001[Music] our current work on our plle focuses on feedback which is part of our instructional framework one of that element in particular can most be seen in our music classrooms without a doubt even during division meetings I always reference if you want to see feedback really working and happening go visit a music class it's happening in real time it is pushing our learning forward our teachers are given inst response to the work that's happening so often times when I walk into those classrooms not only are students involved with the instruments or the singing that they are performing and doing but teachers are using students as the experts to provide the feedback to one another this allows our learning to move forward most of the time we're most familiar with the term feedback but there's actually
002a whole feedback loop and cycle that happens we have feed up we have feedback and we have feed forward all three of these things are exhibited in our class classrooms our feed up is essentially the success criteria that students are given to know exactly where they're going our feed back is how they are getting there feed forward then essentially allows us to apply that learning to new scenarios now try to balance this Dynamic and music it's such a cool thing that that is immediate all the time you know you have the instrument in hand or if you're inquir you have your voice you get some feedback and then okay right there you can try it again and then nine times out of 10 you're going to see some change and some improvement it all comes
003down to the group feeling comfortable in their space and in the in the environment they're in to let that conversation occur and to make the changes which often requires them to step out of their comfort zone as well repetitive and continuous feedback is um very important to building confidence for students in band for example my band director during rehearsal he'll just will do a rep we'll stop he'll make a couple quick comments and then we'll continue and do it the next time and then just the idea of like moving on so quickly um and just fixing those little things like that makes you feel good about yourself okay let's stop there let's stop there that's tough we don't let the mistakes root into their memory by giving feedback continuously in real time as they're singing
004they're able to tweak things to make it better before the mistake can burrow into their mind so we don't spend a lot of time unlearning things we're just learn learn learn we we're hoping that when we give them feedback we well we don't hope we actually train them to learn the terminology that we're using we train them to apply this feedback to each other and to themselves because ultimately what are we creating we're creating Learners right and giving feedback you're essentially telling them how to grow ultimately we want them to go into a practice room we want them to go home and practice their music and then give themselves that feedback that self-reflection is good for any content in music we just we practice so much without an instructor that we need to know how
005to grow ourselves and eventually you start doing that for yourself you start giving yourself feedback after each rep if you make a mistake you just fix it the next time you don't need to be told after every single time and that definitely helps build confidence for students this process definitely expands Beyond just our classroom I think that what we're doing here is giving them life skills to say all right sometimes that first or second go isn't perfect and that when you screw something up or you get some feedback it's just data to make it better I think that every day it it does build confidence in your ability to sing and sing well I think the repetition really does help and it it kind of just sticks in your brain after that I'm not always
006good at asking questions in class especially like in general academically so having like being forced to ask those questions in choir has definitely gave me more confidence to ask questions in my academic classes asking questions is not a sign of weakness and I feel like if anything it's more of a sign of strength because you're willing to put yourself out there and um be vulnerable if anything and the culture of the class is great because we basically burnt through um shame fear um and gone right to vulnerability we make mistakes the mistakes are just a part of the learning process and so they know that that's part of it being able to polish up the program being able to make mistakes and not be embarrassed by it because you learn that it's okay to make
007mistakes if someone calls you out on it don't take it like as offensive take it as okay I can improve this you're going to find a moment in your life where a problem is occurring or you're in a position where you need to get feedback to somebody to see that Improvement and you're going to want to see that Improvement faster um so that we can move forward and the Lessons Learned here I think will will govern that and I'm being a little bit simplistic the way teachers talk to students will have a tremendous impact at how those students receive their instruction and because in the choir world we are constantly giving feedback like or in the music World band Orchestra choir the feedback is instant and it's constant from Bell to Bell and so that
008part of it is just so such a high priority for us that um that's what we see the most and I think it would be applied well to other curriculum [Music]