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Author: Steven Rex Oare
Publisher:
ISBN:
Category : Goal (Psychology)
Languages : en
Pages : 536
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Book Description
With the intent of improving the teaching of practice strategies to young musicians, the purpose of this multiple case study was to discover how students use goal setting and self-assessment within their personal practice sessions and how these self-regulative components affect strategy choice and motivation. The specific questions were as follows: (a) What goal setting and self-assessment comments do novice, adolescent instrumental musicians make during instrumental practice? (b) What goal setting and self-assessment strategies do novice, adolescent instrumental musicians use during instrumental practice? (c) Are there differences in practice strategies found among students when they are deliberately involved in goal setting or self-assessment compared to times when they are not setting goals or self-assessment? and (d) What strategies do students use to address various technical aspects of performance? This study entailed the observation of middle school aged instrumental music students (N=6) during their individual practice. Two students were in eighth grade and four were in seventh grade. The students played flute (N=2), clarinet (N=1), saxophone (N=2), and trombone (N=1). Data was collected via field notes, videotape analysis of three practice sessions per student along with concurrent and retrospective verbal reports, focus group interviews before and after the observation cycle commenced and concluded, and an interview with the students' band director. Data were analyzed within cases and across cases for emergent themes. Four themes were found to describe a cyclical practice process in which students moved from motivation, to goal setting, to strategy use, to assessment, and back to motivation. Each stage of the cycle seemed to drive other stages. Students with learning goal orientations seemed to practice more effectively than students with performance or time orientations. Student goals tended to lack specificity, which negatively influenced student choice of practice strategy and self-assessment. Three external factors were found that had a strong influence on the practice cycle, including teachers, musical aural image, and learning development . These three factors wove their way through all four stages of the practice cycle.
Author: Steven Rex Oare
Publisher:
ISBN:
Category : Goal (Psychology)
Languages : en
Pages : 536
Get Book Here
Book Description
With the intent of improving the teaching of practice strategies to young musicians, the purpose of this multiple case study was to discover how students use goal setting and self-assessment within their personal practice sessions and how these self-regulative components affect strategy choice and motivation. The specific questions were as follows: (a) What goal setting and self-assessment comments do novice, adolescent instrumental musicians make during instrumental practice? (b) What goal setting and self-assessment strategies do novice, adolescent instrumental musicians use during instrumental practice? (c) Are there differences in practice strategies found among students when they are deliberately involved in goal setting or self-assessment compared to times when they are not setting goals or self-assessment? and (d) What strategies do students use to address various technical aspects of performance? This study entailed the observation of middle school aged instrumental music students (N=6) during their individual practice. Two students were in eighth grade and four were in seventh grade. The students played flute (N=2), clarinet (N=1), saxophone (N=2), and trombone (N=1). Data was collected via field notes, videotape analysis of three practice sessions per student along with concurrent and retrospective verbal reports, focus group interviews before and after the observation cycle commenced and concluded, and an interview with the students' band director. Data were analyzed within cases and across cases for emergent themes. Four themes were found to describe a cyclical practice process in which students moved from motivation, to goal setting, to strategy use, to assessment, and back to motivation. Each stage of the cycle seemed to drive other stages. Students with learning goal orientations seemed to practice more effectively than students with performance or time orientations. Student goals tended to lack specificity, which negatively influenced student choice of practice strategy and self-assessment. Three external factors were found that had a strong influence on the practice cycle, including teachers, musical aural image, and learning development . These three factors wove their way through all four stages of the practice cycle.
Author: Anita Stewart McCafferty
Publisher: Corwin Press
ISBN: 150638210X
Category : Education
Languages : en
Pages : 356
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Book Description
Your go-to guide for using classroom assessment as a teaching and learning tool! Using seven strategies of assessment for learning and five keys of quality assessment as a foundation, this book presents a model that focuses on assessment to help students understand their progress on their learning journey and the next steps needed to get there. Full of high-impact classroom practices, this book also offers: · Clear and relevant examples of assessment for learning strategies in specific subject matter contexts · Visual learning progressions for use in a self-assessment checklist and professional development · Additional material and examples on an author-created website
Author: Kathleen Gregory
Publisher: Knowing What Counts
ISBN: 9781935543770
Category : Education
Languages : en
Pages : 0
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Book Description
In the foreword to Self-Assessment and Goal Setting, Heidi Andrade explains that ¿self-assessment is a key element in formative assessment because it involves students in thinking about the quality of their own work rather than relying on their teacher as the sole source of evaluative judgments.¿ Throughout this second book in the Knowing What Counts series, authors Kathleen Gregory, Caren Cameron, and Anne Davies describe ways for teachers to create more involved students by including them in the assessment of their own work.The first section in this book provides ten self-assessment activities for students and details how to: (1) introduce the purpose of the activities to students, (2) implement the activities, and (3) provide different opportunities for practice. The authors encourage the reader to adapt the examples they provide as needed to best fit their specific needs and circumstances. In the second section, the authors describe how to make goal setting a logical extension of self-assessment. Guidelines are provided for short-term and long-term goals. The third section contains common questions teachers may have about the concepts presented in the first two sections of the book as well as questions parents and students may bring to educators in response to the activities described in these sections. The authors respond to these questions in detail, giving educators the knowledge they need to properly implement these strategies and respond to others¿ concerns.
Author: Katie White
Publisher:
ISBN: 9781952812859
Category : Education
Languages : en
Pages : 176
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Book Description
Increase the achievement of every learner with Student Self-Assessment. In this practical guide, author Katie White outlines how to plan and implement various self-assessment strategies to ensure student growth at all grade levels. She covers every stage of the process--from setup to goal setting to celebrating. In each chapter, you'll find helpful step-by-step guidelines as well as questions to guide conversation and reflection throughout the journey. Understand how self-assessment skills benefit students now and in the future. Learn how to set up a self-assessment process and document learning. Train students to analyze and reflect on their own performances. Set strong, achievable goals in order to motivate students to realize their potential. Celebrate successes and continue to engage students with self-assessment. Contents: Introduction: Embracing Student Self-Assessment Chapter 1: Making a Compelling Case for Student-Self-Assessment Chapter 2: Setting Up a Self-Assessment Process and Documenting Learning Chapter 3: Engaging in Analysis and Reflection Chapter 4: Imagining Possibilities and Setting Goals Chapter 5: Celebrating Growth Chapter 6: Examining Age, Security, Families, and Other Factors Epilogue Appendix: Sample Data Notebook Sequence References and Resources Index
Author: Kate Roberts
Publisher: Heinemann Educational Books
ISBN: 9780325078168
Category : Education
Languages : en
Pages : 0
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Book Description
"We have never seen teachers work harder than we do now. These tools inspire kids to work as hard as we are." -Kate Roberts and Maggie Beattie Roberts What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners. "Teaching tools create an impact on students' learning," write Kate Roberts and Maggie Beattie Roberts. "They help students hold onto our teaching and become changed by the work in the classroom." Of course, you and your students need the right tools for the job, so first Kate and Maggie share four simple, visual tools that you can make. Then they show how to maximize your instructional know-how with suggestions for using the tools to: make your reading and writing strategies stick motivate students to reach for their next learning goal differentiate instruction simply and quickly. Kate and Maggie are like a friendly, handy neighbor. They offer experience-honed advice for using the four tools for assessment, small-group instruction, conferring, setting learning goals, and, most important, helping students learn to apply strategies and make progress without prompting from you. In other words, to do it themselves. "It is our greatest hope," write Kate and Maggie, "that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach." Try DIY Literacy and help your readers and writers take learning into their own hands.
Author: Ralph Fletcher
Publisher: Harper Collins
ISBN: 0062014935
Category : Juvenile Nonfiction
Languages : en
Pages : 147
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Book Description
Tap into your inner writer with this book of practical advice by the bestselling author of How Writers Work and the ALA Notable Book Fig Pudding. Writers are just like everyone else—except for one big difference. Most people go through life experiencing daily thoughts and feelings, noticing and observing the world around them. But writers record these thoughts and observations. They react. And they need a special place to record those reactions. Perfect for classrooms, A Writer’s Notebook gives budding writers a place to keep track of all the little things they notice every day. Young writers will love these useful tips for how to use notes and jottings to create stories and poems of their own.
Author: Michael L. Wehmeyer
Publisher: Corwin Press
ISBN: 1452293430
Category : Education
Languages : en
Pages : 209
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Book Description
"There is not available a more comprehensive book in the area of self-determination." —Melinda Pierson, Department of Special Education California State University, Fullerton "Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula." —Marianne Mooney, Senior Research Associate TransCen, Inc., Post-Secondary Learning and Careers Give students with disabilities powerful tools for success in school and in life! Michael Wehmeyer and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions. Self-Determination offers detailed and current practitioner-oriented approaches in combination with extensive teacher reproducibles—all within the context of inclusion, standards-based reform, and access to the general curriculum. Linked to the IDEA requirement for individualized transition plans, this user-friendly resource assists practitioners in teaching the skills necessary for making decisions about employment, job skills, further schooling, and independent living. Educators will discover how to: Encourage students to become their own advocates by practicing assertive behavior Use needs-assessment techniques to determine the level of instruction required for each student Teach effective choice making, problem solving, and goal setting Support both families and fellow educators in their efforts to teach self-determination skills Special education teachers, general educators, and administrators will find this handbook an invaluable guide for helping students establish their own goals and plan for a strong and healthy future!
Author: Lorna M. Earl
Publisher: Corwin Press
ISBN: 1452242976
Category : Education
Languages : en
Pages : 161
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Book Description
This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change.
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
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Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Sally Brown
Publisher: Routledge
ISBN: 1136351639
Category : Education
Languages : en
Pages : 166
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Book Description
This study examines the factors influencing the changes in teaching assessment at the higher education level and studies the range of techniques and methods available to the assessor. It evaluates the effectiveness of certain methods and discusses their implementation.
