Hammel, A. M., Hickox, R. A., & Hourigan, R. A. (2016). Winding it back: A framework for inclusive music education. In A. M. Hammel, R. A. Hickox, & R. M. Hourigan (Eds.), Winding It back: Teaching to individual differences in music classroom and ensemble settings. New York: Oxford University.
This chapter in "Winding it Back" describes what winding is and why it is important in music education settings. When we talk about Winding we mean adjusting our expectations and requirements to meet each student's needs. winding can either be forward or backward depending on the student and the situation. Winding is backward would might mean that a student is having trouble meeting the same goals as the rest of the class, so you as the teacher can adjust the goals so the student is still reaching the goals and they don't feel like they have been left behind. You can also wind things forward. If a student starts to get bored because they reached the goal earlier than everyone, you can create new and harder objectives/goals for the student so they can continue to be engaged just like their peers.
The goal with winding is to keep every single engaged all the time. Often, as teachers we try to think of students as by their grade level. We focus on those specific objectives and while that works for most kids, it doesn't work for all of them. By including winding in your classroom, you can give yourself the opportunity to include all of your students. In addition, by including winding in your classroom, you can create an individualized plan for each student that helps you track their progress. Lastly, this approach takes away the approach takes away the needs for labels because each student has an individualized model. Including winding in you classroom can help make sure that every student is always be engaged and challenged in class.
I will share reflective essays, and philosophical documents on this page.