Documenting and Evidencing Learning

My professional goal is based on the concept of "Documenting and Evidencing Learning." I believe in the importance of students actively documenting their progress from class to class, and I want to cultivate a habit to collect evidence of their growth automatically.

This provides them with a record of their musical progression, allowing for reflection and self-assessment. Students can observe their development over time, identify areas of improvement, and celebrate milestones achieved. This process fosters a sense of ownership and pride in their accomplishments.

What sets this approach apart from typical reflections is the emphasis on consistent and comprehensive documentation. While reflections often rely on written or verbal descriptions, I encourage students to go beyond words and capture their progress in a variety of ways. One approach I have implemented is the use of Managebac Journal, where students document daily evidence of their learning. This platform provides a centralized space for students to share recordings, photos, videos, and written reflections that showcase their growth and engagement in music class.

This audio compilation serves as a powerful demonstration of students' growth and progress from the beginning to the end of each Unit or project. It allows students to hear their musical abilities evolve, compare performances, and witness the fruits of their dedication and hard work.

Students utilize the Managebac Journal feature, which allows them to document their daily work. I am able to comment and provide feedback regularly.

Students have been instructed to gather evidence of their work from beginning to end, then consolidate their progression into one audio file. This allows students to recognize their own artistic growth from the beginning of the project to the end.

Guest Musicians in the Classroom

Provides feedback from another perspective

Technology in the Classroom

Artificial Intelligence in the Classroom

Grade 10 Music students were provided Do’s and Don’t’s for using AI in their Summative Assessment.

We successfully applied and received a school-wide license for Ableton for our grade 8-12 music students! This will be implemented in the next school year.

IB Standards and Practices

Student Choice

*Approaches to teaching 1.4: Teachers encourage student choice in appropriate places in the curriculum. (0403-01-0400)*
Each Unit provides students with a choice for their final summative assessment. They can choose to either create or perform, and then given options A or B for each.

Each unit begins with an inquiry into the topics. This example demonstrates the provocation that encourages students to “notice” things they normally would not think about, or make connections with.

Inquiry-Based Teaching Strategies

Approaches to teaching 1.1: Teachers use inquiry-based teaching strategies and learning engagements. (0403-01-0100)

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Language Learning

Approaches to teaching 5.4: Teachers support language development with consideration for the language profiles of students. (0403-05-0400)

Students take time to define words they do not understand. Then another students will provide a paraphrase of the definition to demonstrate understanding and a peer-centered explanation of music-specific terminology.