You are on page 1of 8

7 music - lesson 4 (prac & assignment)

LESSON PROCEDURE
TEACHER RESPONSES GOALS & METHODS OF
EXPECTED STUDENT TO STUDENTS EVALUATION
TIMING RESOURCES STEPS OF THE LESSON REACTIONS OR (including consideration of (including specific informal
RESPONSES the need to adapt, reteach and/or formal assessment
or extend) links to curriculum)
- Music quiz
- Take down students' artists for
assignment
- assist students with questions
whilst they work on assignment
IF FINISH EARLY

Instrument quiz
http://tinyurl.com/
classicinstrumentquiz
- prac
PRE-SERVICE TEACHERS POST LESSON REFLECTION 7D 5/6
Student learning (Were the stated goals achieved by all students or only some?)
- Students had all selected their musicians and genres and made a start on their assignments
- They're all at varying degrees in the process
- The instrumental learning of students is also varied.
Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining
skills in information and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation
etc.)
- Behaviour in this class was challenging.
- Taking notes down on student progress was effective.
- Some students, although doing some work, were distracted and distracting others
- Some students were using their iPads to play games that were not relevant to the class
- I need to combat students who are disruptive early in the class. I need to be more harsh and ensure there is a consequence for every out of line
action.
- It was the distracted students at the beginning that causes issues during prat > snowballed
SOME IDEAS
- deduct minutes from prat time if they dont get a set amount of work complete/behaviour not up to scratch
- seating plan - move students
- If students cant cooperate/behave in pray, eliminate drums all together and they can select another instrument
- Finding opportunities to interact with challenging students in a positive manner is important
- one on one chat could be beneficial
Behavioural management report
- I need to be harsher; if im too nice filling this out it encourages the behaviour
- this wouldve been a great opportunity to have a one on one chat with this student about expectations; ensure to do this next time.
Although this lesson presented challenges, I did remain calm at all times
Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and
teaching and those changes you will make when planning and implementing your next Direct Lesson Plan)
- More solid consequences for behaviour
- follow up why students are late
JESS FEEDBACK

7D Music 5/6 Period 1


- Try to arrive to class as quickly as possible, the longer they have to chat the more unsettled the start of the lesson will be, perhaps
attempt to float around the room when doing your music quiz (you did this a lot during research time and it helped keep them on task). 4
students didnt put pen to paper for the entire quiz and were playing games with their ipads, as this wasnt addressed, their behavior got
worse as the lesson progressed. Sunjay was also extremely late to class and didn't explain why, I noted on the roll that he was 10minutes
late (I can show you how to do this)
- How can you structure research time? Eg. gauge their progress before starting (put your hand up if you havent started/have started but
dont understand what is required- then you could run a workshop with these students), tell them exactly what is expected (students who
havent completed question 3 wont be doing prac)
- If student behavior is preventing the rest of the class from working, it needs to be addressed straight away, what are going to be your go
to behavior management strategies? Eg. Using action/consequence (no work, no prac), moving them to a different seat, deducting points,
discussions with year level coordinator, sending outside (only ever do this if you have time to pop out and see them in the next minute or
so) for a quiet chat about your expectations, taking time out of their lunch
- Taking notes on student progress was a great idea, now you know where each student is at with the task and how to support them in
future lessons.
PRE-SERVICE TEACHERS POST LESSON REFLECTION 7B & 7M 5/6
Student learning (Were the stated goals achieved by all students or only some?)
- Students had all selected their musicians and genres and made a start on their assignments
- They're all at varying degrees in the process

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining
skills in information and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation
etc.)
- I walked around the class during the music quiz this class which allowed me to monitor students
- When assisting students individually I need to be more alert of whats going on in the entire class
- ie. hands up, students off task
- Having extra work for students to go on with once finished was effective and important
- Asking students to tell me when their assessment was due was effective as it ensures they are aware of the due date.
- I structured the research time better this lesson, gaging whether or not students had started/finished/chosen artists at the beginning
MODIFIED STUDENT
- one student who is assessed on verbal communication will be marked using a scribe
Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and
teaching and those changes you will make when planning and implementing your next Direct Lesson Plan)

- I need to have a definite start and end to my lessons


- eg. stand behind chairs and greet
- gain full attention/silence before starting
- ensure students know the purpose of the lesson
- recap at the end
- dismiss them formally
DAN FEEDBACK
- start and end the lesson formally
- incorporate genre guessing into the quiz
- ensure students know the purpose/learning intention of the activity
- Be more alert of the entire class
- find a strategy to get students back on task when you are busy working with another student/s
- eye contact
- hand gestures
- Toilet breaks
- not in the last 20 min
DISCUSSION WITH DAN ON CLASSROOM MANAGEMENT
- Strategies to avoid chaos during prac time
- Separate different instruments into different rooms
- keep the challenging students visible
- drummers on a 5 min rotation timer (other drummers drum on their laps and practise coordination)
-
- Metronome with verbal numbers
- encourage students with positive feedback - perform for class
- headphones for keyboards
REFLECTION ON CLASSROOM MANAGEMENT
Following my discussions with Jess and Dan about behavioural management Ive noticed they both emphasise the importance of combatting small issues
at the beginning of class and preventing them from snowballing. Dan also emphasised that a formal routine beginning to the class is important to get
their attention; whether it be stand behind chairs and greet the teacher or another idea. From this, I want to try starting off the class behind chairs and
doing a quick stretch or game (such as do this do that) to gain attention at the start and get any restless energy out of the students before beginning.
This may work in a similar way to the 15 minutes reading required at the beginning of all period 2 classes; calming the students after recess and getting
them in a frame of mind that is ready to focus and be productive.
PRE-SERVICE TEACHERS POST LESSON REFLECTION 7R 8/6
Student learning (Were the stated goals achieved by all students or only some?)
- Students had all selected their musicians and genres and made a start on their assignments
- They're all at varying degrees in the process

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining
skills in information and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation
etc.)

- At the start of the lesson I played do this do that to get attention. This worked better than last time as I gave them clear instructions at the end.
- I made students borrow pens or use iPads for the genre quiz if they didnt bring materials to class. Emphasising the importance of bringing materials
hopefully will help them remember next lesson.
- Using genres in the music quiz acted as a good revision tool and test preparation

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and
teaching and those changes you will make when planning and implementing your next Direct Lesson Plan)

- Giving students clear instructions as to expectations at the beginning of class after gaining their attention is something Ill continue working on

PRE-SERVICE TEACHERS POST LESSON REFLECTION 7O 7/6


Student learning (Were the stated goals achieved by all students or only some?)
- Students had all selected their musicians and genres and made a start on their assignments
- They're all at varying degrees in the process
Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining
skills in information and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation
etc.)

- tried making students stand at the start of the lesson and play do this do that to get attention. This worked well to get attention at the beginning for
the most part - still needs refining
- I need to pay more attention to the students are playing iPad games rather than the task
- Avoid letting students leave the room when they forget materials

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and
teaching and those changes you will make when planning and implementing your next Direct Lesson Plan)

JESS FEEDBACK

70 Music 7/6 Period 3


- Great that links were also on board for any students without ipads
- Ensure all students are completing each activity, Karlos was not completing the quiz, if they are permitted to use ipads make sure you
float around the room as students often play games instead of working on what theyre meant to. Try to avoid letting students go back to
their lockers, this is wasted time, find a way around it if possible
- Pace of quiz was great
- You were very specific when checking for student progress and this helped clarify your expectations for the lesson and the research task
- They were unsettled this lesson (no reflection on you), keep in mind that they are currently surviving their first round of exams,
unfortunately this can have a big impact on their level of focus throughout the day
- Used amount of work completed as a guide to when they would be permitted to start prac :o) you also paid attention to the time and
wrapped up appropriately
- Dont tell year 7s dont worry, it will be easy, this encourages them not to study (we dont want to encourage this)

PRE-SERVICE TEACHERS POST LESSON REFLECTION 7A 9/6


Student learning (Were the stated goals achieved by all students or only some?)
- Most students worked effectively on their assignments
- Didnt do prac as they were working well

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining
skills in information and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation
etc.)

- Providing students with handouts and notes with easily accessible information helped their projects
- Using email to give students resources on their iPad was effective

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and
teaching and those changes you will make when planning and implementing your next Direct Lesson Plan)
- Dont use the word TEST; use QUIZ. They get anxious about the word TEST
- Try to find a point of interest to engage difficult students