This video teaches students to adjust the beginning and end of audio regions in their Soundtrap project. For context, students are creating music using recordings of found objects, but in order to organize and structure their musical composition, the recordings need to be trimmed according to the rhythm. 

This lesson is in the 5th unit (out of 6 total), so we’re far into the school year, and students are already familiar with the tools used in the video. The video provides some conceptual description of what they’re doing and why and then gives practical instructions on how to do so. It also includes demonstrations (screencast videos) of me doing it with my own project.

The linked guided notes packet contains a unit overview and identical reflection questions for each lesson (not including lessons that don’t have an instructional video, like critiques and reflections - there are no notes for these types of lessons). 

Prior to the 22-23 school year, I used more specific guided notes for each lesson, basically providing a copy of the lesson slides which students could write on, but I found they didn’t really use them or reference them (the only students who completed them did so reluctantly and for the bonus credit on their grade). 

In an effort to streamline my notes and build in more daily metacognitive reflection, I decided to generalize and come up with questions that were relevant to every lesson -“What do I need to do to meet this lesson’s objective?” “What did I accomplish today?” etc.

The mastery check for this lesson is a screenshot of the student’s Soundtrap project showing the regions with the required adjustments. I can check their work visually (if the region begins with sound and has an allowed duration, I can see it based on the waveform and the built-in ruler), so a screenshot is sufficient to ensure they’re meeting the learning objective.