Veerle Hendriksen: Veerle Hendriksen is a teacher and educational scientist who has been working in special secondary education for seven years. For her Master's degree, she conducts research into the development of executive functions among pupils in secondary special education.
Based on the literature review and context analysis, a prototype was designed. This prototype consists of one lesson in which listening to music and concentration are central. Feedback was given on this design by various experts from the field using a feedback format based on the design criteria. Based on the design criteria and the feedback on the prototype, the final design is ultimately made.
From the feedback of the respondents, it can be concluded that the design is suitable for the target group. However, it is difficult for the respondents to estimate whether the lesson also provides enough fun. This will be an aspect that will have to be monitored extra closely in the execution of the lessons.
The design criteria related to the Universal Design for Learning are generally positively assessed by the respondents. However, adjustments will have to be made to giving feedback to the students. The respondents indicate that little to no feedback is given on the process, while this is such an important part of UDL. In addition, the respondents indicate that the feedback on the design itself should also be given more. The respondents all indicate that many different ways of representation are offered. This will have to be continued in the next lesson. Finally, adjustments will also have to be made to ensure that students can also work in a differentiated way in the field of executive function. On a musical level, there are plenty of choices and options for every learning style and level, with the assignments that include executive function goals, this is not yet the case.
With regard to executive functions, respondents clearly believe that sustained attention is being worked on. This one is the most important, because that was the main topic of this lesson. What is also striking is that the respondents indicate that many other executive functions are already being worked on in class. Only the purposeful behavior is not noticed by anyone in this lesson. This means that almost all executive functions are worked on in one lesson. This makes it very feasible to have at least all executive functions covered in different working methods in a series of five lessons.
Joop Supit: Joop Supit is a music therapist, teacher of music in primary education and has a Master in healt innovation. In his work he guides students with a specific educational need, considering their executive functions.
Nadia de Jong: Nadia de Jong is a teacher support assistant in secondary special education and has a special affinity with music education.
Level: the respondents indicate that they think that the level is appropriate for the class to which the lessons will be given. The respondents suspect that it will be very nice for some students and will immediately yield something, but that for some students more repetition will be needed before something is achieved. They do indicate that concentration is difficult and elusive for the students, but that the assignments ensure that they can work with it concretely.
World of experience: the respondents indicate that the lesson fits well with the perception of the target group. Many students in this age and target group have difficulty concentrating. The respondents do indicate that concentration is very difficult for the target group to understand because it is not something tangible. It makes a big appeal to their own responsibility to get started. That can be tricky for some
Enjoyment: the respondents indicate that they find it difficult to estimate the pleasure in class. Both working on concentration and the music lesson itself may not be enjoyable for every student. The respondents do indicate that the design of the lesson should make it possible for every student to get started.
Organisation: the respondents indicate that the lesson is very interactive. However, they indicate that working with the computer will not be possible for every school and that the organization of the lesson will demand a lot from the teacher's class management. In addition, the alternation between working independently and listening to instruction is seen as positive.
- The respondents indicate it as positive that students have autonomy and choices. They do indicate that it is important that these choices are offered within set limits and frameworks, because it can also cause confusion and panic.
- The respondents indicate that visual bidding is especially important for the target group and that it is also nice that it is also offered auditory. In addition, it is indicated that the goals for this lesson may be very large and it is important to have them come back more often.
- The respondents indicate that there are moments of reflection when it comes to the information given and at the very end of the lesson. Only specific feedback on the assignment itself is missing. The respondents give as a tip to let the students exchange tips and tricks at the end of the lesson.
- The respondents indicate that the feedback in the lesson preparation mainly focuses on the goals and not so much on the efforts that have to be made for it. This will automatically be done by the teacher in class, but this is not explicitly described. In addition, a respondent also indicates that there is no feedback on the assignment itself that was made by the students.
- The respondents indicate that this is sufficiently offered.
- The respondents indicate that this is done sufficiently, only that it is only provided by the teacher. There could be even more variety in it by using a video from an external source.
- The respondents indicate that this is done sufficiently. That it is nice that they are given a defined choice.
- The respondents indicate that this is mainly seen in the musical part and less in the executive function goals. There, everyone has to do it the same way. In addition, there is also a moment missed when students who find the assignments difficult receive extra support.
- Reaction-inhibition: the respondents indicate that in the lesson itself limited attention is paid to the ability to think before you do something, but on the other hand it is actually called upon every lesson because students have to raise a finger before they can say something.
- Emotion regulation: the respondents indicate that students have to deal with this on a daily basis and that it is used in education in every lesson. One of the respondents indicates that specific attention is paid to this in steps two and three in the lesson.
- Sustained-attention: The respondents indicate that this is expected of the students in two different areas. Both with the goals about concentration and with the musical goals. In addition, it is also indicated that sustained attention is an important part of learning to play a musical instrument.
- Task initiation: the respondents indicate that this is certainly addressed in the lesson and that the choices that are offered help with this.
- Flexibility: all respondents indicate that flexibility is not explicitly addressed in the lesson, but that the lesson is very computer dependent. So if computer problems occur in class, they are called upon very much.
- Goal-oriented perserverence: the respondents indicate that the goals are clearly formulated and that this process is also well monitored. The tip is given to let advanced students formulate the goals for improving concentration based on their observations and tips and tricks at the end of the lesson.
- Planning: the respondents indicate that minimal work is being done on this, because a lot of structure has already been provided. However, it is called upon at the start of an assignment. It is indicated that this is also important for the target group, because too much use of planning ability can be at the expense of the goals. This would then put too much strain on the working memory.
- Organisation: the respondents indicate that there is no explicit work on organization, but that the lesson structure ensures that students automatically work on organization.
- Timemanagement: the respondents indicate that there is almost no use of time management. Only briefly when filling out the form.
- Working memory: the respondents indicate that working memory is heavily used. There are many different steps that students have to go through. It is also questioned whether it might be too big a profession. This will also depend to a large extent on what the students are already used to in the lessons they already receive. For example, if different methods are already known, that will make a difference.
- Metacognition: here the opinions of the respondents are different. A respondent indicates that it is not being treated. Another respondent indicates that the feedback moment at theend certainly.
In fact, all respondents indicate that the link is logical. Concentration is necessary at school every lesson and can therefore be easily linked to the music lesson. Perhaps just in music lessons, because making and experiencing music requires a lot of concentration. In addition, it is indicated that it would be nice if the goals would come back more often so that enough practice can also take place.
