learning a way of learning

Hello. How would you handle this? I have an older student ( age 15) in a group with another boy. The student in question picks things up super quickly. Leaves a lesson with complete grasp and understanding of all new pieces. Quick learner. He is…

• Last updated 2 months ago
• age, claiming territory, coaching teens, combining different ages, different ages in group, different levels, different levels in group, different pacing in group, LAWOL, learning a new way of learning, learning a way of learning, learning from SHMs, learning pace, learning rate, normal progress, not using SHMs, not watching video, pace, pace of learning, pace of teaching, pacing, practice habits, progress, quickly progressing student, rate, rate of learning, rate of progress, reclaiming territory, regaining lost territory ideas, SHM, SHMs, siblings moving at a different pace, slow pace, slow progress, speed of learning, speed of progress, student progress, students in groups with different abilities, students progressing differently, students speed of progress, supporting teens, teen, teen students, teenager, teenagers, teens, territory, using SHMs, using the SHM videos, using the SHMs, value of SHM, watching the videos, watching videos, working with teens

I think sometimes students do mindless repetition for practice without breaking it down in such a way that the brain retains the piece. I had a student today who struggles with remembering her pieces so we just slowly went through a series of questions and…

• Last updated 2 years ago
• aural cues, bad memory, cognitive understanding, conscious learning, deliberate practice, key names, key naming, LAWOL, learning, learning a new way of learning, learning a way of learning, learning from SHMs, learning from video, learning note names, learning strategies, learning tools, learning tools and strategies, listing learning tools and strategies, memorization, memorizing, memorizing harder pieces, memorizing pieces, memorizing songs, memory, memory issues, memory muscle, memory problem, mindfulness, muscle memory, naming keys, naming notes, naming the keys, note names, note naming, overcoming memory problems, playing-based strategies, playing-based tools, remember, remembering, remembering arrangements, remembering patterns, remembering variations, single thought process, single thought processes, STP, strategies, tips on remembering arrangements, tool, tools, tools and strategies

Years ago I created an exercise to help students really learn, experientially, the value of Controlling the Events. Something that could, in a single exercise, give real felt clarity about the different results that come from CTE vs. not. I’ve done it for years in…

• Last updated 4 years ago
• conscious learning, control the events, controlling the events, CTE, fast playing, getting student to slow down, how quickly students learn, how to practice, learning, learning a new way of learning, learning a way of learning, learning pace, learning rate, learning slowly, learning strategies, learning tools, learning tools and strategies, mindfulness, pace, pace of learning, playing fast vs slow, playing slowly, playing speed, playing too fast, practice, practice guidelines, practice habits, practicing, practicing slowly, rate of learning, relearning, slow-steady-musical-even, slowing down, speed of learning, speed of progress, students speed of progress, teaching how to practice, working with parents on how to practice

Here is another playlist dilemma. Most of my students use their playlist pretty diligently however I have a 15 year old who just doesn’t. She won’t use the materials (CD, notes, DVD) plays by ear, doesn’t practice a great deal but most of the time…

• Last updated 5 years ago
• accountability, checking in, holding students accountable, importance of playlist, Laurie Richards, LAWOL, learning a new way of learning, learning a way of learning, managing playlist, managing the playlist, marking, Playlist, playlist check, playlist review, repertoire, repertoire review, responsibility, review, review ideas, reviewing, using playlist

What are some top reasons that you think playing based is a useful approach? One for me: It helps the student see the piece holistically – understanding through patterns the form of a piece. (The ‘puzzle pieces’ as it were.) My favorite is just that…

• Last updated 6 years ago
• applying PB strategies to music, benefits, communicating benefits, confidence as a student, expressive playing, freedom, identifying patterns, Laurie Richards, LAWOL, learning a new way of learning, learning a way of learning, learning by doing, learning strategies, learning tools, learning tools and strategies, memorization, memorizing, memorizing harder pieces, memorizing pieces, memorizing reading pieces, memorizing songs, notation, number of songs on playlist, patterns, PB, playing, playing fluently, playing with expression, playing without looking at hands, playing-based, playing-based strategies, playing-based tools, playing-based while reading, Playlist, playlist size, rate of learning, reading, reading-based, remember, remembering, remembering patterns, size of playlist, speed of learning, using playing-based tools while reading

I’m writing a blog about the difference between generative and receptive learning. This is what I have so far on generative learning. Do you agree? How would you define receptive learning? “This is the difference between ‘generative’ and ‘receptive’ learning. Generative learning requires that a…

• Last updated 6 years ago
• conscious learning, developing generative skills, generative, generative learning, generative students, generative tools, learning, learning a new way of learning, learning a way of learning, learning by being, learning by doing, learning strategies, learning tools, learning tools and strategies, playing-based, playing-based strategies, playing-based tools, receptive, receptive learning, self generating, self generative, self-generate, self-generation

I know that it is against our license agreement to have video of us teaching. A parent asked me yesterday to take a photo of my hand on the D minor chord in Honey Dew, and I told her it’s against my license agreement. I…

• Last updated 9 years ago
• arrangements, claiming territory, F1, foundation 1, Honey Dew, Laurie Richards, learning a way of learning, level 1, license agreement, licensing, playing-based strategies

I love very advanced students and seem to be acquiring more of them as I go along. They are fun because of the pace we move and how many extra projects can be explored and accomplished. This type of student, however, will typically fly through…

• Last updated 12 years ago
• accompaniment, advanced students, arrangements, comp and improv, Laurie Richards, learning a way of learning, student home material, students moving quickly, tools and strategies

I would like to add to what Neil has said about “Writing Notes” and “Managing Projects” by sharing my experiences of these issues in the hope of helping new teachers. WRITING NOTES I was a “traditional” piano teacher before becoming a Simply Music teacher. When…

• Last updated 5 years ago
• learning a way of learning, managing projects, memory muscle, Neil Moore, writing notes

I have been teaching for almost two years now, and until recently have never felt really satisfied with how I have ‘wound up’ Level 1 for students -meaning how I have given them a real sense of accomplishment, ushering them into Level 2 without losing…

• Last updated 8 years ago
• controlling the events, ending level 1, external speakers, learning a way of learning, learning tools, rhythm diagrams, skills, strategies, vocalizing