Glossary of Learning Tools MUSIC
Big Questions What is it? Posing ‘big’ open questions and problem solving tasks, allowing plenty of time for thinking or researching either as individuals or as groups, can lead to a greater depth of understanding and therefore a higher level response. In music, ‘big’ questions are those that require the pupils to show an understanding of context, audience and purpose beyond the normal classroom environment e.g. considering why certain music is thought to be inappropriate for certain settings; considering how to write music for use beyond the classroom.
Group responses What is it? Ask learners to make group responses to answers. This strategy can be combined with many others and reduces learners’ fear of failure. In music this is particularly useful: When pupils work in groups to: a) Make decisions about choice of instruments b) Make decisions about the process they’re about to undertake c) Create a scenario d) Solve a problem e) Produce compositions and performances f) Appraise one another’s music.
Increase wait time / thinking time What is it? Increase ‘wait time / thinking time’ for learner response to at least five seconds. This allows learners to answer open questions and not those simply based on recalled facts. Another technique involves learners recording their ideas on mini whiteboards or paper before displaying their answers.
Lollypop Sticks What is this? The names of all the pupils in a class are on lollypop sticks kept by the teacher. The pupil to answer a question is the one whose name is drawn out by the teacher.
Mini whiteboards What is it? The use mini write on / wipe off whiteboards, either as individuals or as groups, so that learners can display their answers allows all learners to make a contribution. The teacher can select a few to read aloud. In music this is a particularly useful resource: For pupils to use when responding to a piece of music with a word, set of words, symbol or drawing etc. For creating a sorting activity within a classroom e.g. lists of dynamics, instruments, tempi etc. No hands up What is it? Some teachers have used ‘no hands up’ strategies to good success. All learners are expected to contribute, and all answers valued. The teacher may select anyone in the class to answer questions. Therefore all pupils need to frame an answer to the question in their head.
Self and peer assessment What is it? Learners assess their own and others’ work. This is effective after group or individual work when the assessment criteria are clear and understood by all.
Sorting In music a sorting activity, using instruments, pre-prepared cards, or mini whiteboards, is a useful means of: Pupils showing their understanding of musical concepts such as dynamics, instrumentation, tempo etc. Pupils making decisions about choice of instruments and process before starting a group task.
Think-pair-share What is it? Learners are posed a question, given time to think individually, and then time to discuss ideas with a partner. Finally the pair share their ideas with the rest of the class or a larger group. In music this is particularly useful: When pupils are appraising details within their own and others’ music. When pupils are planning their performances or compositions. As a means of allowing pupils to rehearse their response to a piece of music with a partner before sharing it with the class, or a larger group.
Traffic Lights What is it? A set of three cards which pupils may use to communicate their understanding, level of confidence or need for assistance to the teacher: Red card = I don’t understand. I’m not confident. I need immediate help. Amber card = I’m uncertain. I’m not fully confident. I need reassurance before proceeding. Green card = I fully understand. I’m totally confident. I don’t need help. In music this is particularly useful: In the Autumn Term to assess the prior musical experiences and understanding of a class at a glance. At various stages during the process of composing and / or performing.
Two stars and a wish What is it? A strategy to make sure that there are always positive comments on work, with a target. Use two stars and a wish when feedback is two positive comments (the stars) on the work, and one specific improvement to make as soon as the comment is received (the wish). In music this is particularly useful: To help pupils identify targets for improvement in their own and others’ music during the process of composing or performing. To help pupils appraise their own and others’ music at the end of the process.