do this, I can’t wait to show you!’, and “I can do this so well, I can teach others!”. Once the children are placed in their groups, I send students to my website (http:// dolvinmusicendicott.
blogspot.com/p/stu-
dents.html) where I house various activities and safe search sites on a student page. Through video produced lessons or student-paced technology lessons, students can move at their own pace and utilize live embedded resources in a “one-stop” location with built in exem- plars, remediation and / or enrichment activities. In addition, live
TEMPO 34
assessment results can be embedded and viewed throughout the class and after. While I find technology to be useful in my classroom, flex- ible pacing can also be present through analog tasks such as building in choice boards or “fast-finisher” activities for students who finish assigned differentiated tasks early. These tasks can be in the form of instrument playing task cards to support a song accompaniment they may be learning, a game or manipulative activity, or perhaps a task card offering student an opportunity to add in a choice for demonstrating their learning from the days activities.
Co-Planning Learning To truly encourage student ownership, teachers must first es- tablish a culture where co-planning learning is natural. Cameron Pipkin, author of “How to Prepare Your Students for Student-Cen- tered Learning”, suggests establishing the following five steps “share assessment data with them, have students write their own goals, instill the message that everyone is different, rethink how you define skill levels, and redesign learning environments to reflect this change” (Pipkin, 2015). There are several ways for music teachers across the country to embrace this shift in learning. As Pipkin sug- gests, redesign your learning space to easily offer a change in arrange- ment at any given time. As you cycle through over one hundred students a day, music teachers are the first to recognize that teaching isn’t a “one size fits all” scenario. Ensuring that we are offering op- portunities to all students to take part in the planning process not only piques student engagement, but it fosters a sense of community and interest. Goals can be set and shared, lessons and strategies can be suggested, and processes and implementation can offer input in multiple ways. Students can offer input or track goals as a ticket out the door, whether it be technology or paper. When working with a multitude of students, technology is the key for pulling this piece together. In my classroom, I have a bul- letin board that displays each student’s assigned classroom number. Students can leave a post-it note on the way out to share their thoughts and opinions on what we have accomplished or invest in what’s to come. website (
https://www.teacherspayteachers.com/ Product/FREE-Ticket-Out-the-Door- Sign-Topper-534263) For my younger students, I allow them to share reflec- tions through emojis on apps like iDo- ceo where they can share their feelings on a concept at the beginning of the unit and once again at the end of the unit. Through this planning, I can vi- sually see how a student feels at the be- ginning of the unit to spark a conversa- tion and create a personalized learning plan or goal to ensure a happy emoji at
the end. In my classroom, students are offered flexible seating that can be moved around the room easily. Students sit on 6-foot benches that are organized by color for easy quick grouping and teamwork.
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