# data[].attributes.headline
Learning Objective for the day - Jim White

# data[].attributes.subject
Learning Objective for the day - Jim White

# data[].attributes.body
This is going to seem so simple but it is a reality I face more times than I care to admit. The success was simple, I usually write the learning objective for the day on the whiteboard, refer to it multiple times during class and focus my energy on completing it. Then in the same class the next day I came in rushed, I forgot to put an objective on the board and felt like I was battling for student's attention, focus, and progress. 1/2 was through the class I realized what was missing for me, I re-focused and the class pulled together - not as it might have been if I had started this way but certainly not as scattered. A clear objective, even a simple one, makes all the difference for me in all my classes.

# data[].attributes.body
I like peer assessment at the formative level. Donnor's peer assessment were effective because she also gave students the freedom on how they responded. The peer's assessment was seen as a different view not something that they had to do. Peer assessment can create difficulty for some students if they perceive it as judgement from a peer, encouraging students to be open to suggestion and other ideas in the creative process is important to the emotional growth of receiving feedback on work.

# data[].attributes.body
I'm using Rubrics more and more in performances classes. They help students know more of what they should be working toward and they help me as a teacher be more objective in my assessment of the student's performance.

# data[].attributes.headline
Selecting the Right Music for the Group- Shauna Alexander

# data[].attributes.subject
Selecting the Right Music for the Group- Shauna Alexander

# data[].attributes.body
A recent success for me came after a challenge in finding quality, appropriately leveled and scored music for my 4th-7th grade band. Finding a piece of music that works for our instrumentation and is at a level which feels achievable, but still pushes and interests students has been challenging.  This is in part because we have so few students (1 or 2 in each section), a limited instrumentation (just flute, clarinet, trumpet trombone, perc.), and a wide range of playing abilities (7th grade students who have played for 3 years to 4th graders who joined a few months ago).  I was recently able to utilize advice from band director groups on social media to create a list of possibilities for my students, then was able to listen to them, preview scores and select 3 pieces that have immediately hooked my students and added a great sense of enthusiasm, energy and focus towards our performing goals.  Being able to find music that works for my ensemble has made a great difference in engagement and student success.

# data[].attributes.body
I think Donnor’s use of peer assessments was successful because at the point at which they were giving peer assessments, they were proficient enough in the topics they are working on and how to create a higher level piece (colors light to dark, tiny brushstrokes).  Students clearly know what they’re looking for especially after seeing it guided, practicing on their own, then sorting the practice papers to practice sorting as a group.  (I really like this part where they practice together).  Challenges that teachers may face may include if students are not prepared well enough to be able to identify what to change or have any specific suggestions for how.  Another challenge may be making sure to create a classroom culture in which students feel open and receptive to the feedback.  If I were to modify this strategy for my own use, I might have students first share something they noticed that was done well and then move on to something they could improve upon to reinforce that the efforts of the student are seen and then move on to things to fix or change.  I do like that she had the students write down their peer assessments for each other so they can continually go back and review that suggestion as they work.

# data[].attributes.headline
Assessment Tools and Strategies- Shauna Alexander

# data[].attributes.subject
Assessment Tools and Strategies- Shauna Alexander

# data[].attributes.body
I’ve been continually trying to redevelop how I use Self and Peer Assessment across my music classes.  This is actually part of my focus for the lesson plan I’m developing and I chose it because I think it’s so crucial to creating student musicians who truly embody growth mindset and who instead of just relying on a teacher to help them get better, can take ownership and help improve themselves and their peers.  I do have to say one assessment tool that I realized I don’t really use very much (besides the writing down of goals and steps in the assessment strategy) is written responses.  Exploring that made me wonder how I might include that strategy more.

# data[].attributes.body
Challenge: Fighting apathy in my high school students. Right now, there aren't any big performances coming up or any competitions...it's just that daily grind between Festival and the end of the year chaos that wears down both the students and the teachers. Maintaining optimism and invigorating each day with fun AND purpose is always a challenge this time of year. This is always the time of year when I wonder what another job would be like...should I keep teaching music? Or should I pursue something else (with fewer annoying helicopter parents)?  But experience tells me it will be worth it soon... just have to make it to the end so that we can start all over again.

Success: I believe it is vital for the music teacher to maintain their own high level of musicianship. I play many instruments every day, but rarely get to play just for me. Yesterday was an opportunity to play Bass Trombone again with the Chico State Low Brass Choir & Alumni.  It was great to play bass trombone again, and to play with people who understand and care about intonation, articulation, dynamics, etc.  It felt great to play again--reminded me again of why I enjoy teaching music.

# data[].attributes.body
In my opinion, Donnor's use of peer assessment was largely helped by class size--maintaining control, trust, and peer assessment norms/manners grows more and more difficult as class size increases. Thinking of applying this to my 73 person band is challenging. Developing trust and positive relationships amongst the students is essential for peer review to be successful. Donnor definitely got her students thinking--both about others' art AND about their own art practice. The self-reflection component that develops out of peer review/assessment is just as important, if not more so, than the actual peer assessment.

# data[].attributes.body
I am interested in applying more of the self-assessment tool to one of my current assessments. Every couple of weeks, students have to record themselves playing their instrument on a specific piece or movement and upload it to Google Classroom. Reviewing each of these videos and assessing them takes HOURS. The next step I would like to take is to have students self-assess those same videos, using provided rubrics, and giving evidence for those assessments. We can then compare their assessments with my later assessments, and then allow them to argue their case. We'll see how it goes. Again, this would be a lot easier with a lot fewer students...

# data[].attributes.headline
Common Challenge and Success: Eric Seiler

# data[].attributes.subject
Common Challenge and Success: Eric Seiler

# data[].attributes.body
It is very common to face challenges in the come-one-come-all chorus/choir class. They want to sing the latest pop song, and tune out when I delve into historic works. Finding a way to get buy-in early on is my only way to find success in this field. Whether it's talking about the times in which the composer lived, or how the music was shunned, or anything else sensational in or around the music is the best way to get success for me. Content plus context is my only sure-fire tool to gain the highest amount of caring for our music.

# data[].attributes.body
I feel that the use of peer assessment seems to have gone well with students ultimately realizing the levels of proficiency expected. Without being in the classroom, it would truly be hard to assess. Being that I teach music, it would be difficult to adapt this exact model, however, providing listening examples which demonstrate elements expected of students might prove useful. As always, the challenge in art classes is to use the innate capabilities of the student, and some students are not naturally equipped with a good enough "eye" or "ear" for their discipline and will not build skill or accurately evaluate something.

# data[].attributes.body
In my chamber choir class I do work with students on evaluating each other for unified vowels and uniform tone production, but might this in addition. Having them sing in circles by voice part, and working with each other on creating a uniform sound. This is good to do an all music from Madrigals to Pentatonix songs, because they all require that same uniformity as per their musical style. It should make them more aware of what they are doing, and give them a greater sense of ownership over what they are doing.

# data[].attributes.body
A general challenge for me is to maintain classroom engagement with incoming 6th graders--I know this makes me sound old, but at the same time, I believe behaviors and the subsequent challenges in getting students on board with learning are getting harder with each new class. I find that these students still have the ability to be compassionate with one another, as well as to be engaged, so it is not the absence of ability, but moreso, the lack willingness to take part in learning.

SUCCESS: In the special education classroom (I know this applies in gen ed as well), as I get closer to the end of this year, I am seeing a combination of trace amounts of maturity added to what I have taught them about living a good life and just being nice. I can't take a lot of credit for their overall improvement, but I can see them implementing techniques and practices we have worked on throughout the school year.

# data[].attributes.body
For me I end up having to battle students lack of motivation to practice. I have students who are very talented and motivated and practice often and then I have the majority of students who rarely practice and improve slowly and then get frustrated when their peers pass them up which leads to the mindset that they won't get better which turns into a self-fulfilling prophecy.

Something that has worked well for me is the culture in my band. For my first three years at my school I have worked really hard to make sure students felt safe in the band room and were friendly to one another and I feel like I have achieved that goal so far.

# data[].attributes.body
While I see this application of peer assessment as useful in some specific cases I can also see that this could lead to some students just filling out the paper put in front of them with no real thought being put into what they are saying. Also, I can see this leading to bullying or at least the thought of bullying if someones's performance was not particularly up to par with the rest of their classmates. I also see peer assessment as something very difficult to do in the music ensemble setting due to the vast difference in performance levels from person to person which would lead to some students being unable to give feedback due to their own inadequacies as a musician.

# data[].attributes.body
So I would really like to add in self-assessments into my curriculum for all of my classes. I end up doing a lot of grading and I feel like some of my students don't totally understand why it is they received the grade they did. I feel like with self-assessments and my assessment side-by-side a student can grow more familiar with my expectations and can see where I am coming from when they receive the grade they receive.

# data[].attributes.body
I feel that Donner's use of peer assessment really helped the students dive more deeply into their art piece. When students know a peer is going to be critiquing their work, I think the attention to detail and to following the rubric is greatly improved--doesn't everyone want to look good to their peers? The end result is a sample one can be proud of. In addition, students learn from one another--a detail missed by one student might be highlighted in another student's artwork, for example, the feather details. When that is pointed out (appropriately, of course) everyone can be sure to use that detail.
A challenge would be that sometimes students don't peer-assess in a nice, constructive way. The teacher needs to model what is expected from critiques, and to clarify things that are not allowed when having peers assess. A healthy atmosphere of respect for all is crucial. I LOVE the use of the visual rubric--there is no question what the finished product should look like for full credit. One thing I would probably do, is create the level one sample myself. I wouldn't want to have attention directed to a student or two showing what NOT to do...

# data[].attributes.body
The more I see the use of formative rubrics, the more I am convinced that this method of ongoing assessment is the right fit for my classroom and my student population. In my experience, special ed middle schoolers need a bit more hand-holding than gen ed kids (this is generalized, of course), and having the steps toward a summative assessment give them stepping stones along the way. This is critical to keep them going toward the finished product, and to help them see the details as well as the big picture related to an assignment. I plan on implementing formative assessments as much as I can in my classroom. I also like the idea of students being able to access the formative rubrics at their own pace throughout a project--so many different rates of progress and depths of understanding in one classroom environment.