Feedback-Based
Program Improvements
Based on the feedback received, several key improvements have been identified for enhancing the Year 8 Music unit plan. These improvements focus on refining differentiation strategies, clarifying learning goals, integrating real-world applications, enhancing cultural inclusivity, and strengthening record-keeping practices.
The feedback on the Year 8 Music unit plan emphasised the need for improvements in differentiation, goal clarity, real-world connections, and cultural inclusivity. Diversifying assessments and clarifying learning goals will better address diverse student needs and enhance engagement. Integrating real-world applications makes learning more relevant, while enhanced cultural inclusivity fosters a more inclusive environment.
Structured record-keeping will strengthen assessment practices. As mentioned, more explicit guidance on record-keeping for the unit plan would assist educators in delivering the plan which the next section will cover.
Refining Differentiation and Scaffolding
In order to more effectively differentiate, current assessment methods will be diversified to include options such as oral presentations and multimedia projects alongside traditional written reports.
This change ensures that students can choose a format that aligns with their strengths and learning preferences.
Differentiated instruction helps address the varied learning needs of students, making it crucial for achieving learning objectives (VCAA, 2024).
The introduction of multiple assessment formats caters to different learning styles and abilities, enhancing student engagement and achievement while also providing opportunity to challenge students readily grasping class content.
For those students struggling with content scaffolding, as a method of providing incremental support, what Wood et al. (1976, 90) referred to as a “tutoring method”, is essential for helping students build on their existing knowledge and develop new skills effectively.
Clarifying Learning Goals
The unit plan will have its learning goals clarified by making them more specific and measurable.
Instead of objectives stated as “Students can categorise musical genres”, each goal will now articulate clear, precise expectations.
For example, the revised learning goal will state: “Students will identify and describe at least three different musical genres using appropriate terminology.” This change ensures that each goal is directly aligned with assessment criteria and provides a clear benchmark for student achievement.
Clearly defined learning goals are critical for effective assessment and tracking of student progress which Wiggins & McTighe (2005, 58-59) refer to as “essential questions” and are presented in the unit plan as statements. “Students can categorise…” is simply reinterpreted as “can I categorise…?”
Furthermore, this improvement in “comprehending” information (Dewey, 1998, 4) by clearly defining the content material.
Integrating Real-World Applications
Real-world applications were a clear area of improvement from all feedback sources.
Integrating activities that connect classroom learning to real-life contexts, such as analysing how different musical genres are used in media, advertising, or live performances will help to enhance engagement.
For instance, students might work on a project where they create a commercial or a social media campaign incorporating various musical styles as their final musical assessment piece. These changes aim to make the learning experience more relevant and engaging by demonstrating the practical applications of musical concepts outside the classroom.
Connecting classroom learning to real-world contexts helps students see the relevance of their studies and increases engagement by linking academic content to their everyday experiences as Pendergast & Bahr (2005, 145) state “(they) develop life skills that are physically, intellectually, socially and emotionally engaging”. Real-world applications also support deeper learning by allowing students to apply theoretical knowledge in practical situations that hold meaning to them, thereby reinforcing their understanding and retention of concepts (Pendergast & Bahr, 2005, 145).
Enhancing Cultural Inclusivity
To enhance cultural inclusivity, the unit plan will be revised to more explicitly incorporate varied cultural sources.
This will involve integrating musical genres and activities from non-anglo cultures, such as studying and performing traditional music from different regions of the world or exploring the contributions of diverse composers and musicians.
For example, the “musical scavenger hunt” might ask students to not only find genre examples from western music, but challenge them to find examples in other cultures. This inclusion aims to create a learning environment where all students feel represented and valued, fostering a deeper appreciation for cultural diversity.
Emphasising cultural inclusivity in the curriculum supports a more equitable learning environment by acknowledging and valuing the diverse backgrounds of students (VCAA, 2019, 7-8).
This approach not only helps in building students' cultural competence but also promotes a more engaging and respectful classroom atmosphere. Research shows that inclusive practices enhance students’ sense of belonging and improve their academic outcomes by making the content more relevant to their personal experiences and backgrounds (The Century Foundation, 2019).
The VCAA states that this is most effective as a “whole-school” approach (VCAA, 2019, 9) which can be negotiated with faculty post-implementation.
Structured Record-Keeping for Assessment
The revised unit plan will explicitly outline structured record-keeping methods for both formative and summative assessments.
For example, “quizzes”, in which there are four throughout the unit, can be tracked and calculated by delivering them through an online form. Exit tickets and KWL charts can also be delivered online in order to streamline data collection.
A consideration for the class is to include a moment during the lesson recap portion for students to mark their own performance including “understanding”, “behaviour” and “engagement”. The task of monitoring and reacting to this information will be discussed in the “Record Keeping” section.
As part of improving formative assessment the program will align more with the Victorian Curriculum and Assessment Authority’s (2024) guide on “Formative Assessment Rubrics” by explicitly outlining the “learning continuum” and where the student/’s are placed on it and a rubric for those assessments.
Elaborating on formative assessment through a rubric will also assist in collecting data and educators, facilitating continuous improvement and ensuring that all students have the opportunity to succeed (Guskey, 2003, 7-8).
Reference
- VCAA, 2024
- Wood, D., Bruner, J. S., & Ross, G. (1976). "Tutoring method," p. 90
- Wiggins, G. P., & McTighe, J. (2005). Understanding by Design, 58-59
- Dewey, J. (1998). Experience and education, p. 4
- Pendergast, D., & Bahr, N. (2005). Teaching middle years, 145
