Feedback

1. Lesson Observation Proforma
Name: Chelsea Davis Lesson: Student made instruments
Classroom Observation Thursday 15th September, 2016
Strengths of lesson
Learning goal of sharing student products and having students perform as group demonstrates
control over ‘content and how to teach it’ as well as ‘how students’ learn’. Your ability to adapt the
lesson when technology failed shows how comfortable you are in the role and the positive
relationship you’ve built with the class. I thought the lesson had high expectations and that you
modelled the quality of performance clearly and allowed the students the time they needed to reach
a competent level for sharing their work. Students valued the degree of Student Direction that was
built into the project that underpinned the construction of their musical instruments. I’m not sure
who constructed the project but the relationships the students needed to demonstrate in their
portfolios strengthened the high expectations of participation in your lesson.
You used the dominant students to make adaptions to the lesson when the internet connection
wasn’t working, which shows ongoing development of strategic thinking. You also kept the lesson
focused on the DK when you adapted -so Bravo.
A next step
The students engaged with the music making part of the lesson because you’d really connected the
learning to them. Their musical instrument, their decision to adapt how they play the piece (please
excuse my lack of Musical metalanguage). Just remember that when you do set up explicit criteria
(as you did in the lesson- big tick) to give feedback that balances praise with how they’ve done in
relation to the criteria.

2. Lesson Observation Feedback
Name: Chelsea Davis Lesson: School of Rock Project Learning
Classroom Observation Tuesday 25th October, 2016
Strengths of lesson
Chelsea had her Year 8 Music class working in groups on a project based unit that involved students
making decisions about the pace and responsibilities of each students’ participation in their jointly
constructed product. This class was working within established guidelines and had instructions,
resources and scaffolds to assist them in their project’s ongoing development. Each group was
working enthusiastically at various points in the project and Chelsea was able to supervise and
support groups working in break out spaces using combinations of computer programs, rehearsal
room instruments and quiet work spaces for production. Along with the strong procedural guidance
so that this lesson could benefit from student motivation and self-direction, Chelsea provided timely
modelling at various points in each group’s stage of work. She had the respectful attention of her
students who were clearly impressed by her own musicality and experience. It is rare to see students
so invested in paying attention to a teacher’s performance and speaks to the level of respect that
Chelsea has inspired in her HSC students as well as those students I witnessed being both creative in
design work (through the multi-modal and integrated nature of the project learning) to the high
energy of the performance spaces.
A next step
Scaffolding and modelling have become a common part of your lesson planning. While your
metalanguage regarding music is of a high quality you now have the potential to infuse your
scaffolds with models of high quality written expression.