Overview

a. The class that I am assessing will be a combined class of 3rd and 4th year students

taking Guitar III/IV. The class consists of high school juniors (11th) and seniors (12th).

Guitar III/IV builds on the fundamentals of Guitar II which focuses on learning solo and

ensemble music. The class consists of 16 students: 12 boys, 4 girls. With 1.5 years of

virtual learning due to the pandemic, this class consists of students at different skill levels

and background knowledge of music and guitar. Some students will need to be challenged

with more difficult material in order to meet their learning needs.

b. There are two students that are on a 504 plan that is anxiety related. Due to guitar

class being a performance-based class, there will be moments where accommodation

must be made which will make an impact on their learning and my instruction. There are

two Hispanic students in the classroom. Given the cultural background of guitar, it draws

the attention of Hispanic culture, which brings English Language Learners into the

classroom.

c. Since 53% of the school population from 2019 is on free/reduced lunch, students are

being fed at school. There is a possibility that they are not fed at home due to low-income

situations. A lack of nutrients will affect their academic performance at school. A student

being underfed will not be able to function to their full potential which will impact learning.

4.1.1
a. The learning goal for this lesson is aligned with the Oklahoma Academic Standards for

Fine Arts, specifically N.M.PR.1: Select varied repertoire with guidance based on interest

and music reading skills. This academic standard will facilitate the students development

of the essential skill of note naming (pitches/letters) needed in an ensemble setting

which will connect into our long-term goal of instrument application with music reading

skills. The portion of this standard that this assessment focuses on is a range of notes

starting at E3 to F6. I have chosen E3 to F6 as my range of notes because that will

cover a large portion of common notes on the fretboard of the guitar. This will eventually

connect to ensemble work which we will apply to our long-term goal of playing in an

ensemble setting. With virtual instruction being a challenge in the last 2 years, students

have demonstrated weaker fundamental music skills such as note naming and the

application in an ensemble, which is clearly an area of increased need for student

learning. Given that essential skills required in an ensemble setting are music reading

skills such as note naming, I have created one learning goal: 1) Students can identify

notes given in treble clef for their instrument. Given the student’s current understanding

this is the next logical step toward the long term goal of students selecting varied

repertoire based on their interest and music reading skills.

b. To establish baseline data, I administered a pre-assessment that was identical to the

post-assessment. Both identical assessments focused on note naming (pitches/letters)

in a variety of ranges such as below the staff, on the staff, and above the staff. The pre-

assessment contained 27 questions. The scores that the students received were the

number of questions they answered correctly out of 27. After grading each pre-

assessment, I created a bar graph as a visual representation for my baseline data. After

administering the identical post-assessment, I will add a double bar graph to the

previous graph to measure the growth of my students.

teach my students in my lesson. With virtual instruction being a challenge in the last 2

years, there has been a weaker demonstration of fundamental music skills such as note

naming and the application in an ensemble. Most students (13/18) were able to name

notes within the staff but struggled with naming notes with ledger lines above or below

the staff. These similarities in common errors influenced my planning process for the

lessons by being able to incorporate common errors in the self-created worksheets to

assist concepts that they are currently struggling on.

4.1.2

a. Academic content language would be used throughout the lesson in various ways. At the

beginning of the lesson, the students will work on a note naming worksheet activity that I

created which involves commonly missed concepts and questions that highlight gaps in

knowledge and skill such as reading notes below the staff and above the staff. For this

lesson, I will ask them to complete the worksheet during the first ten minutes of class.

Part of the activity was to use the official terms such as pitches, ascending, descending,

higher, lower, and ledger lines during the review portion of the activity. During the review

activity, we went over how to use note letters to ascend or descend in pitch. This results

in an exposure to academic content language which will connect to the concepts being

taught. In this lesson, I will have the students review the learning activity through a whole

group exercise via board review. The board activity of the lesson will allow for me to give

step-by-step instructions using academic content language to describe the staff such as

ascending, descending, ledger lines, and pitches. The board activity will also allow me to

ask the class questions which allows for them to apply their understanding, as well as

incorporating the musical academic terms that I have mentioned above into their verbal

answers which will also facilitate critical thinking.The students will be able to show their
 understanding of the content by incorporating these music academic terms into their

verbal answers when upon. By teaching the student to incorporate terms such as that

note is two ledger lines higher than the previous note, it shows me that they have a clear

understanding on the different terms of content language, as well as knowing how to

correctly apply it to their answers.

b. I will refer to Bloom’s Taxonomy to engage critical thinking for this lesson. I will be

applying “Understanding” from Bloom’s Taxonomy during the worksheet activity.

Students will be able to apply their understanding, explain new ideas and concepts, and

recognize and identify note names on a staff in a variety of ranges. Board review activity

which occurs immediately after the worksheet activity. This will allow me to explain ideas

and concepts which will connect to “Application (Apply)” from Bloom’s Taxonomy.

Students will be asked to demonstrate their understanding and knowledge by being able

to solve the problems on a worksheet and the board through a series of questions. This

allows the students to demonstrate and solve the problems on the board as a whole

class. I created this exercise as a whole class. This allows me to guide them through a

step-by-step process by using visual drawings and leading questions to help them solve

it on their own. The last portion of this lesson will facilitate “Creating” from Bloom’s

Taxonomy. Students will design and construct spelling words onto a staff by using notes

A-G with the addition of using the same note in different areas of the staff. This engages

critical thinking by allowing for students to assemble, construct, and develop words using

note letters while demonstrating their understanding by drawing the words as note heads

on a music staff. This exercise facilitates creativity for the students while also keeping

them critically engaged.

c. The questions that I ask will help direct the student to higher thinking and learning which

will be demonstrated through application. The questions will set up the lesson for the
 board review activity. Students will be asked to recall past information and will make

connections between concepts which will direct them into problem solving. This

facilitates critical thinking and engagement in the lesson that I have set up. I will use

questions to review note naming rules that we went over in the previous lesson. The

questions will allow for students to be engaged but will facilitate critical thinking in the

process. In a small class such as this one, it is beneficial and informative to ask each

student a question to check their understanding of the concept. It also gives them the

opportunity to ask a question during this review activity.

d. Literacy would be used in this lesson in many ways. The note naming worksheet they

will complete will allow for them to use their music notation skills. The note naming

worksheet allows the students to work on music literacy, by writing in music notes on the

staff. The students can show their proficiency in reading, identifying, and writing

music/notes on the staff. They can demonstrate their understanding of note naming on

the worksheet and note writing in the creative word game exercise at the end of the

lesson.

4.1.3

a. For the group portion of the lesson, I will be explaining to the class how to identify

notes/pitches on a staff in a variety of ranges, such as below the staff and above the

staff. I will direct students to follow along to a visual drawing of note letters A-G

(A,B,C,D,E,F,G) with an up arrow for ascending pitches and note letters G-A

(G,F,E,D,C,B,A) with a down arrow for descending pitches. I will model visually with this

drawing to demonstrate how to find a note below or above ledger lines based on the

direction of the starting note. I will then prompt the students to tell me how many ledger

lines apart our starting note is compared to the note we are trying to solve. For the final

portion of the lesson, I have created a note writing game where students can be creative
 with thinking of a word using note letters and drawing it onto the staff while using

repeated letters on different parts of the staff. I designed this lesson to be more of an

open discussion type of lesson with board work to try to address some of the needs in

the classroom while creating an engaging exercise at the end so that students can apply

their understanding in multiple ways such as note naming and note writing. I wanted to

use the board for both the visual learners who will see the problems be solved in a step-

by-step process and the kinesthetic learners to get the opportunity to apply their

understanding to solve problems at the board. I also always encourage saving the

graded practice worksheets for the read-write learners of the class so they have that as

a reference.

b. I will monitor student learning from the self-created worksheet activities when I grade

student works daily. This allows me to assess their strengths and weaknesses. I will log

their daily progress into a spreadsheet to measure their daily growth on the concepts.

Another method of monitoring student learning is from the board review activity that we

will complete daily. I will give every student an opportunity to participate in the board

review by calling on them. This allows me to see their understanding of the concept by

asking them questions such as, “how did you get that answer” or “if we start on this

specific note, do we need to ascend or descend to figure out this note.” I will monitor the

student’s learning by assessing their answers from board work and providing feedback

as needed. I will review music vocabulary from our board review activity by implementing

academic content language into the lesson as a whole group such as descending,

ascending, pitches, and ledger lines because students will be able to verbally

demonstrate their understanding when answering the questions through the board

review when prompted to answer a question. My teaching style involves walking

students through step-by-step instructions to help them learn the concepts of the lesson.

I find it beneficial to get my students more engaged in the lesson by asking for
 volunteers. I will ask my students leading questions to help them think about how to

solve for the right answer, or will ask if anyone wants to attempt the question on the

board. Allowing volunteers in the classroom gives every student an opportunity to be

involved which allows for them to be more engaged with the content that they are

learning.

c. I will require my students to submit their note naming worksheet so that I can monitor

their daily progress for this lesson. This assignment will help the students demonstrate

their understanding between ascending/descending notes and its application to counting

ledger lines to identify a note in a variety of ranges on the music staff. This practice

worksheet is an excellent tool for students to practice the skills of note naming as well as

demonstrate their understanding of the content. By monitoring daily progress of the

students, this allows me to create worksheet exercises that will identify common errors

within the classroom. This will help facilitate learning by addressing learning needs

within the classroom which I can then solve in the follow-up lesson through board

review. My rationale for my choice of this work sample is that it helps me monitor student

progress. I use their scores to create a worksheet the following day to address the

common errors, and implement a board review activity immediately after exposure to

give immediate feedback. This is to help the students better understand how to count

ledger lines to properly name a note below the staff, on the staff, and below the staff.

The last portion of the activity where students created and constructed words using note

letters while drawing it on the music staff, allowed for me to monitor learning to assess

their understanding in a different context. I was able to assess their progress and

learning by having them apply the concept in reverse. Rather than naming notes, I was

able to assess and monitor that the students understood how to correct notate notes on

a music staff as well as being able to correctly name notes.

a. I was able to use music reading language, music mnemonics, and vocabulary to help

the students understand how to count ledger lines to solve a note that is above or below

the staff, how to read note names and how to identify the direction between two notes

using ledger lines. At 11 seconds to 58 seconds in my video I start discussing treble clef

mnemonics along with its meaning. I connect treble clef mnemonics and academic

content language by using music vocabulary such as higher/ascending,

lower/descending, and ledger lines to introduce how to use the mnemonics to find a note

that is higher or lower than the starting pitch. At the 1:38 minute mark in my video I use a

music specific term called descending. Given that essential skills required in a ensemble

setting are music reading skills such as note naming, it is important for the students to

understand the difference between direction of pitches to determine the different tonality

as well as using the direction of pitches to correctly name a pitch that is higher or lower

than the starting note by using the treble clef mnemonics.

b. I was able to engage students in critical thinking in multiple ways by having the students

solve questions through a worksheet, on the board, and encouraging participation of a

word game on the board as a class. At 9:29 I begin to engage critical thinking by

incorporating Bloom’s Taxonomy into my lesson specifically, “Understanding.” I

demonstrate step-by-step instructions on how to use ascending/descending ledger lines

to solve for notes on the board. To engage critical thinking I ask a student, “How did you

know that?” This allows for the student to reflect on how they correctly solved the

problem while verbalizing it. This also allows me to assess their current understanding of

the concept. At the 10:50 minute mark, I critically engaged students by incorporating the

“Creating” aspect of Bloom’s Taxonomy. I created a word board game where students

can create a 4-5 letter word by drawing the letters of the word on a staff. This engages
 critical thinking while allowing students to be creative by demonstrating they understand

the concept of note naming in reverse. Rather than naming notes like they are used to,

they will draw the notes onto the staff while being creative with coming up with a word in

the process.

c. I asked a lot of questions throughout the lecture to assess student knowledge and to

create engagement within the lesson. During the lecture I asked questions that the

students had already attempted to answer from our worksheet activities. At 5:50 to 6:31

in my video you can see where I asked the students what the second note on the board

is, along with how many ledger lines apart the first and second note are. These were

questions from the worksheet activity they submitted the previous day, so this creates

repetitive exposure for everybody. I asked the students multiple questions for this small

portion. I incorporate “Apply” from Bloom’s Taxonomy in a large portion of my lessons to

allow for students to demonstrate their understanding and knowledge by solving the

problems on the board. At 8:40 to 9:16 in my video, I asked similar questions about what

a specific note that I am pointing to is and how to use that to figure out other notes within

the staff based on if it is ascending or descending. Explaining the lesson in a step-by-

step lesson while creating student engagement through a series of questions promotes

student learning by allowing for them to get immediate feedback on any errors they

make, while allowing me to assess their level of understanding and walking them

through how to solve it if necessary.

d. One of the best ways that I was able to integrate literacy in my lesson was through a

note naming worksheet that I created for them with the addition of the board game

exercise that I created at the end of the lesson. At 9:52 in my video I mentioned to the

students that I am going to pass them out a worksheet for practice and as a way for

them to demonstrate their learning from the lesson that I just taught. The note naming

worksheet allows the students to work on music literacy, by writing in music notes on the
 staff. They will be able to demonstrate their proficiency in reading, identifying, and writing

notes on a staff throughout this entire lesson. At 10:50 in my video I was able to have

students demonstrate music literacy by applying their knowledge in a different format

than what they have been exposed to. They have demonstrated literacy through note

naming on a worksheet. With this board game exercise that I have created, they will be

able to demonstrate their learning and understanding by creating words with notes

labeled on a music staff. This promotes student learning in a variety of ways such as

allowing for them to demonstrate their knowledge and understanding in a different

format, allows for them to express creativity while following the “Create” aspect of

Bloom’s Taxonomy, and creates student engagement with the learning activity for the

lesson.

4.2.2

a. I monitored student learning by logging the scores of their pre-assessment and

worksheet activities onto a spreadsheet. This allowed me to analyze common errors

among the entire class. Given the class’ current understanding, the next logical step of

my instructional decision making for my lesson is to review common errors and how to

solve them. After discussing ledger lines, treble clef mnemonics, and direction of pitches

I asked the students to solve problems on the board. I would then ask the student how

they figured out that problem. At 3:45 to 4:51 in my video I monitored student learning

by asking a student how we can use treble clef mnemonics to find a starting note while

using ascending/descending ledger lines to count to the note we are solving for. By

asking the student a series of questions without giving them the answer, I am able to

assess their current level of understanding to help them achieve the learning goal that I

have set for the class. Throughout the lesson, the students demonstrated their

understanding as a group along with an improvement in scores from the worksheet

in a different context such as writing it on the board rather than naming it. At 11:49 in my

video I monitored student learning through a board game activity. I asked a student to

create a four letter word using notes A-G and draw it on the staff. This student drew the

word “FACE” using treble clef mnemonics. At 10:23 to 10:50, I explained that the

students can categorize notes on lines and spaces as mnemonics notes. The first

student from this board game activity was able to demonstrate his learning by applying

the mnemonic notes into the board game activity. His demonstration of understanding on

this concept led me to believe that he has an understanding on how to apply the treble

clef mnemonic that I taught. However he only demonstrated specific knowledge on the

concept which shows that I will need to assess him further to fully gauge his

understanding.

b. During the writing portions of the activity that was not shown in the video, I walked

around and talked to each student about their progress on the worksheets. I read over

what they wrote. For those that were struggling, I assisted them by asking them a series

of questions to lead them into the correct answer. I gave the students feedback

throughout the writing activities when they submitted it for a grade. The individualized

feedback they receive contains treble clef mnemonics, step-by-step instructions, or

detailed explanations on what they did wrong or how to approach it for the next day.

Similar to individualized assistance, I gave the whole class feedback by asking a series

of questions to lead them to the correct answer. This allows for the entire class to see

the step-by-step process that I am creating to help them solve for the correct answers on

the board. You can see this in the video at 5:50 to 6:31 time marker.

c. I used questioning throughout each part of the lesson. This facilitated learning by

allowing me to assess the students current level of understanding to make decisions on

would build upon each other which allows the students to make connections with

information that they already know. You can see this in the board activity at 5:50 to 6:31

in the video. During the worksheet activities, I used praise and encouragement as

classroom management tools to promote a positive learning environment. This showed a

positive correlation in progress with scores from the pre-assessment to the worksheet

activities and the post-assessment. I used verbal communication through a series of

questions during the board review activity at 9:10 to 9:44 . The verbal communication

that I had with the students (whole class) involved leading questions such as “How many

ledger lines apart is that?” This helps the students think about how to get to the right

answer but this also facilitates critical thinking that would then foster student learning.

Students becoming critically engaged through the form of verbal communication allows

for me to assess what they know, help them get to the correct answer, and creates a

learning environment that builds upon critical thinking. I used nonverbal communication

(individual) through praise and encouragement in the feedback that I handed back to

them in the worksheet activities. This fostered learning by motivating the students in

what they did well and what they can improve on for the next lesson. This form of

nonverbal communication that I chose also acts as a classroom management tool since

it helps create an increase of motivation and engagement for the students.. My goal is

for the students to feel comfortable so that they will not hesitate to ask me questions

during the activity or outside of class. By doing so this will foster student learning by

allowing them to feel comfortable to open up to me with any questions they may have

during the lesson or will be receptive to feedback when I walk around the room to check

on the progress of students during the worksheet activity.

4.2.3
 a. The class that I am teaching has developed good classroom etiquette. This has been

established through a series of routines and protocols. The students understand the

routines and protocols of guitar class such as going to their assigned seats, grabbing

instruments, tuning, and to not play their instrument when the teacher is speaking. The

students have learned that it is okay to quietly step away to grab a tissue if it doesn’t

distract others. You can see this occur at 6:04 in the video. The student checks the

surroundings of the classroom and their classmates and quietly steps away to grab a

tissue while not being disruptive to the learning environment. Another classroom

management strategy that was not shown in the video that I implemented in my teaching

was using praise and encouragement. I used this as a classroom management tool to

promote an increase of motivation and engagement for the students. Based upon data

from the pre-assessment, worksheet activities, and the post-assessment, the use of

praise and encouragement had an increase of motivation for all of the students which

resulted in a development of higher scores each day.

b. The strategies that I have incorporated into my teaching has allowed for students to feel

comfortable with asking questions if they are confused. At 6:00 in the video I gave

instructions on how to count ledger lines to figure out a note. A student in the front row

asked if the two notes are a major 6th apart. This is a clear demonstration of a safe and

positive learning environment.

4.3.1

a. Focus Student 1 has an average level of understanding in note naming and learns the

content being taught very quickly. However, he has difficulty seeing the board from afar

due to his bad vision. Due to this challenge, I will place this student in the front row so I

can help his vision problems but also monitor his understanding so that I can address

any problems that may occur. Keeping this student at the front row allows him to see the
 whiteboard more clearly which addresses the learning challenge of any visual problems

from sitting further back.

b. Focus Student 1 will be placed close to the board for the entire activity, so that they can

see the board more clearly, and will receive assistance on identifying notes by letter

name. To measure FS1’s growth, I will establish a baseline with his score from the pre-

assessment. The pre-assessment contained questions (notes) ranging on the staff,

below the staff, and above the staff. This pre-assessment allows for me to see FS1’s

understanding on specific concepts. During the learning portions of the activity, I will

administer a self-created worksheet based on common errors from the class. I will

monitor FS1’s growth and understanding based on his daily progress with these

worksheets. I will then log everyone’s scores along with this student into a spreadsheet

to visually assess FS1’s understanding and growth.

c. I will be collecting Focus Student 1’s along with his peers' worksheet activity daily to

grade. This will allow me to monitor FS1’s daily progress towards the learning goal of

identifying notes in treble clef for their instrument. I will log FS1’s scores daily in a

spreadsheet to collect his progress towards his understanding of the concept which is

connected to the learning goal. FS1’s improvement in scores will demonstrate an

understanding of the concepts. This shows a correlation in growth towards the learning

goal.

d. Focus Student 2 has an average level of understanding in note naming and learns the

content quickly. However, he has a tendency to not participate due to his lack of

engagement. Focus Student 2 will be in the front row of the classroom, where he is in

close proximity and will be more easily monitored. He will be given specific instructions

that clearly establishes guidelines on paying attention and participating in group

discussions and learning activities. I will be in close proximity to him at the board, and

will be asking him questions to keep him engaged and participating. Keeping this student
 at the front row allows for me to monitor his engagement and participation in the

classroom which will address the learning challenge of not being involved and engaged

in the classroom.

e. Focus Student 2 will be placed close to the board for the entire activity, so that I can

monitor their learning while keeping them engaged and participating with the entire class

with the learning activity. Focus Student 1 and Focus Student 2 were in the same class. I

established a baseline for all of the students with their scores from the pre-assessment.

The pre-assessment contained notes ranging on the staff, below the staff, and above the

staff. The scores and common errors on the pre-assessment resulted in self-created

worksheets that facilitate learning needs and common errors that need to be addressed.

I will monitor FS2’s growth and understanding based on his daily progress with these

worksheets. I will then log everyone’s scores along with FS2 into a spreadsheet to

visually assess FS2’s understanding and growth.

f. I will be collecting Focus Student 2’s along with his peers' worksheet activity daily to

grade. This will allow me to monitor FS2’s daily progress towards the learning goal of

identifying notes in treble clef for their instrument. I will log FS2’s scores daily in a

spreadsheet to collect his progress towards his understanding of the concept which is

connected to the learning goal. FS2’s improvement in scores will demonstrate an

understanding of the concepts. This shows a correlation in growth towards the learning

goal.

4.4.1
a. Throughout the lesson, my students got better at naming notes, counting ledger lines,

and reading above/below the staff with each activity. At the end of my lesson, every

student met the learning goal that I had created based on their scores from the post-

assessment compared to their pre-assessment. My instructional decision making for this

lesson was based upon the class’ scores from the pre-assessment. The results that I

received on the pre-assessment had common errors when reading notes below and

above the staff. Given this information, the logical step for my instructional decision

making is to isolate the common errors, walk them through the concepts, and have them

apply it on their own. At 7:03 to 8:15 in my video, I walked the students through step-by-

step instructions and visual tools such as a ascending/descending letter chart to solve

the note that I am looking for. I would lead the class by asking a series of questions to

assess understanding. At 8:20 I referenced what E3 and F3 looks like on a staff since it

was a common error on the practice worksheets that the students had completed. I

allowed for students a chance to apply their understanding for these concepts at the end

of the lesson at 9:53 in the video. By the end of the board and worksheet activity, the

students were able to correctly name notes below ledger lines more accurately such as

E3 and F6.

b. One thing that I could improve on with interactions with students is that I can create

more student involvement with the questioning portion of the activity. The board lecture

activity was the first and second lesson of the week, and I was more focused on

teaching the content that I didn’t think about more interactive ways that I could have

students demonstrate understanding and knowledge. I asked the students a series of

questions to help lead them to understanding and getting the correct answer, but I could

more accurately assess and gauge their understanding by having them come up to the

board to solve the answer themselves after the concept is taught. By guiding them to the

answer through a series of questions, I am almost handing them the correct answer
 while keeping them involved. I can create more student involvement by having them

solve the problem that is on the board. I thought I did a good job at explaining the

material and concept through step-by-step instructions while keeping in mind the

different types of learners such as kinesthetic and visual learners. I met the learning

needs of visual learners by implementing a visual drawing of an ascending/descending

letter chart and how to apply it which is shown in 1:30 to 2:03. I felt very pleased with the

kinesthetic portion of the board game activity where I got to engage critical thinking with

Bloom’s Taxonomy (Creating). At 10:49-14:20 I was able to meet the learning needs of

kinesthetic learners by allowing them to come up to the board to be creative with spelling

words using note letters.

c. One thing that I would revise in this lesson is to create more student involvement in

more of the learning activities that I created. During the first two lessons, I shifted to a

lecture style. I allowed for student interaction and involvement through a series of

questions to solve the correct answer. Asking the student’s questions to lead them to the

answer is helpful but I can create a more engaging and interactive learning environment

by having students come up to the board after the concept is taught. Shifting the lesson

to a board game activity at 10:50 allowed for the students to demonstrate their learning

but also allowed for them to not become bored and disengaged with the lesson. I think

by adding more student engagement activities, this would help the students be engaged

throughout the entire lesson since the beginning portions of each lesson is review. I will

be able to meet the same learning goals and academic standards with this revision by

applying learning theories such as Bloom’s Taxonomy to have students apply,

understand, and be creative with the material they have learned.

4.4.2
a. Both Focus Students met the learning goals. FS1 showed vast improvement on being

able to correctly name notes below the staff, on the staff, and above the staff. FS1

showed mastery of note naming along with writing notes on a staff during the board

game exercise. Based on the scores from the pre-assessment data, FS1 struggled with

note naming above the staff and below the staff. FS1’s performance on the learning

worksheets and post-assessment noticeably improved (0% pre-assessment, 100% post-

assessment). FS1’s progress based on the learning worksheets and post-assessment

showed progress and improvement each day, resulting in an understanding on reading

notes below the staff, on the staff, and above the staff. Moving this student to the front of

the classroom shows a positive correlation with an improvement of scores. Focus

Student 2 met all of the learning goals that were set for the class as well. FS2 showed

vast improvement on correctly naming notes in a variety of ranges. Based on the scores

and work from the pre-assessment data, FS2 struggled with using accidentals

improperly. FS2’s performance on the learning worksheets and post-assessment

noticeably improved (18% pre-assessment, 88% post assessment). FS2’s progress

based on the learning worksheets and post-assessment showed progress each day,

while demonstrating participation and engagement in class discussions. By moving this

student to the front row, FS2 showed more engagement and participation with the class

during discussions and activities. This positive correlation between FS2 being closer to

the front of the classroom and engagement level results in a higher score.

b. Giving the students daily feedback on their learning worksheets aided both of the focus

students. This lesson shows me that both students are understanding the concept and

can demonstrate how to correctly name notes in a variety of ranges. For future lessons, I

will implement more one on one assistance during the worksheet activities for Focus

Student 1. This student understands what is being asked but needs some extra
guidance to gain confidence to solve the problem independently. For Focus Student 2, I

will gradually increase the amount of questions on the learning activity so that the

student doesn’t lose engagement. By gradually increasing the amount of questions on

the learning activities it will hopefully keep this student from losing focus and

engagement, while still challenging the student with concepts just like his classmates.