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This was the first version of the star - moved to the bottom now because it's been refined

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This was the first version of the star - moved to the bottom now because it's been refined

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Feel free to post your own comments or start your own discussion thread. Either double-click anywhere on screen or use the big pink + button in the bottom right corner. You can type, speak, draw, link to other media... just press the three dots (...) buttons to explore options once you've clicked to start a new post.

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Feel free to post your own comments or start your own discussion thread. Either double-click anywhere on screen or use the big pink + button in the bottom right corner. You can type, speak, draw, link to other media... just press the three dots (...) buttons to explore options once you've clicked to start a new post.

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Hello and welcome to the Sherwood-Suzuki project

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Hello and welcome to the Sherwood-Suzuki project

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Here's an updated 20 minute video which will explain what the project is about and then please leave comments here or email me. I'd be delighted to chat with you if you'd like to organise a call any time between June 29th - July 10th.
Thank you, Jo.Rushworth@dmu.ac.uk

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The Teacher
Jo, its a great presentation, and well thought out. I'll push whoever I know in your direction, but not being a scientist or Suzuki teacher my input is limited.

One point thats really important to include is the structured learning involved in becoming a Suzuki teacher. Teachers can only teach up to a level/book they have trained in and been assessed in by the Suzuki instructors. This training is strctured to provide a clear path through elemental concepts all the way through to the greats. Always returning to the essential building blocks, even for advanced students. Progressing as a Suzuki teacher is time served, proof-laden and commitment driven.

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What about restructuring the framework to sit professional development at the heart? So the teacher develops all of these skills along with their students?  Note that play gets integrated into practic/se

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What about restructuring the framework to sit professional development at the heart? So the teacher develops all of these skills along with their students?  Note that play gets integrated into practic/se

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The shape could still be a star... what do people prefer?

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The shape could still be a star... what do people prefer?

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Another thing which I would say is fairly integral to the Suzuki method is making sure that students are comfortable enough to not only play together but perform to each other i.e. with regular concerts set up by the teacher. Sharing ideas, realising your knowledge and applying it in a supportive environment to your peers could be seen as the scientific equivalent of performing in a concert or playing a solo within a group performance.
Just an idea, but instead of integrating practise with play, you could introduce a different point of perform or present.

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Just reading through the connected post I felt this ‘performance’ aspect fits well within the Peers section as it is about the sharing/displaying of knowledge/ideas in a supportive environment.

I’m a primary school teacher myself so am not sure how useful I can be but just wanted to say that a lot of what you discussed in relation to the Suzuki method is also discussed within Primary School Teacher Training. In particular we look a lot at the work of Vygotsky and his Zones of Proximal development which support the use of a knowledgeable other to help children reach their full potential. The section in your video where you discussed Peers just really reminded me of this.

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Thank you so much to everyone who has commented on this page. I have now tried to compile everything into a new framework - please click the picture below to view and comment on the latest version (Fri 3rd July)

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Learning science, especially biochemistry, like music, is enhanced by communicating on all levels--with peers, professors, professionals, on exams, projects, papers. The Suzuki Method develops specific skills for students to build upon; learning biochemical pathways can be accomplished by several approaches, depending on the learner's background, interests and abilities, which as adults are varied and reliable, and yet changeable. Suzuki really encourages communication, study groups, and practicing before exams, which could benefit science students on all levels. Maybe communication is the purpose that all other skills shape?

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Learning science, especially biochemistry, like music, is enhanced by communicating on all levels--with peers, professors, professionals, on exams, projects, papers. The Suzuki Method develops specific skills for students to build upon; learning biochemical pathways can be accomplished by several approaches, depending on the learner's background, interests and abilities, which as adults are varied and reliable, and yet changeable. Suzuki really encourages communication, study groups, and practicing before exams, which could benefit science students on all levels. Maybe communication is the purpose that all other skills shape?