To master the self-directed learning cycle: Self-learning Recorder.


Objective I

To master self-directed learning through self-preparation before class and set learning goals and strategies.



  • Key learning points for self-preparation complement the school-based self-learning videos for students to study and revise at home.
  • Students can record their instrumental learning process on their own by using the “Recorder Self-learning Booklet” to cultivate the habit of practising the Recorder.
  • Additional practices using the Yinglee Recorder App.



“Self-learning Recorder” is the main topic of this year’s lesson study. Students need to make self-preparation and use electronic learning tools for self-learning to achieve the learning goals they have set, while teachers will provide feedback on improving performance techniques in the class. With these strategies, students are willing to practice more. According to the questionnaire, 96% of students have established the habit of practising the Recorder every week. By reviewing students’ self-learning booklets, subject teachers agree that students are able to set realistic goals and choose effective methods to achieve their goals. Through mutual evaluation, students can learn the assessment criteria, thereby review their learning process.


Objective II

Students can assimilate musical terms and provide descriptions to be familiar with the assessment criteria to enhance students' analytical and reflective abilities.



  • Glossary of music terminology, which makes it easier for students to study and add descriptions. Self-evaluation form records their learning progress. These tools allow students to be more focused on their self-evaluation and mutual evaluation and improve evaluation efficiency.



This year, students are expected to grasp musical terms such as fingering, tonguing, and dynamic. They can give more specific comments on other classmates' performances during mutual evaluation, and the assessments will be more effective. The learning experiences the strategy provided is crucial for students to become critical and reflective thinkers. All subject teachers agreed that students had made significant progress in reflection and evaluation. Nearly 80% of students can conduct effective self-evaluation and peer evaluation using suitable musical terms. Unlike previous evaluations, students could only use vague terms such as "sounds good" and "off-key" to describe their performances. Now they can conduct concrete analyses of the roots of different problems. For instance, the reason for "off-key" may be that the fingering is wrong or that the finger-holes have not been accurately covered. We equip our students with the ability and skills to solve problems in different areas. This strategy can help students understand their strengths and weaknesses to improve their performances and techniques.

Peer evaluation

In-class performances


Students analysing problems using music terminology

Sharing session