One lesson, four different jobs
- 01
Note
What should I remember?
- 02
Pinned moment
Where did the observation happen?
- 03
Recording
What did it sound like?
- 04
Assignment
What should I try next?
Notes, pinned moments and recordings answer different questions. Use them together without making the learner search through everything.
| Record | Main question |
|---|---|
| Lesson note | What should I remember and do next? |
| Pinned moment | Where did a useful observation occur? |
| Recording | What did the demonstration or performance sound like? |
| Assignment | What specific work should I attempt? |
Return to the lesson context
Find the relevant lesson in Lesson Notes and review the captured observation. If you also made a recording, open Recordings and find the matching lesson before referring to a timestamp. Include the piece and bar numbers in the guidance. Confirm a recording exists before asking the learner to listen to it.
Capture the evidence
During teaching, note a concrete event: “Bar 2 became steadier after counting aloud.” If useful, pin the moment or record an agreed demonstration with the appropriate permissions.
Write the meaning
After the lesson, explain why the event matters. “Counting kept the beat moving through the turn” connects the observation to a method the learner can use.
Give one route back
Point to the relevant recording and moment rather than saying “watch the whole lesson”. If no recording exists, do not leave a note that refers to one.
A useful record might read: “Listen to the bar-2 demonstration, then count and play bars 1–2 twice. Notice whether the beat stays even.”
Review before sharing
Check names, musical spellings and the intended audience. An internal observation can be useful to you without belonging in the published guidance.
At the next lesson, begin with the assigned action and the learner’s experience. The archive should help you resume teaching, not create a new reading task before every lesson.
