Zoom Instructions 

  • Join Link 

  • Meeting ID: 677 314 2646

  • PW=music


Getting to Know You
Join jfreebernmusic.com

1. Select Your Course

2.  Click on Unit 1

3.  LOG IN using guest@freebernmusic.com(password=bulldog)​

4.  Add to Bookmarks

Create your ePortfolio

1.  Create a  Google Folder with Your Course Name(Could be a Wix, Jimdo, etc.)

2.  Share the Folder w/jfreebern@burrburton.org 

3.  Create DOCUMENTS INSIDE THIS FOLDER that Correspond to the following:

  • Getting Started

  • Unit 1

  • Unit 2

  • Unit 3

  • Unit 4

  • Unit 5

  • Midterm

  • Unit 6

  • Unit 7

  • Unit 8

  • Unit 9

  • Final


Getting Started
Working in the Riley Center  
  • Keep valuables on your person

  • Please ask to use equipment that does not belong to you

  • Treat all equipment with care and respect using it with the understanding that it needs to last many generations

  • Please do not alter or move equipment without instructor permission

  • Manage your media usage, cell phones, internet, etc. in a manner that will not disrupt your learning or the learning of others

  • Please inform your instructor if you need to leave the room 

  • Please ask your instructor if it is appropriate to eat or drink in class

  • Avoid eating or drinking over carpeted areas or in the theater

  • Carry in, carry out

  • Leave all spaces better than you found them

Computer Etiquette

Having the Internet at your fingertips has tremendous benefits to you as a student, both in its ability for independent exploration and clarification of ideas discussed in the classroom. Please understand that a computing device can also be a significant distraction to your learning. Consider these tips as a guide:

  • Whenever the instructor speaks to the class, please disengage from your work on the computer and if you are wearing headphones, please remove them

  • The most common distractions are often checking email, instant messaging, youtube, social networking sites, games, etc. but feel free to use these sites if you have time before the class begins, or at the end of the lesson but a courtesy, please ask your instructor before doing so

  • If you are working in a computer lab, do not disconnect any device, add additional software or manipulate any system setting without first speaking with your instructor

  • Use hand sanitizer & disinfecting wipes often 

  • Clear off all images from the desktop, clear downloads and empty the trash on the computer

  • Be sure to sign out of Canvas, Launchpad,  Alfred & log off student at the conclusion of your session

  • Hang up headphones, tuck in keyboard, push in chair and clean up your work area

Self Directed Learning
  • Our self directed learning courses are “Blended” courses where web-based, online learning opportunities, compliment face to face instruction  

  • Blended learning allows students to progress at a rate that works best for their learning style

  • Our hybrid blend allows students to take any class at any time during the day so it is likely that more than one subject can occur in a single classroom

  • The key to a successful blended course is the student’s ability to follow directions, strategically interact with the teacher and peers, monitor one's own learning habits, and a maintaining a high level of curiosity

  • Throughout the course,  you will need to provide evidence of mastery for each project or lesson presented by documenting this evidence in your ePortfolio

Blended Learning Etiquette
  • Report to your instructor/sign in at the start of class, before going to your assigned work area

  • Respect the acoustical space in your class by using headphones whenever possible and minimizing amp volume

  • Avoid distractions - peers, websites not on topic, other school work, etc.

  • Collaborative work needs to be approved by the instructor or dictated by the assignment

  • Communicate often with your instructor face to face or through online correspondences

  • Check out with your instructor at the end of class, before leaving the building

Self Regulation Inventory & Work Habits Self Assessment

Metacognition, or thinking about how you think, is essential to successful learning because it enables individuals to better manage learning habits and determine weaknesses that can be corrected by constructing new thinking skills or strategies.  In order to work effectively in a self directed classroom, it is very important to spend time studying HOW we learn, in order to ensure that we can get the most out of this class. 


The assessment below is a slight variation of the Metacognitive Awareness Inventory tool. By completing this assessment we will be able to have a very basic idea of the following:


  • Declarative Knowledge: Knowledge of one's skills and intellectual resources needed to identify and organize a topic of study. 

  • Procedural Knowledge:  Knowledge about how to implement learning strategies when studying.

  • Conditional Knowledge: The ability to know what learning tool is appropriate for a given learning task.


  • Planning:  The ability to set goals and allocate resources prior to learning. 

  • Information Management Strategies: Skills and strategies used to process information efficiently (e.g., organizing, elaborating, summarizing, selective focusing)

  • Comprehension Monitoring: Assessment of one’s learning or strategy use.

  • Debugging Strategies: Strategies used to correct comprehension when learning is challenged.  

  • Evaluation The ability to analyze one's performance and strategy effectiveness after a learning experience.

Our goal will be to see if we can improve upon your learning skills throughout the duration of this class.
Your initial score is in no way a judgement of your intelligence and will not be graded. Use it as a guide to become more self aware of how you learn and make note of areas you may need to improve upon this term.


Get your Space Ready for Online Learning

  • We want to see & hear you:  Sound, Lighting & Camera Angles

  • Please bear in mind that if your video is running, we can see you.......

  • In general, aim to get rid of background noise as best as possible.  

  • Please bear in mind that if your microphone is on, we can hear you.......

  • Join the meeting 5 minutes before the start of each class.

  • Avoid multitasking during the class.

  • Avoid private communications during the class.

  • Contact the teacher if you get bumped out of the meeting prematurely.

  • Here we go!




Step 1


Step 2

  • Copy and paste the following 30 statements in your Getting Started Google Doc

  • Respond to the statements as honest as possible by indicating true or false(please bold or color responses)

  1.  I am aware of my intellectual strengths and weaknesses.

  2. I am able to know what kind of information is most important to learn.

  3. I am good at organizing information.

  4. I know what the teacher expects me to learn.

  5. I am good at remembering information.

  6. I have control over how well I learn.  

  7. I am a good judge of how well I understand something.

  8. I learn more when I am interested in the topic.

  9. I try to use strategies or learning techniques that have worked for me in the past.

  10. I am aware of the methods that I am using when I study.

  11.  I use different learning strategies depending on the situation.

  12. I use my intellectual strengths to compensate for my weaknesses.

  13. I know when each strategy I use will be most effective.

  14. I slow down when I encounter important information.

  15. I draw pictures, diagrams and take notes to help me understand while learning.

  16. I try to translate new information into my own words.

  17. I ask myself if what I’m reading is related to what I already know.

  18. I try to break studying down into smaller steps.

  19. I ask myself periodically if I am meeting my goals.

  20. I consider several alternatives to a problem before I answer.

  21. I find myself analyzing the usefulness of strategies while I study.

  22.  I ask myself questions about how well I am doing while learning something new.

  23. I ask others for help when I don’t understand something.

  24. I am persistent when working on a challenging problem.

  25. I re-evaluate my assumptions when I get confused.

  26. I stop and reread or re-view material when I get confused.

  27. I know how well I did once I finish a test.

  28. I ask myself if there was an easier way to do things after I finish a task.

  29. I ask myself how well I accomplish my goals once I’m finished.

  30. I ask myself if I learned as much as I could have once I finish a task.

Step 3
  • Based on the outcome of the Self Regulation Inventory 

A.  Provide a summary of your perceived areas of strengths and areas of needed improvement

B.  Provide the ratio of true to false out of 30

Step 4
Course Benchmark Goals
  • Why did you choose to take this course?

  • What are three things you would like to achieve in order to count your semester as successful?

  • How motivated are you to achieve these goals?

  • How will you increase your motivation if it becomes low during the course of the semester?

  • What strategies can you use to achieve your goals?

  • What might interfere with your achievement and how can you prevent this interference?


Step 5

Complete the General Self Assessment to reflect your predicted areas of strengths and areas of needed improvement

Example of Student Work: HERE

Example of Micro Plan: HERE

Examples of Student ePortfolios: Anna, Sabayo, Mary, Hayden, Casey, Miles, Zane, Olivia, Annabelle

Step 6

Checklist for Desktop Users

1.  Save your work

2.  Log out of GOOGLE, On Campus,  etc.

3.  Drag desktop stuff to a personal folder or trash

4.  Drag documents/downloads to trash

5.  Log off using the dropdown apple

6.  Hang up headphones/take/replace covers

7.  Disinfect/wipe down stations

8.  Push and tuck

Assessment Framework

Completely=5, Sufficiently=3, Partially=1, Total=25

  • Administered the Self Regulation Inventory

  • Administered Work Habits Self Assessment

  • Reflected on Inventory & Work Habits 

  • Identified a goal which they found interesting and testable based on their own understanding of skills needed for mastery

  • Reflected on achievement obstacles and strategies



To receive credit for this assignment please submit the URL of your Getting Started ePortfolio in On-Campus by the indicated due date


Julie Freebern