2015

Learning Project #4
Learning Project Purposes
The goal of each learning project is to build a good foundation for future practice by examining performance, understanding the Iowa
Teaching Standards and Criteria, and continuing professional learning.

Another purpose of the learning projects is to help beginning educators grow and improve. Each uses an action research process. They
are designed to allow each beginning educator and mentor to apply the process in a way that fits the unique needs of the beginning
educator. Learning projects encourage beginning educators in consultation with his/her mentor to identify his/her current levels of
performance as originally defined by Charlotte Danielson and now in A Framework for Understanding the Iowa Teaching Standards and
Criteria.

Growth Plan - Step 1

Teacher Name: Matt Honken

1. Focus for Growth: What do I want to know/be able to do? Your learning is based on the gray boxes selected
from the ISEA Framework Book. This is something that you would like to improve or know more about in relationship to your teaching.
Your research will assist in your professional learning.
I want to be able to help more students by combining them in better groups. In this case I am referring to solo
and small ensemble groupings that we will use for contest.
I want students to be more interested/excited for smaller instructional groups like these.

2. Filling the Knowledge Gap: How and where will I learn about it? (readings, videos, talk to
experts, etc.) How will I build my skill level? This is where you indicate how you are going to get this new learning. This
could be done in many facets such as: talking to an expert, watching videos, attending webinars, reading articles, reading research,
reading books, reading professional articles, or attending a professional development workshop/seminar. This should include more
than one source to improve your knowledge in your teaching methods.
Advice/counsel from veteran teachers.
Somewhat of a trial and error approach this year find out what groups work well for contest and which groups
do not.
What is available in our current music library

3. Implementation Steps: When and how will I use the new information/skill(s)? This is where you indicate
how and when you will use this new learning. Be specific about what classes and lessons you will use for
implementation.
As I prepare for next year, I can use what I learn this year to build better ensembles with better variety and
better learning for more students.

4. Assessment/Data Collection: How will I know that I am appropriately implementing new

information/skill(s)? To what degree is this new information/skill(s) producing desired results? List the specific
data and/or formative assessment you are using with this new learning. How do you interpret the data to change your
instruction?
The closer we get to contest (April 2) the more I will know about how students are reacting to the groups and
how much they are gaining from being involved in them.

5. Assistance Options: What resources might I need? What resources are available to me? Indicate the
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specific resources that you will utilize to complete your Learning Project. Through this learning, you should use more
than one resource and be specific.
Veteran teachers
Prior experiences/Ensembles and groups that I have been a part of and have directed in the past
Our current music library
Web resources such as the IHSMA website with all of the different types of groups available for registration at
contest.

Tracking Your Progress - Step 2

This form is to indicate the steps of your learning project. It is a process that indicates all the steps to progress monitor
your learning project. You need to indicate the date, action, new learnings and new questions. This would assist the
mentor in your discussions to help answer any questions that you may have. This also provides you time to process and
indicate your new learning over the time of the learning project.

Date Action New Learning New Questions

Started my first instructional groupings. A Giving independent practice How can I best serve all of
2/4/16 freshman trumpet choir and a trombone time is good, but only if the the groups I want to run
quartet. groups are able to do so. when there is only one of
The trombones are me?
Each group rehearsed for half of the class upperclassmen and can
period, having guided time with me leading handle it, whereas the
and also having time to work collaboratively trumpets need to have
without my leading. guidance as they are all still
freshman.

Trombone quartet is now rehearsing two Ensembles are best done How can I maximize
3/4/16 songs and two more trombones have started a when it is the students efficiency when I am trying
duet for contest. choice to be involved! The to balance whole group
trombone duet approached band and our ensembles
Freshman trumpets are only having guided me about being in a duet that are rehearsing?
rehearsals: either from me, an upperclassman, together and the two of
or Mr. Connell. They do alright on their them are taking more
own, but to maximize efficiency for the little initiative than any other
time that we have I always want them to have group I have at this time.
guidance.

I added a brass choir to perform at solo and
ensemble day. We wanted the top members
3/17/2016 of our band to have a larger ensemble to be a
part of, and did not have time to start the
group until today.
Be organized! Students
appreciate having
organization just as much as
it brings down my own
stress level!
How can we get more
students to take their own
initiative for this time of
year?? The amount of work
they are willing to put in is
far greater when the group
is something that they are
excited about. It seems like
student-led, or at least
student-chosen groups, is
what it will take to have
students willing practice
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outside of rehearsal time.

Adapted from Mentoring Matters, MiraVia

Reflection - Step 3
The reflection page allows you time to purposely plan for future modifications in your teaching. Reflection is a way to
make yourself aware of your teaching. It is a type of formative assessment. You take the time to look back and take time
to ask yourself some questions about the learning project. What worked? What didnt? What would you do differently?
What do you need to do to improve? This is one of the most important components to improve your teaching.

1. What did I learn that helped me adjust my instructional strategies?

How certain groups need more guidance than others. It is dependent on the size of the group and the age of
the students in the group as well. The trombone duet and quartet are more fine rehearsing on their own than
the freshman trumpet choir because they have upperclassmen in them and they are smaller groups. The
trumpet choir has 11 students involved and that makes it harder for good collaboration.

2. What did I notice about the students when I adjusted my instruction?

Students improved at a faster pace in certain ensembles when I adjusted how much I had to work with each
instructional group, and the others stayed mainly the same.

3. As a result of this, I am pleased

With how the groups of students that I started in February are performing! They have been diligent in making
improvements and I believe their groups have made differences their playing already at this point.

4. As a result of this I am concerned

Im concerned about how few students are forming their own ensembles (groups). I have seen how much
more initiative students will take when they have ownership of the ensemble, and I want more students to do
this on their own. Right now, it seems like we have to force the students to work in smaller groups, because I
dont think they see the benefits of the ensembles that we are doing.

5. I'm learning
To be more organized in getting groups involved and rehearsing. I am trying to find the best balance of
students being together in large group band and students having time to work in the smaller groups.

6. How will this affect my future use of instructional strategies?

I want students to see the benefits of smaller instructional groups. Next year at contest season, I will be very
intentional about conveying the importance and overall benefits about being in groups, and I hope that
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students will take some initiative in creating their own ensembles.

When I do groups next year, I want to take time teaching each group how to rehearse on their own (i.e.
someone needs to count off for the group, how to listen critically, how to give constructive criticism, etc.)