1. { Teaching Beyond the Traditional Practice Chart Self-Regulated and Metacognitive Practicing for Middle School Band Students Andrew LaPrade University of Florida

2. Traditional Practice Chart Model vs. ??? Why study this?

5. Review of Literature

6. “Self-regulation can be defined as self-generated thoughts, feelings, and actions for attaining academic goals.” (Zimmerman, 1998) (Zimmerman, 1998)

10. Strengths vs. Weaknesses

11. 1.Goals 2. Strategies 3. Monitor 4. Restructure 5. Time Management 6. Self-Evaluation 7. Causation 8. Adapting Zimmerman (2008)

12. PRACTICE STRATEGIES

14. Through creative repetition, performance skills are solidified. Step Four: Persistence

15. Repetition isn’t good if it is not used effectively.

16. Teaching to Practice

17. Setting Practice GOALS

20. PURPOSE OF STUDY

21. Research Questions 1.How do middle school band students use the traditional practice chart model? 2. How do middle school band directors view the traditional practice chart model? What does it promote? 3. What are ways that music educators can engage students, to inspire them to practice in their own creative ways? 4. How do music educators teach students to be self-regulated musicians? 5. How does metacognitive practicing impact the student’s overall musicianship? How does this carry into the classroom?

22. METHODOLOGY

23. Participants Two 7 th Grade Band Classes Split by like-instruments Two 8 th Grade Band Classes Randomly mixed Participants will fill out a survey regarding: -Age -Gender -Race -Socioeconomic Status -Family Musical Background

24. 7 th /8 th Grade Group A -Traditional Practice Chart -4 days, 100 minutes -Similar teaching style -No emphasis on self-regulated learning -Some discussion of goals, but no emphasis 7 th /8 th Grade Group B -Goal Oriented Practice Journal -Teaching will emphasize self-regulation -Teacher and student models of new practice methods -More of a narrative approach

25. 16 Week Study 16 Practice Journals or Practice Charts 2 Practice Surveys (Wk. 1 and Wk. 16) 3 Recorded Practice Sessions (Wk. 1, 7, 15) 3 Formative Performance Assessments (Wk. 4, 8, 12) 1 Summative Performance Assessment (Wk. 16)

26. Thank You!

27. References Bathgate, M., Sims-Knight, J., & Schunn, C. (2012). Thoughts on Thinking: Engaging Novice Music Students in Metacognition. Applied Cognitive Psychology, 26(3), 403–409. Brown, S. L., Nobiling, B. D., Teufel, J., & Birch, D. A. (2011). Are Kids Too Busy? Early Adolescents’ Perceptions of Discretionary Activities, Overscheduling, and Stress. Journal of School Health, 81(9), 574–580. Green, S. K., & Hale, C. L. (2011). Fostering a Lifelong Love of Music: Instruction and Assessment Practices that Make a Difference. Music Educators Journal, 98(1), 45–50. Johnson, D. (2009). More than just Minutes: Using Practice Charts as Tools for Learning. Music Educators Journal, 95(3), 63–70. Leon-Guerrero, A. (2008). Self-regulation strategies used by student musicians during music practice. Music Education Research, 10(1), 91–106. Musco, A. M. (2011). Beyond “Line by Line”: Strategies for Performance and Learning Transfer. Music Educators Journal, 98(1), 59–67. Oare, S. (2011). Practice Education. Music Educators Journal, 97(3), 41–47. Pitts, S., & Davidson, J. (2000). Developing Effective Practise Strategies: case studies of three young instrumentalists. Music Education Research, 2(1), 45–56. Prichard, S. (2012). Practice Makes Perfect?: Effective Practice Instruction in Large Ensembles. Music Educators Journal, 99(2), 57–62. Smeltz, H. (2012). Reframing Student Practice to Facilitate Lifelong, Joyful Musicianship. Music Educators Journal, 99(2), 51–55. Stambaugh, L. A. (2011). When Repetition Isn’t the Best Practice Strategy: Effects of Blocked and Random Practice Schedules. Journal of Research in Music Education, 58(4), 368–383. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2/3), 73. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64.