The respondents reviewed all five lessons and filled in an observation format for each lesson. The data from these observations are summarized below.
Joyce de Kramer: Joyce de kramer is a pedagogue and works at Het Aventurijncollege. She also has a son of her own who attended Het Aventurijncollege.
The respondents observe especially at the first lesson what learning / behavior needs that could possibly be taken more into account. In the first lesson, a tip is given to adjust students in a physical way by briefly touching the shoulder. In the second lesson, the tip is given to focus as a teacher mainly on the students who participate motivated. In the third, fourth and fifth lessons, respondents do not observe any learning/behavioral needs that require more attention. The fact that the respondents observe this behavior especially in the first and second lessons could hypotetically also mean that students needed some space to get used to the way the lesson is organized and the topics that are discussed.
The respondents indicate that the different teaching methods and the way in which the students are managed put a lot of demands on the executive functions. It is indicated that the structure, clarity and proximity of a teacher ensure that so much of the executive functions of the students can be demanded. It can be helpful to support students more in certain executive functions by already determining the time management or already groups in the parts, so that students have more room to practice with other executive functions.
The respondents all observe that the lessons fit well with the target group in terms of experience, level, enjoyment and organization. It is still given as a tip that when listening to music, more different genres of music could be covered to ensure that all students feel involved in the lesson.
The respondents indicate in their observation that the UDL framework is well met. There are still some tips given by the resonants in various areas:
- The goals of the lesson are clearly stated at the beginning and end of the lesson. In between, the goals and objectives could be mentioned even more.
- Also, don't try to clarify information too quickly. Sometimes also wait for the question in order to give students the space to post information themselves.
- In the fourth and fifth lessons, different ways of action and expression are not always offered. In the observation, there doesn't seem to be a student who seems to have problems with this.
The respondents indicate in their observation that there are several times in the lessons when students have difficulty with certain executive functions. Especially difficulty, emotion and behavioral regulation is observed several times. Something that is also appropriate for the target group of the Aventurine College. A number of executive functions are indicated to be difficult to observe, because it is already pre-structured. You can conclude that these executive functions are then not over-demanded, but sufficiently supported. On the other hand, it is also observed that students regularly show more flexibility than expected. Finally, it is observed that one student in particular is specifically stuck with the working memory, but that it is also difficult to support a student in this during a classroom lesson.
The respondents indicate that this question does not apply to many lessons.Only one of the respondents indicates that it might be good to let students work in silence if they have to do something individually.
Almost all respondents observed that all executive functions are offered in the working methods. Only respondent one indicates that no goal-oriented behavior was worked on in the lessons. However, it is mentioned that this is often done in an implicit way and not in an explicit way.
All respondents indicate that the link between the musical goals and the goals in the field of executive functions is logically found in class. However, it is indicated that this link is not explicitly explained to the student in all lessons. In addition, the link between the subject of the lesson and the goals is not always explicitly present.
Vanity Baptiste: Vanity is a teacher and pedagogue who has been working in special education for seventeen years and has an affinity with music education. She has been working at Het Aventurijncollege for four years.
Based on the design criteria and the feedback on the prototype, five lessons were ultimately designed with different musical activities in which both musical goals and goals in the field of executive functions are worked on. I taught these lessons myself to a second year class. These lessons were filmed and analyzed by various experts from Het Aventurijncollege in Bergen op Zoom.
Anouk Hazen: Anouk Hazen is an Orthopedagogue and has a lot of experience in researching, diagnosing and treating the target group at Het Aventurijncollege. Anouk Hazen has been working at The Aventurijncollege for three years.
From the observation of the respondents , it appears that the design criteria are well met in the design. The respondents specifically name one student who cannot always keep up with the lesson in her own way. With this student it is interesting to look further at what should change in the lesson in order to be able to meet her learning needs. No suggestions are given by the respondents for this.
It is interesting that the respondents indicate that the development of certain executive functions is given more space by removing the pressure on other executive functions. This is especially interesting because it was not a conscious choice in the design, but it works well and must be included in any further design.
The respondents indicate that the link between the musical goals and the executive function goals are not explained explicitly enough to the students. This could be a possible important adjustment in a follow-up design.
