Overall Instructor Rating: Satisfactory
Ratings explanation:
- Exemplary - A model answer in almost every way (this is given out very rarely).
- Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
- Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
- Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.
Instructor's Overall Feedback:
Hi Phillip:
Overall, I think you did a very good job on this IDA. My only concern is on the instructional goals. I think you strayed away from your original problem that was very focused and broadened out too far.
I like goal number 4:
At the end of the semester, students will be able to recognize, name, and demonstrate the correct fingerings for their instrument within an appropriate range.
It is very specific and addresses skill development. Should you include another goal(s) like this one to address the scales and arpeggios problem that you stated up front?
If you want to address the practice skills and habits then you will probably need to write an attitudinal goal such as "students will be able to describe effective practice skills and the benefits of following them on a regular basis".
Please update your goals and send me an e-mail notification. I'll take another look and provide more feedback.
Dr. Law
1. Preliminary: Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented.
a. List the context, also known as the "system of interest".
Your final response:
Middle School Band Classroom
b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.
Your final response:
The band classroom is part of the middle school system which is part of the entire County School System. The County School system is part of the of the public school system within the state of Georgia. Middle school offers a variety of connection classes that allows students to find their individual strengths. Band is one of those classes.
The instructor's feedback to step 1:
No specific feedback given on this step.
2. Symptoms of a problem. Write a brief description of some symptoms that make you stop and wonder if something is wrong.
Your final response:
Eighth grade band students are not able to play the minimum number of scales and arpeggios that are set forth by the Georgia Music Educators Association (GMEA). Since all music is built on scales and their arpeggios, this is a fundamental knowledge.
Using the evidence cited above, describe why you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.
Your final response:
Students completing their third year of band should be able to play a minimum of 4 major scales and arpeggios. My own observation suggest that they have not been challenged sufficently, and have therefore not progressed as much as they could have. They may also lack basic knowledge that would allow them to accomplish the task.
The instructor's feedback to step 2:
No specific feedback given on this step.
3. Preliminary Problem Statement. Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.
Your final response:
The middle school band class has not provided adequate rigor which would challenge students and create more engaged learners and more advanced musicians.
The instructor's feedback to step 3:
No specific feedback given on this step.
4. Verify the problem and determine specific needs. Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.
Data sources (who, what) |
Information gathered |
What did you find? (Needs)* |
Example: Interview participants in course; administer class survey; administer test of understanding.
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Example: Participant opinions on IDAs and course; Participant score on test. |
Example: Participants believe there is too much jargon (felt need); Participants don't understand ID vocabulary as compared to other classes (comparative need); Participants don't score above national average (comparative need); Participants don't/couldn't see the relation between their work and the ID process) |
| Your final response:
Scale test scores, daily participation in class, and weekly practice records.
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Your final response:
Eighth grade band students were assigned scale test reviews and only 20% of the students in the eighth grade band were able to successfully complete the assignment. Through in-class remedial work, I found that students did not know how how to play many notes on their instrument. Students, who are required to turn in weekly practice records, did not show improvement during the course of a 9 week period.
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Your final response:
-Student understanding and retention of scales and arpeggios needs to be increased to match that of GMEA standards.
-Students need to understand how to practice effectively at home so more is accomplished outside the classroom.
-There needs to be higher expectations set by the teacher within the band classroom.
-Students need to make connections between what is taught in class and what is practiced at home.
-More time in class should be devoted to learning remedial and new skills in a sequential pattern.
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*Note: You are not required to gather data; you can draw on your experience or imagination to list the data you might gather.
The instructor's feedback to step 4:
No specific feedback given on this step.
5. Prioritize your list of needs.Which are most important? Why are they most important?
Prioritized needs |
Reasons/evidence for priority |
Your final response:
1. There needs to be higher expectations set by the teacher within the band classroom (normative).
2. More time in class should be devoted to learning remedial and new skills in a sequential pattern (normative).
3. Students need to understand how to practice effectively at home so more is accomplished outside the classroom (expressed).
4. Students need to make connections between what is taught in class and what is practiced at home (expressed).
5. Student understanding and retention of scales and arpeggios needs to be increased to match that of GMEA standards (comparative).
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Your final response:
By setting higher expectations for students within the class, there will be renewed urgency from the students to master the material, and will increase the students motivation to learn new skills. By teaching remedial and new skills in a sequential pattern, those who need remedial attention will be given the opportunity to catch-up and new information will be retained more easily.
Since students are required to practice at home, it would be beneficial to take time to show students effective practice strategies. This would make practicing more enjoyable and more productive. Next, by demonstrating to students the connection between what is done in class and their individual practice time, students will be more likely to retain what they have learned and will be able to apply that knowledge within a musical context such as playing tests and concerts.
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The instructor's feedback to step 5:
No specific feedback given on this step.
6. Rewrite your problem statement. Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.
Rewrite the problem statement here:
Your final response:
Band classroom expectations need to be raised and learning strategies incorporated in class and at home so that studnets within the band program are motivated to learn, retain, and apply that information with the classroom or performance context.
The instructor's feedback to step 6:
No specific feedback given on this step.
7. Identify the instructional goals. The last step in Needs Assessment is to list a few goals of instruction. Remember, not all goals can be solved through instruction. The instructional goals you identify will be the starting information for the next steps in the instructional design process. List the instructional goals in order of priority.
Instructional goals by priority |
Reasons for importance |
Your final response:
1. Instructor will establish and post in the classroom a list of standards that all students will be expected accomplish before leaving middle school. Completing this goal first will lead to an atmosphere of high performance for all students (non-instructional goal).
2. Students will be able to write out the proper sequence for learning new musical skills. This learning strategy will be applied in class and at home during individual practice sessions.
4. At the end of the semester, students will be able to recognize, name, and demonstrate the correct fingerings for their instrument within an appropriate range.
3. After a four week time period, students will show improvement in the effectiveness of at home practice time. This will be demonstrated by students mastering skills which are only minimally discussed in class and require correct at-home practice skills. They will also be required to turn in parent signed practice records.
4. At the end of a semester, students will be able demonstrate an understanding of the major concepts of the semester through their performance at concert as well as tests administered during the class period.
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Your final response:
The first goal is non-instructional, but important because it is up to the instructor to effectively convey expectations to the class. If the instructor does not give the impression a concept is important, students will not consider it to be important. The second goal, establishes a foundation for all future learning. By following a learning model students will be able to move more quickly through new challenges that are presented in class and at home during individual learning and practice sessions.
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The instructor's feedback to step 7:
No specific feedback given on this step.
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