STUDENT LEARNING OBJECTIVE FORM
Teacher Name: / School: / Grade level: 6-8Content Area: Music / Course Name: Orchestra 8 / Period:
Student Population
Total Number of Students: IEP: 10% ELL: 20% GT: 10% Other: 60%
Additional Information:(attach list)
Instructional Interval
Year 2013-2014 Semester 1 Other:Continues into Semester 2
SLO Components
Student Learning Goal / Learning Goal:
8th grade orchestra students will prepare for auditions for youth orchestras, high school orchestra, or a school of the arts.[1]
*Standards Reference:
1. Expression of Music: 1. Perform music in four or more parts accurately and expressively at a minimal level of 2 to 3 on the difficulty rating scale 2. Perform music accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale at the first reading 3. Demonstrate contrasting modalities through performance
2. Creation of Music: 1. Create music using melodic and harmonic sequences 2. Arrange a simple existing composition 3. Improvise over simple harmonic progressions
3. Theory of Music: 1. Transcription, and rhythmic demonstration of, multiple and changing meter signatures 2. Notation of level 2 compositions 3. Identification of musical elements in a level 2 composition or performance
4. Aesthetic Valuation of Music: 1. Evaluation of musical performances and compositions using advanced criteria 2. Articulation of music’s role and cultural tradition in American history and
society[2]
*cde.state.co.us
Rationale for the Learning Goal:
Students need to be able to meet these requirements by the end of 8thn grade to prepare for High School level music classes. In high school, music students need to audition for pit orchestra, a position in their ensembles, honor ensembles, and possibly audition for music colleges.[3]
DOK Level 3- Audition requirements include: a performance piece with accompaniment, scales and arpeggios, and sight reading in 7 major keys and the accompanying relative minors up to 3 flats and 3 sharps including C major using a variety of rhythms and tempos.
Big Idea: Musical expression, music theory, and aesthetic valuation of music are necessary components of high level auditions and skill levels to prepare students for high school music.
Statement of Intended Learning: Students will be able to fulfill the audition requirements by the end of semester 1 so that they may audition for honor ensembles.[4]
Success Criteria:
I can play a skill level appropriate solo piece with accompaniment specific to my instrument as well as scales, arpeggios, and sight reading in 7 major keys plus the accompanying relative minors up to 3 flats and 3 sharps including C major using a variety of rhythms and tempos arpeggios resulting in a positive evaluation and self-evaluation the audition rubric and video recording.[5]
Measures and Scoring / Evidence Sources (Measures or Assessments):
Small ensemble performances will be scored with a festival rubric by a professional adjudicator indicating the strengths and weaknesses of the students based on state standards. Concerts are scored using the performance grading rubric developed by the teacher identifying whether or not the student is meeting the standards. Theory tests are written tests scored with a key to determine the level of a student’s music literacy. Playing tests are scored with a rubric to identify the next steps for the teacher and student. Journaling is graded with a rubric to determine if the student is making progress towards their goals and if the student understands music history. Sight reading is informally graded orally to assist students with immediate feedback on their music literacy.[6]
Alignment of Evidence to Learning Goal:
With the evidence above, a teacher can track the skills of the students to help them to achieve the learning goal. Dependent on each item above, the students will receive a final grade if Advanced, Proficient, Partially Proficient, or Unsatisfactory. If a student scores an average of one particular grade, that is usually the final grade.[7]
Collection and Scoring: (May include attaching a scoring guide or rubric.)
Rubrics and journal entries are attached[8], videos are in Evernote
Performance Targets / Baseline Data:[9]
Through sight reading exercises and playing tests, 80% of this class will easily achieve this learning goal. About 10% struggle slightly, and the other 10% struggle greatly which is typically due to a student’s unwillingness to practice at home. Every evidence source listed in the above section relates directly to the learning goal of a student being prepared for advanced level auditions and performances. If a student is Proficient or Advanced in all of the assessments, they have clearly achieved the learning goal because each evidence source relates to all of the state standards for music as shown on the grading rubric.[10]
Performance Groups:
Advanced students easily achieve the goal and usually have a previous music education. Proficient students will struggle slightly but understand with clear instruction. Partially Proficient students have a great deal of struggling and will require additional assistance. Most students begin the year as partially proficient and steadily achieve proficiency as long as they do their assignments and follow the teacher’s instruction.[11]
Performance Targets (expected gain):
I expect at least 90% of the students in this class to see great success with this learning goal. The other 10% will range from the unsatisfactory to partially proficient categories. These are higher than typical expectations because music students tend to see higher achievement because of their choice to take the class.[12]
Rationale for Targets:
Typically about 15-20% are partially proficient o unsatisfactory. With such a clear plan I feel the students will be more successful. I never want to plan on a student performing low but this needs to be realistic. Sometimes with everything we do, some students will not reach proficiency for various reasons.[13]
Progress Monitoring / Check Points:
Students have successful performances, good grades on playing tests, positive and negative self-critiques using the teacher’s grading rubric, participate in class discussions, have complete journal entries, and sight read well in class. [14]
Progress Monitoring Evidence Sources:
Small ensemble performances, concerts, theory tests, playing tests, journaling, sight reading, discussion, and self-scoring rubrics. All of these sources help to determine differentiation of instruction. [15]Advanced students need supplemental materials and more performance opportunities. Proficient students need encouragement and motivators to achieve the advanced level. Partially Proficient and Unsatisfactory students will need parent communication, tutoring, and peer-encouragement for the sake of the ensemble’s common goals.[16]
Instructional strategies:
Sight reading lessons on a regular basis. Weekly reflective journaling. Weekly small group rehearsals accompanied by the use of the teacher’s grading rubric for self-evaluation. Music theory test to check music literacy. Class discussion that evaluate the orchestra performances are essential to help students understand how they should be self-critiquing.[17]
Results / Student Performance Results:
98% were proficient by the December concert! Better results than expected! One student in the class refused to practice or participate even after parent contacts were made but everyone else had significant improvements.
Targets Met:
More students reached the learning goal than expected. The teacher’s rubric and videos used were incredibly helpful.
Teacher Performance:
50%?
1
[1]O'Brian, Julie: This is an activity not a statement of intended learning.
[2]O'Brian, Julie: It is unclear how these standards relate to the learning goal. Your learning goal seems to relate to preparing for and performing at a certain level of competence. It isn’t clear how that relates to all of these standards (e.g. creating music, articulating music’s role).
[3]O'Brian, Julie: This explains why this is important for your class. It doesn’t provide data and a claim that your students don’t meet this goal when they enter your class.
[4]O'Brian, Julie: It seems like the sentences here could be combined to be your Learning Goal. For example, students will perform a piece with accompaniment, scales and arpeggios, and sight read in 7 major keys and the accompanying relative minors.
[5]O'Brian, Julie: Your success criteria should be the criteria that describe what a successful audition would include. You may want to look at the audition rubric.
[6]O'Brian, Julie: It seems like this is a list of all of the types of evidence you collect about student t learning throughout the course. It isn’t clear what specific tasks students will complete and you will use at the end of the course to determine if students are proficient performers. This also includes information about how all of these evidence sources will be scored. What you need to include here is a description of at least 3 evidence sources that you will use at the end of the course. Those need to be specific (include more detail about what students will be performing). Describe how those will be scored in the Collection and Scoring section below.
[7]O'Brian, Julie: This needs to explain the relationship between your learning goal and your evidence sources.
[8]O'Brian, Julie: Looking for these. I will add comments directly on these documents if appropriate.
[9]O'Brian, Julie: Use this section to describe the tasks that you will have student do to determine their starting points for Orchestra 8.
[10]O'Brian, Julie: This language here seems to be a description of the alignment of your evidence sources to your learning goal. It isn’t a description of your baseline data sources.
[11]O'Brian, Julie: This doesn’t explain how your performance groups were identified based on your baseline data. It doesn’t include a performance of each group. This is more a description of the teacher’s level of effort with different groups of students.
[12]O'Brian, Julie: Your performance targets need to be based on establishing a data-based starting point for your students, and then explaining how that starting point will relate to their performance at the end of the course. They need to reference the performance groups within your class.
[13]O'Brian, Julie: You need performance targets based on learning data to develop a rationale.
[14]O'Brian, Julie: This should be a description of the sequence of learning targets through which students are likely to progress as they move towards meeting the learning goal. This is a description of class activity.
[15]O'Brian, Julie: These are evidence sources, but need to reference check points and what you are learning from each evidence source about your students progress in relation to your learning goal.
[16]O'Brian, Julie: These aren’t evidence sources.
[17]O'Brian, Julie: This is a description of instructional strategies. What do you do differently with students who start behind? What do you do differently for students who start ahead of grade level?