Practice Session Planning Self-Assessment Rubric

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1	Practice Session Planning Rubric (Self-Assessment)
2	Instructions:	Complete the self-assessment Practice Session Planning Rubric (Self-Assessment). You might discover that some subjects are deficient, especially if alternative practice techniques are new for you. However, you can have multiple results across the board. If you find you finished with:	Mostly 'Unsatisfactory,' then perhaps considering looking at how practice content and procedures can be applied to many learning envinronments. Don't be afraid to being these tools to your classroom!	Mostly 'Proficient,' make sure you allow your students the space to try out newer ways to practice. LIsten, respond, and adjust to student feedback, even if it isn't 100% positive. First attempts at trying new things rarely work out perfectly.	Mostly 'Distinguished,' then congratulations! You considered multiple aspects of student and educator goals/acheivement when helping students pick practice routines for themselves.

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4	Component		Level of Performance
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6		Unsatisfactory	Proficient	Distinguished
7	Considering Student Skills
8	Considering the base skill level of your students	It did not occur to me not to change the practice routine without considering my students and their current skill level.	I considered the skill level in general way (by ensemble age, by small-group lesson population, etc.) and considered educator-focused goals.	I created a practice session for students while taking into account their personal goals, educator-focused goals, and personal preferences/. (Alternatively, students could also be taught to do this for themselves.)
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12	Considering Procedure
13	Consistency	Students are free to practice as many times per week as they see fit.	I demonstrate one idea of a well-rounded practice session by describeing my own practice log.	I set and communicate my expectations with my students, empowering them to create their own practice plan (and back-ups) based on their own schedules and goals.
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15	Blocked Practice, Interleaved Practice, Chunking	Students are instructed to practice as they see fit in the same way for all aspects of their lesson, regardless of their goals.	Students are aware of the differences between all three of these procedure possibilities.	Students are assigned to practice by trying multiple techniques for various skills. Students are guided to reflect and consider the efficacy of each practice procedure, and required to communicate how their selected prodecure helped and/or hindered their practice.
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19	Considering Content
20	Content (including, but not limited to, warm-up, fundamentals, range word, dexterity/facility exercises, reperoitre, ensemble pieces, cool down/fun, etc.).	I assign students to practice their required performance music - all other music take a backseat in order solely focus on performance repertoire.	I assign most of the listed content compoenes, but sometimes forget to the consider the ability range of the students, classroom goals, and the individual goals of my students.	I create practice routines that contain most of/all of the content components, but I make sure that students understand the purpose of each component, and allow students to direct their effots where they think it is best served. This helps students take ownership of their practice routines, and gives them the confidence to focus on personal weaknesses, and enjoy working on personal strengths.
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22	End.
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