I know, I know. Education jargon at its finest. “Differentiating”. Geez.
However, lets get real. I know I would have benefited GREATLY from this little word if it had even existed back then. I’m very much a kinetics and visual learner. If my band directors/music teachers been more hands on with that concept, rhythms would have been exponentially easier for me.
With Google Classroom, I have been able to practice Differentiating in my classroom to a whole new level with one-on-one tutorials via videos or adding assignments to improve certain students’ weaknesses. HOW COOL!
Did you know:
- Google Classroom allows students to submit videos (HELLO CHAIR TESTS!)
- Google Classroom allows you to give students separate assignments (lil’ Bobbie can get an water-downed version of an assignment to meet his IEP/504).
- Google Classroom can link up with a composition website called “Flat”. Students can collaborate, share, compose, and submit through Flat and is shared on Google Classroom (SAY WHA!)
- Google Classroom gives teachers the option to write personalize comments on their assignments for individualize feedback
- Google Classroom can give students the opportunity create discussion through critiquing and evaluating others performances
Here is how I’ve used Google Classroom personally:
I give my students Wednesday, Thursday and Friday to turn in their video via Google Classroom App. They can record within the App and submit it with ease.
Why do this? It gives me time to sit down and concentrate on my students individually (without distractions). I can give accurate feedback as I can rewind back to certain spots to actually hear what is being done incorrect and make the appropriate comments. I ALSO provide my students with a visual feedback using this format. I print this off, comment and make marks, and then give them out to each appropriate student:
You can ask your classes quick questions during class (if you have electronics) or before or after a lesson to get an idea of student self-assessment, such as “What do we need to work on tomorrow?” or “In ‘Mary had a Little Lamb’ what measure is the hardest?” These allow your students to express concern with actually needing to be vocal in class. This is great for Gifted students because they feel like they have a part in the decision making and for special education students, you get an idea of where they are at in your lessons or rehearsals.
You can create a tutorial video for your students or insert youtube videos of tutorials for your students. This is great because students that need that extra help and much repetition can utilize this at home. When I do my tutorial videos, I create them first, playing through the section of the piece (if it’s long). Second, I go through the hard parts or the sections that would cause difficulty with explanation of how to improve it with at home practice (go over counts, fingering of notes, tricks, tips), then I play through it again at a slower tempo so they can play along. This has worked great for many of my special needs students and the students that succeed in class also utilize it for practice.
**side note: If you know ANYTHING about student practice, often times it is inefficient and unproductive in most cases (not all), these videos give their practice direction and interaction**
**Another side note: Add in Playposit in your video, and it’s a totally different interaction** ::fist bump::
This are a few basic ways I use Google Classroom in my band room. I’ve thoroughly enjoyed implementing it and I think the kids have enjoyed it as well.
Comment below how you’ve used Google Classroom and how it’s help your students. I WOULD LOVE TO KNOW HOW OTHERS ARE USING IT.