music playlist assignment

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Engaging Secondary Writers with Music: Playlist of My Year

Secondary ELA teachers can engage students in meaningful, purposeful writing activities at the end of the school year without burying themselves in grading and their students in hours of work — it’s true. Ask students to reflect and write with “Playlist of My Year.” Music rarely ever goes wrong.

“What?!?!? Are you C-R-A-Z-Y? This is the worst class EVER!” Have you ever asked students to write an essay in May? If so, you might have heard something along these lines gush from their mouths. Even the most popular teachers in a school experience pushback from students when they are asked to do something that requires as much brainpower as writing an essay during the last month of attendance. Finals are in sight, and even better, summer is so close they can smell it.

The truth is, teachers don’t want to be bogged down with huge research papers in May, either. We want to be outside enjoying the fresh air and freedom just as much as our students. I always make it a point to collect the last research paper of the year in April so that I’m free of that burden by May. Still, students (and especially teenagers who will be attending college in the future) need to continue honing their writing skills through the end of the year, which begs the question: How can teachers encourage meaningful end-of-the-year writing assignments without overloading both themselves and their students?

A quick browse on Google, Teachers Pay Teachers, or Pinterest will result in hundreds, if not thousands of options for engaging students in meaningful writing assignments that are short, purposeful, and worthwhile. In this post, I’m writing about my personal favorite — Playlist of My Year . I truly believe in the power of music. It can transform a boring lesson to a much more powerful one. It can wow evaluators and create for learning activities that students will remember for years. However, music needs to be aligned with best practices in order to be more than just “fluff.”

THE LESSON PLAN

In order to engage students in this lesson, begin with an anticipatory set. Play a song as students enter the room (a popular one or one students would be able to remember some of the lyrics to afterward usually works best – “Bad Blood,” “Roar,” “Firework,” “Happy,” “Shake it Off,” and “Don’t Stop Believin’,” are just a few examples). Afterward, hold a brief discussion with students during which you ask them questions like these:

• What are some possible themes / topics for this song?
• Tell me about some examples from your life or events from this school year would relate to this song.
• Do other songs that have similar themes? Name a few.

It helps to have answers in mind before class begins just in case the discussion stalls and you need to help students with their brainstorming. Generally, however, they have no shortage of input or opinion as it relates to music.

The Activity

With Playlist of My Year, encourage students to think about their school year and make a list (which they should not be required to share) of the highlights and lowlights that stand out to them. This activity is reflective, which makes it perfect for the end of the year.

Once students have developed a list of at least eight memorable events, relationships, triumphs, challenges, and places, ask them to identify a song that relates to each item. If you have one-to-one capabilities or can get a computer lab, this portion works well as an in-class activity. If not, asking students to research songs might be more effective as a homework assignment.

In order to work on writing skills students have learned throughout the year, ask them to explain how the song they have chosen relates to the item on their brainstorming list. In doing so, you can require them to demonstrate mastery of a writing skill.

For example, in one response, they might need to use a semicolon correctly. In the next, they are asked to use an Oxford comma in a parallel list. Students’ responses in this portion of the assignment are generally only a few sentences long, and a rubric makes grading their answers quick.

Developing Ideas…

If you teach high school, asking students to write only a few sentences at a time really isn’t a sufficient indicator of their ability to construct well-developed ideas. So, if you need a longer writing activity, here’s how you can step it up a notch. By this point, students have created a playlist.

Now, you can ask them to identify a common theme across the songs on their list. This part of the assignment challenges them, and sometimes they end up switching a couple songs so that they all share a clear theme. Once a theme is established, students then write an expository response wherein they tie together ideas thematically, using complete sentences and supporting details. If you wish, you can limit their extended answers to a well-developed paragraph to save time for all parties involved.

Differentiation Options

I’ve taught various levels of seventh grade through twelfth grade, so every time I make an assignment, my brain automatically begins brainstorming ways to differentiate it for struggling readers or writers.

Part of the difficulty of the Playlist of My Year assignment for at-risk students would be all of the higher-order thinking involved. By design, everything from the initial brainstorming list to the song choices to the theme identification comes from their own head.

In order to scaffold this process, reduce the number of decisions they would need to make, and promote success, a few differentiation options wouldn’t hurt.

1. The initial list

Help students brainstorm…

• possible events (like homecoming, a school fundraiser, a family vacation, or shooting their first deer)
• relationships (such as new friendships they have developed or family members they’ve connected with)
• challenges (like fitting in, finding success, injuries, quarantines)
• successes (for instance, improving grades, passing a big test, developing an appreciation for a subject, making an athletic team, participating in an extracurricular activity)
• and personal struggles or victories (such as arguments with parents, getting a driver’s license, dating their first significant other).

2. The song choice

Provide students with a short list of websites that list popular songs, or hold a class brainstorming session where you first have students list songs they  like , and then go back and help them identify what those songs are about (which would, in turn, help students match songs with items on their list).

3. The writing skills

Make sure the writing expectations you are asking students to demonstrate are truly skills that are appropriate for their developmental readiness. For instance, I would not hesitate to ask my enriched freshmen to write a paragraph using one of each of the four sentence constructions. By contrast, my at-risk students would need a different task, like writing a few sentences that are not stringy or choppy or avoiding fragments and run-ons.

4. The extended response

To scaffold the extended response, some students need multiple examples. Instead of just  showing my struggling writers an example of the type of response I’m asking them to create, I also model writing one (and include their input) during class while they listen to my think-alouds and answer my questions. Additionally, providing students with a list of topic words is beneficial. Don’t have one? You can find my one-word literary topic list here .

The Wrap Up

I always like to do something other than just collect papers when my students pour their hearts out into an assignment like this. On the other hand, I hate the idea of making anyone feel uncomfortable by requiring them to share personal details. It’s important to respect students’ emotional connections.

Sharing Out

In order to provide a safe place for students to share their thoughts, invite them to begin by sharing with a partner. Most students have at least one other person in the class who they would call a friend (although I have run into the issue where a student doesn’t want to pair up…that’s fine. I don’t make them).

After talking over their playlist and theme with a partner, share your own examples. It’s important for teachers to model being in that place of vulnerability if we are going to ask students to do the same. Then, call for volunteers to share with the group. (I have found it helps to increase involvement when I offer to play part of their favorite song on the playlist for the class.) Many students participate, even if they only choose to talk about one aspect of their assignment.

Trading ideas and opening up about our self-reflections is a meaningful activity for the end of the year. The Playlist of My Year assignment combines elements of writing mastery, growth mindset, making connections, theme analysis, critical thinking, and feel-good music.

At the very end of the school year, students need to understand that teachers want to see solid writing, but it doesn’t have to be in the context of an entire essay. When we take time to emphasize the importance and weight that a few sentences carry, it helps students understand that every word they write matters.

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Level Up Learning Tip #7: Create a Music Playlist for Your Classroom

This Level Up Learning post is coming at you because my students suggested I share this one with middle and high school teachers EVERYWHERE! One student said, “this is one of the reasons we love your class, Mrs. Niblett. You have to tell other teachers about it.” Well…there ya go folks. Words of wisdom from a high school freshman! 🙂 So let’s talk about the benefits of using music playlists in the classroom!

The benefits of music reach far beyond a good beat that makes you tap your toes. Music can make a bad day better, help students retain information (yes…you read that right), and be the one reason that a student WANTS to come to your class.

Our middle and high school students are stimulated 24/7 by the profusion of technology at their fingertips. These kids can watch Netflix while Snapchatting and playing Fortnite at the same time! They go from an overstimulated environment at home, to school where they are expected to sit quietly the majority of their day in the classroom. I’ve said it many-a-times, and it’s worth repeating:

In order to be successful in the classroom, we MUST make the classroom environment similar to what our students are doing outside of the classroom. Music is such a huge part of my life and I knew it was for my students as well.

This idea of using music playlists in the classroom was not actually something that I wanted to do. My students begged me to consider it, but I had listened to some of the music that they were listening to and there was NO WAY that I would expose them to that content/language in my classroom. Consequently, I brushed the idea aside until I began to think about it from a personal standpoint.

MORE MUSIC PLEASE!

I love music- I play it in the car, while I run, prepare for work, etc. Music makes me happy- AND- it makes my students happy. Why wouldn’t I incorporate something that makes them happy with something that makes them…well- not really happy (science work). When I decided to create music playlists for my classroom, it was like magic. Suddenly, my students were more intent on completing their work. Contrary to what I thought, they seemed to be less distracted by other factors when music was playing. The magic of the whole idea was expressed in their demeanor. It was as if the stresses of their school assignments and life burdens suddenly melted away.

I started small, only playing music as a reward for good weekly behavior. We called it Music Fridays , where I would play from my playlist while they completed their lab, assignment, etc. It was the perfect classroom management strategy. And you know what? This strategy didn’t come from a PD conference….it didn’t come from a book…IT CAME FROM MY STUDENTS!

So….I created the music playlists for my classroom using Spotify . Then, I made a list of songs as I hear them on the radio that I think may be suitable for the classroom. I research all genres and pre-listen to the most popular tunes from those genres. That’s it- a ready to go music option for my classroom that I have previewed and feel comfortable playing for my students.

Check out my classroom playlist HERE !

I hope you find value in the ideas shared with you today in this post! Comment below and tell me if you use (or will use) music in your classroom. I’d love to hear from you!

Be sure to check out my other Level Up Learning series posts:

Motivate Your Students with Interactive Notes 

Station teaching, add mazes for engaging review, alexa in the classroom, the ultimate classroom review game, create your own classroom scavenger hunt.

Well….until next time. Keep being a rock-star teacher!

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GC Music Teaching Hub

Introduction to music | “music and… playlist” assignment | queens college | spring 2021.

The Music and… Playlist is a semester-long scaffolded writing assignment that I designed to replace a midterm and final exam. (Scaffolding refers to breaking a larger writing assignment into step-by-step, cumulative stages.) This assignment requires students to: choose a social topic (e.g. coming of age, feminism, holidays); write a topic proposal describing how their topic relates to music; choose six pieces of music from different genres; write short playlist entries that discuss the social and musical characteristics of each piece; and create a slide presentation summary. The document below includes handouts for each stage of the assignment.

Instructor: Samuel Teeple

Course: Introduction to Music (a.k.a. Exploring Music, MUSIC 1)

Download [333.13 KB]

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The Best Music for Writing: 26 Playlists for Inspiration & Focus

• February 21, 2024
• 12 min read

Table of Contents:

Why music helps you write, 26 best music playlists to listen to while you write, writing music for every mood: english lyrics, 1. morning rhythms, 2. shoegaze classics, 3. have a great day, 4. chill + atmospheric, 5. melantronic, writing music in a foreign language, 6. french indie pop, 7. japanese city pop, 8. soweto beat/township jive, 9. bhangra bangers, 10.  spanish tapas bar, 11.  korean indie/chill/r&b, musical choices without lyrics:, 12.  japanese lofi hiphop, 13.  classical music for reading, 14. minimalism, 15. instrumental pop covers, 16. composer weekly: ryuichi sakamoto, 17.  relaxing spanish guitar, 18.  ludovico einaudi complete playlist, instrumental scores from games and movies, 19.  soundtracks for studying, 20.  minecraft soundtrack, 21.  studio ghibli summer night piano collection with nature sounds, electronic music, 22.  brain food, 23.  yoga electronica.

• 24.   Mother Earth's Plantasia

25.  Women of Electronic

26.  coding concentration by spotify, finding your optimal sound, experiment with different genres, create playlists based on projects, ambient noise vs. music, potential downsides of music, it can be distracting for some:, lyrics can be distracting:, changing songs interrupts flow:, other auditory background.

Music can be a writer’s best friend or their worst enemy. The right tunes keep you focused and motivated as the words flow effortlessly onto the page. But choose the wrong playlist, and you might find yourself tapping your feet instead of typing away.

That’s why finding the optimal soundscape for your writing sessions is important. With the perfect mix of songs, you can transport yourself into a flow state, cranking out page after page on even the toughest assignments. The wrong sounds, however, can shatter your concentration or sap your creativity.

This guide will explore the best music for writing across genres and contexts. You’ll discover upbeat tracks to energize your efforts, ambient mixes to enhance your focus, and playlists tailored specifically for creative writing. Read on to find your perfect background audio, guaranteed to inspire great work.

Music can be a powerful ally in writing and enhancing creativity. The right tunes can help improve focus and block out distractions. They can put you in the optimal mindset for flow and imagination.

When seeking inspiration strikes, music has an incredible ability to spark creative thinking and new ideas. Many writers can attest that a familiar playlist can trigger your muse, unlock writer’s block, or help words and thoughts flow freely.

The noise-blocking and distraction-minimizing effects of music can also give a useful boost to concentration. Getting in the zone for writing becomes easier when music cuts down external sounds and chatter. The predictability of rhythms and melodies helpfully directs mental focus.

Music also has a profound impact on mood and mindset. Choosing playlists that evoke energy, positivity, or relaxation sets the stage for productive writing sessions. Upbeat tracks promote motivation, while calmer songs lower stress. Getting in the right headspace with a tailored soundtrack helps writing come easier.

Here is our expertly crafted selection of 26 writing music playlists and songs. These playlists are especially favored by the wordsmiths at Ghost Writing Founder , who understand the power of the perfect backdrop to writing sessions.

Whether you’re seeking inspiration to kickstart your writing journey , here are some collections of writing music playlists that you can listen to.

Begin your day with a gentle nudge into the writing flow. This playlist offers an eclectic mix, from funk to soul to jazz, designed to uplift your spirits without fading into the background.

Originally dubbed “dream pop” upon its emergence in the UK during the 1980s, shoegaze music features ethereal vocals, distorted guitars, and a distinctive aura of distortion. It’s a brooding yet oddly uplifting genre, perfect for those reflective writing sessions.

As the title suggests, this playlist brims with cheerful melodies guaranteed to brighten your mood. Featuring tracks from Fleetwood Mac, Elton John, Steely Dan, Blondie, and Stevie Wonder, it’s a surefire way to inject some energy into your writing routine.

This playlist is tailor-made if melancholy melodies and rainy-day ambiance resonate with your creative spirit. Immerse yourself in haunting tunes that evoke a sense of introspection and calm.

Described by Spotify as “beautiful electronic music for melancholy moments,” this playlist strikes a delicate balance between sadness and rhythm. Expect soul-stirring tracks from artists like Thom Yorke, Caribou, and Aphex Twin, perfect for those reflective writing sessions.

Professional book writing service providers sometimes like to write music while listening to some good foreign language music. The tunes offer intrigue, keeping one motivated without the distraction of lyrics.

Below are writing music playlists liked by the team from around the world:

This writing music playlist embodies dreamy, mellow French indie pop. It leans heavily on electronic music and vibrant beats, evoking a “low-key Paris” vibe rather than the frenzy of club-hopping.

During the late 1970s and 1980s, Japan embraced “City Pop,” influenced by Western music. With jazz, soft rock, and funk elements, it’s reminiscent of yacht rock—a perfect choice for those seeking peppy tunes.

Soweto, a vibrant township in South Africa, resonates with musical energy. This playlist highlights mbaqanga music, a rhythmic style with deep Zulu roots originating in the early 1960s. Its upbeat tempo ignites energetic bursts of writing.

For enthusiasts of upbeat music, Bhangra is the epitome of delight. Originating in the British Punjabi community, it blends traditional Indian folk melodies with hip-hop influences and infectious percussion.

This playlist promises a surge of vitality, featuring traditional flamenco and Spanish folk tunes with a quick tempo. It infuses the writing space with vitality, ideal for those seeking energy.

Hop on a 54-hour musical odyssey through Korean R&B, pop, ballads, and lo-fi melodies. This extensive mix offers a spectrum of emotions, from uplifting anthems to soulful ballads, perfect for any writing journey.

Explore these eclectic playlists and let the global melodies inspire your creativity.

For those who find lyrics distracting, there are many musical choices to maintain focus. Consider classical pieces, hip-hop beats, instrumental renditions of favorite songs, and contemporary composers to enhance productivity.

This playlist, a personal favorite for writing sessions, offers lyric-less, Asian-inspired hip-hop beats. It balances chill vibes and upbeat rhythms as the backdrop for about 50% of writing sessions.

A 2.5-hour compilation featuring selections from Mozart, Chopin, Debussy, and other classical masters. If it’s suitable for reading, it’s also conducive to writing.

Minimalist compositions, characterized by repetitive patterns or steady drones, are ideal for fostering concentration. This mix showcases works by iconic minimalist composers like Philip Glass, Michael Nyman, and John Adams.

Perfect for top-40 radio and pop classics fans who seek to maintain focus. From basic guitar covers to full orchestral renditions, it offers a variety of instrumental interpretations.

Explore the instrumental music of Japanese musician Ryuichi Sakamoto, renowned for his movie soundtracks and piano compositions. This playlist offers a 30-track introduction to his sparse, dark, and contemplative works.

Experience the expressive power of the Spanish guitar, characterized by its rich emotion, quick riffs, and rhythmic cadence. Let its zest infuse your typing sessions.

You can also listen to the solo releases of Italian pianist and composer Ludovico Einaudi, renowned for his film and television scores. Explore his diverse works, including the seven-part “Seven Days Walking” series.

For those seeking instrumental scores from games and movies, the world of music offers a range of options to enhance focus and productivity.

From Downton Abbey’s grandeur to Braveheart’s adventure, this playlist encompasses a wide range of movie soundtracks, including Ratatouille and Sherlock. Despite the diverse cinematic themes, the music strikes a harmonious balance between epic and subdued, providing an ideal ambiance for concentration.

Renowned as the bestselling video game of all time, Minecraft captivates players with its enchanting music. The soundtrack exudes an understated yet uplifting vibe, subtly infusing happiness and motivation into your writing space.

Hop into the serene world of Studio Ghibli with this 7-hour YouTube collection featuring gentle piano performances intertwined with soothing nature sounds like chirping crickets. Indulge in soft and tranquil melodies to create a serene writing atmosphere.

When you enter the world of electronic music, you’ll find all sorts of styles, from electronica to house, techno to drum and bass, each with its own feel. While some folks love jamming to rave tunes, others prefer playlists that are lively but not too wild. Here are a few tracks to boost your writing sessions:

Engross yourself in subtle, hypnotic electronic melodies to enhance focus and relaxation. With no distracting lyrics, this playlist is ideal for those easily pulled away from their creative flow.

Featuring downtempo and deep house tracks, this playlist provides the perfect energy balance without inducing a desire to dance. Its repetitive beats offer a steady rhythm to anchor your writing endeavors.

24.   Mother Earth’s Plantasia

A cult classic electronic album by Mort Garson, “Plantasia” was initially released in 1976, resurfacing to wider acclaim in 2019. Crafted as “warm Earth music” to aid plant growth, its sweet, hopeful, and spacey tunes, infused with Moog synthesizers, evoke a sense of fantasy and wonder.

Highlighting innovative women in electronic writing music, this playlist offers diverse styles and voices. From Yaeji’s quiet, mellow vocals over house beats to Kaitlyn Aurelia Smith’s intricate synthesizer compositions and Charlotte De Witte’s dark and stripped-back techno, each artist brings a unique perspective to the electronic landscape.

This playlist offers more than 100 instrumental tracks that are ideal for keeping you concentrated on your tasks. With genres ranging from classical melodies to electronic rhythms, there’s a diverse selection to help you stay in the zone.

Everyone has different preferences regarding finding the right auditory backdrop for writing, especially when embarking on becoming a novelist . Here are some tips for discovering your optimal sound:

Try out various musical genres to see which ones work best for you. Some writers do their best work with classical or instrumental music playing in the background.

Others find upbeat pop, rock, or dance music more motivating. Don’t limit yourself to one genre—explore various types of writing music to find which styles get your creative juices flowing.

You may want to make different playlists depending on the type of writing project you’re working on. For academic or technical writing, mellow acoustic or classical music may help you focus without distraction.

For creative writing like poetry or fiction, instrumental movie soundtracks or ambient electronica could help spark ideas. Tailor your playlists to fit the tone and nature of your writing.

You don’t necessarily need a musical soundtrack to write. For some, ambient background noise like the hum of a coffee shop, rainstorm sounds, or crackling fireplace audio can provide a soothing atmosphere without pulling focus like lyrical music might. Experiment with different natural noise soundscapes to see if they help your writing productivity more than music.

The key is trying out different auditory backdrops to discover what puts you in the optimal headspace for writing without distracting you from the task. Be open to finding new music, sounds, or playlists that boost your creativity and focus. With experimentation, you’ll find the right sonic environment tailored specifically to your writing needs.

While writing music can be a great tool for enhancing focus and creativity while writing, it has some potential downsides to be aware of.

Individual responsiveness to music is highly personal. For every writer who thrives with a harmonious background, there’s another who may find it overstimulating. Just as some writers deepen their skills by read classic books in silence, you might discover that a quiet environment helps you concentrate better. It’s crucial to experiment and determine if music is a helpful tool or a hindrance to your process.

Songs with lyrics, especially in a language you understand, can pull your focus towards listening to the words instead of writing your own. Instrumental music is often a better choice for writing sessions.

Having new songs constantly start-up can disrupt your concentration and pull you out of the writing flow state. Consider playlists that blend songs without gaps or extended mixes that play for 30-60 minutes without interruptions.

Nature sounds, and white noise has also become popular options for writers seeking ambient background audio. The sounds of birds chirping, rain falling, or waves crashing can promote relaxation while blocking distracting noises.

Many people also enjoy the background chatter and clatter of a coffee shop or cafe. The indistinct voices and sounds of espresso machines and dishes create a soothing backdrop, emulating the buzz of creativity and productivity. Cafe ambiance playlists aim to mimic this energetic yet unintrusive environment.

Binaural beats are a more unconventional option. Each ear’s tracks play slightly different frequencies to encourage specific mental states.

For example, beta-wave binaural beats from 14-30 Hz may boost energy and focus, while theta waves from 4-8 Hz induce calmness and creativity. However, research on binaural beats’ effects remains limited.

Any repetitious, low-key background noise could pave the way for engaging writing sessions. We see this in practice daily at our Seo blog writing agency , where various sounds accompany our writers on their creative journeys. Experiment to determine which auditory environments optimize your concentration and inspiration. Let your productivity and preferences guide you towards your ideal soundscape.

It’s worth experimenting to find your optimal soundscapes to write to. Remember that lyrics can sometimes be distracting, and pay attention to how your productivity is affected. While music works for many, reduce the volume or avoid it if it seems counterproductive.

Listening to music while writing can greatly boost creativity, focus, and productivity for many people. Throughout this article, we’ve explored different genres and playlists that can inspire focused writing sessions and soothe nerves or spark new ideas. With this guide and multiple playlist options, we hope you can now increase your productivity while crafting a book .

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Share Music and Create a Class Playlist

ACTIVITY PURPOSE

Help students share something about themselves, musical tastes, while building community as they speak about their musical choices.

It can be used early in the semester, where all students share their favourite music, and we build the playlist and share it with everyone, or it can be used as a weekly warmup, where one or two students share at the beginning of class and the playlist builds over time.

PREPARATION

Almost none. Students can probably on the spot share their favourite music on YouTube or Spotify or such.

INSTRUCTIONS

• Ask each student to choose one piece of music to share with the class and play it for everyone, explaining why they like it.
• This can be done synchronously or asynchronously, in one class session where everyone shares, or spread out over the entire semester where one or two people share each class session.

If synchronous, about 5 minutes per student or so.

ADAPTATIONS AND EXAMPLES

• You could ask students to bring pieces of music that represent particular moods or thoughts, rather than ones they like in general.
• Asynchronous options may include using a Padlet for students to comment on each others’ music choices.
• You could think of ways to refer to the playlist or reuse it throughout the semester if you create it early on.
• A class playlist may also be an ongoing thing done outside class time if you ask students to share some of their favorite music on a space like Slack throughout the semester. For example, “I’m listening to this music as I do this assignment” or “this reading makes me feel like… this song”.
• If you have students who are hard of hearing, perhaps ask students to focus on lyrics they like or poems, rather than music per se.

TECHNICAL REQUIREMENTS

Music-sharing site (e.g. YouTube, Spotify or SoundCloud) that is accessible to all your students.

USEFUL RESOURCES

Do you have any suggestions? Please share them in the comments below.

• Educator prep: None
• Student prep: None
• Synchronous, Asynchronous
• Shared online space, Music sharing
• Duration: 5-30 mins

This activity is one of a series of activities from Equity Unbound, focused on equitable online community building. 

Do you have an activity that you would like to suggest?

Do you have feedback or suggestions, more activities.

Community Building

Guidance and help

Reflective Activities

Ongoing engagement

Liberating Structures

Setting the tone activities

Introductory activities

Sailboat Retrospective for Reflection

Live, Love, Learn and Leave a Legacy

Roses, Thorns, and Buds 

Decolonising Academic Writing through Spoken Word Poetry

Origin Stories

Learning to Love

Getting at Metaphor

Checking in with GIF, Emoji or Meme

Personalised Conversation Cards

Warm up activities

Alternative Approaches to Grading

Guess The Topic Mingle

Ikigai: Help Students Find Their Purpose

Something Behind You

Auditory Affect

Creativity Booster: 16 Squares

Creativity Booster: An Ode to the Other Hand

Creativity Booster: 5 Senses

Creativity Booster: Yes, Let’s!

Ice Cream / Broccoli: Reflection on Enjoyment and Value

Create a Fake Photo Group Assignment

What We Don’t Know About Each Other

Would You Rather?

Creating Escape Room Experience For Students

I Wish My Students / Teacher Knew

Using Metaphors to Express Thoughts

Using Dominoes in Teaching

Desert Island Songs

The Shape of You

Words From Your Names

What Can You Do With A…?

Tips For Increasing Engagement In Discussions

Choose a Plant

Which Picture Best?

Imaginary Buffet (or Potluck)

PowerPoint Karaoke

Office Hour Scheduling via Google Calendar

Cognitive / Exam Wrappers for Metacognition

Self-Assessment Tool for Social Justice in Teaching

Language Portrait

Lost in Translation

Wheel of Life for Student Self-Help

Thick Greetings

Estimate Workload

Simple Metacognitive Activities

Tiny Demons / Drawing Monsters

Start / Stop / Continue

Survey Students Early in the Semester: Pre-Course Survey

Pass the Paper

Gratitude Journal

15% solutions

Two-Minute Paper

Trauma-Aware Teaching Checklist

Appreciative Interviews

Pop-up Psychogeography Journey Journal

Choosing the Right Community Building Activity: Safety Tips

While We Wait

What Kind of Animal are You?

Two by Three by Bradford

Troika Consulting – Adaptation for Class Community Building

Trauma-Informed Pedagogy & How is Your Heart?

Tour of Where You Are

Third Places for Ongoing Community Building

Theatre of the Oppressed: Opposites

Theatre of the Oppressed: Image Theatre

Teaching Ethics with Theatre of the Oppressed and Liberating Structures 

Surrealist Free Drawing Introductions

Studio Visits

Structured Dialogues

Share an Object From Home

Purpose to Practice

Pass the Ball & How Do You Make Rice?

Wild Tea / Mad Tea Party

Introductions: Story of Your Name

Human Scavenger Hunt

Four Ideas for Checking In

Daily Creates

Critical Uncertainties

Conversation Cafe

Collaborative Storytelling

Collaborative Literature Review Matrix

Authentic Open Letter/Video Addressing Students

Asynchronous & Synchronous Introductions

9 Whys of Liberating Structures

Spiral Journal

Annotate the Syllabus

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How to Help Students Make Playlists that Promote Well-Being

INTRODUCTION

In a pinch, music can be just the thing we need. Everyone knows the feeling of hearing their favorite song come through their headphones. For that reason, a lot of people curate playlists that are not only selections of beloved bops, but also themed collections of songs. A good playlist can serve a particular purpose (i.e. getting-ready-to-go-out music, chill-out-study music, Friday-night-turn-up music, etc.) or it can focus on a specific mood, sub-genre of music, region, or artist. In " How Roller Skating Helped Me Reclaim My Joy ," Noella Williams highlights several songs that helped her through pandemic doldrums and served as the soundtrack to her budding love of roller skating. In this lesson plan, you’ll guide students through making the perfect playlist to meet them at this moment. 

COMMUNITY CONNECTION ICEBREAKER:

What song have you had on repeat lately? Why? What purpose does this song serve for you? For example, does this song always calm you down? Energize you?

Give students a minute to think about their answer to these questions. Then invite students to share as a class, in small groups, or in pairs. If students are in pairs or small groups and have access to a computer, they can share a 30-second clip of the song they chose.

Optionally, if students are sharing as a class, teachers may want to write down the songs that students mention. Later you can assemble these songs into a classroom playlist via Spotify or Youtube and share the link with the entire class. A classroom playlist will help you learn more about your students and builds community.

ACTIVITY 1: READ HOW ROLLER SKATING HELPED ME RECLAIM MY JOY

Gives students 5 - 10 minutes to read How Roller Skating Helped Me Reclaim My Joy by Noella Williams

Part 1: Discuss as a class, in small groups, or pairs: 

• What is something that brought you joy during the pandemic? 
• What is something new that you tried during the pandemic? 
• Did you pick up any habits during the pandemic? 

Part 2: Explore Noella’s Spotify roller skating playlist.

Give students 10 minutes to listen to songs and look up the different musicians represented on the playlist. Discuss as a class, in small groups, or pairs: 

• What do you notice about Noella’s Spotify roller skating playlist? 
• What do you wonder about Noella’s playlist?
• Which artists do you recognize from the playlist?

ACTIVITY 2: Making individual playlists

Part 1: identify the purpose of your playlist..

Tell students that they’ll be creating a playlist with at least eight songs, but first they have to decide their playlist's purpose, application or theme. Brainstorm options as a class. Noella created a playlist as the soundtrack to her roller skating. Possible playlists purposes could be for studying, the commute to school, or the very best dance tunes. 

If a student has trouble choosing a theme/concept for their playlist, they may want to pick a song they know they want to include, and then decide what themes it might fit. You may want to prompt students with the following questions:

Do you listen to it to wake up in the morning and get going?  

When playing video games? 

Meeting up with friends?  

When you are feeling sad or angry or excited?  

Is it part of a sub-genre of music where there might be other associated artists/songs you want to include?  

After brainstorming, have students identify a purpose that resonates with them. 

Part 2: Come up with a title for your playlist.

Good playlist titles are concise, so urge students to make sure their titles aren’t too wordy. Alliteration is also great and can make playlists sound snappier. Try to capture a feeling or purpose in 2-3 words. Titles can be as abstract or on-the-nose as students want. Here are some titles from some popular playlists from YR Media's curated music stream, All Day Play : Soup or Socks, Beats & Bytes, Rap Caviar, Pop Chillout, Majestic Casual, LoFi Phonk, Trappin in Japan. If students need inspiration, they can also scroll through popular playlists on music platforms like Spotify. 

Part 3: Choose your songs.

Invite students to select at least eight songs for their playlist. On average eight songs will be about 30 minutes of music. 

A good playlist has some connection to its creator. We all have different takes on music just like we all enjoy different foods, so make sure to encourage students to include songs that connect to them and the purpose. 

Students can use any music platform that they have access to like Youtube, Spotify or Apple Music. If students do not have access to any of these platforms or do not have access to a computer, they can simply write out the songs and musicians that make up their playlist. Ultimately, students will create a document that contains all of the playlist information.

Part 4: Create a short description of the playlist.

Students will write 2-3 sentences about the playlist’s purpose. To write the description, students may ask themselves:

• How do I want people to feel when they listen to this playlist? 
• Why did I make this playlist? 

Part 5 (optional): Students may want to identify an image that represents their playlist. They will put this image at the top of their playlist doc.

Part 6: students can upload their playlist docs to a shared drive where their peers can explore and interact with playlists. .

Invite students to make at least two comments on a classmate’s playlist. Some things that students might consider when commenting on their classmates’ playlists are: 

• Were you surprised to see a particular song on the playlist? Why?
• Based on the songs and artists included in the playlist, is there a song or artist that you would recommend to your classmate? 
• Is there a particular feeling of emotion that you associate with the songs on the playlist?

Discuss as a class:

• What did you notice about the songs that you chose for your playlist?
• Do you think that you’re likely to listen to your playlist? Why or why not?
• Was there a classmate’s playlist that you think that you’ll listen to? 
• What did you notice about the playlists your peers made?

INVITATION FOR ACTION & CONNECTION 

Teachers, are you excited about the work your students created? As always, if your students love what they created please invite them to j oin YR Media’s community and pitch their pieces to our editors . And teachers, sign up here to receive email updates when new curriculum tools are published and become a member of our growing teacher network!

Playlist for Holden: Character Analysis With Music and Lyrics

• Resources & Preparation
• Instructional Plan
• Related Resources

Compiling a playlist for a friend or a special occasion is a familiar activity for most students. This minilesson invites students to think of a literary character as a peer, creating an authentic connection between literature and life. While the lesson uses The Catcher in the Rye as an example, the activities could be centered on the primary character of any novel. Students choose a perspective on the character (from options suggested by the teacher) and work in small groups to identify scenes in the novel that reflect their view. They then select songs appropriate for the character and write a rationale for each song chosen, including supporting evidence from the text. When students present their completed playlists in class, their classmates inevitably make observations that increase everyone's insights into the character and the novel.

Featured Resources

• Playlist for Holden Assignment : This handout outlines the assignment: selecting a playlist, writing a personal letter, and writing a one-paragraph rationale for each song included on the playlist

From Theory to Practice

• Asking students to critically analyze popular music in light of character and themes from a novel requires sophisticated skills, including the ability to understand literary figures in the context of contemporary life.
• Viewing literature through contemporary culture and current events can help reframe the literary experience for students.
• Probing the identity of a literary character in terms of popular songs and popular culture may help students understand their own motivation and identity.
• Music and identity are closely intertwined among many adolescents.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

• Computers with Internet access and media player application installed (optional)
• iPods or other media players (optional)
• List of suggested popular songs with lyrics (optional)
• Playlist for Holden Assignment
• Assessment for Playlist for Holden: The Songs
• Assessment for Playlist for Holden: The Letter

Note: The LitTunes website links classical literature and poetry with popular songs. It is listed here as a source of ideas and inspiration for teachers, rather than as a resource for students. Although the site makes some very nice correlations, “classic rock” is overrepresented in comparison with other musical genres. Also, be forewarned that many of the links to YouTube videos may be dead.

Preparation

• Choose a fictional character familiar to students to be the focus of the lesson. The lesson will be most effective if the students are studying a novel that is focused on a single primary character. The example used here is Holden Caulfield from J.D. Salinger’s novel Catcher in the Rye , a universally recognized iconic character, but the lesson activities would be equally effective with a major character from any novel.
• If students will be choosing their playlists in class, make sure they can access the suggested websites on their computers. Note that for access to iTunes, each computer must have the iTunes software installed.
• Make a copy for each student of the Playlist for Holden Assignment .
• Decide whether you are going to devote time to the playlist in class or have students complete it as homework. Schedule access to school computers and/or set due dates for assignments accordingly.
• Statement 1: Holden Caulfield is an insightful, wise adolescent who points out and analyzes many of the flaws of our society.
• Statement 2: Holden Caulfield is more hypocritical than insightful. He says one thing and then does another, and he relies upon cynicism and sarcasm in addressing the flaws of society.

Student Objectives

Students will

• Analyze a fictional character (through dialogue, plot, conflict, and resolution)
• Evaluate lyrics and music of popular songs for appropriate thematic connections with the character
• Apply evidence from the text to support their selections
• Ask students to think about each statement on the board and to decide which they feel is the more accurate assessment of Holden Caulfield (see Preparation, Step 5). Have them write a short list of reasons for their choice.
• Under their list of reasons for choosing Statement 1 or Statement 2, ask students to compile a list of two or three scenes from the book that support their choice, making note of the page number for each scene.
• After students have worked individually to write rationales and identify scenes from the book (with their corresponding page numbers), ask them to announce their perspective (siding with either Statement 1 or Statement 2) and form a group with two to three other students (four students maximum per group) who share the same view.
• Have each group select a group leader and then have students share their rationales with their group. The group leader compiles the lists of reasons and scenes into a single list, ferreting out weak choices and adding any new ones suggested during the discussion.
• When all groups are ready, each group’s list is presented to the class by the group leader. Encourage students to comment upon the relative merits of the evidence provided. Note: This is a good introduction to the project, as it allows students a chance to develop individual opinions of Holden, as well as to think of the moments within the novel that may have shaped those opinions. Once students have discussed their thoughts about Holden in their groups and you are comfortable with their understanding of the character, move on to the larger project.
• Have students move back to their original seats. Distribute the Playlist for Holden Assignment handout and go over the instructions.
• Discuss the handout step by step to clarify expectations.
• Have students begin brainstorming for songs they may wish to use; ask students to write down lists of songs and some possible related scenes.

Note: Session 2 may follow directly after Session 1.

• Have students return to their groups from Session 1. Students will work together to create the rationale, the letter, and the playlist, with one student acting as the leader for each assignment. The group leader begins by describing the overall process and explaining possible difficulties or differences of opinion within the group. The group leader then compiles a playlist agreed upon by group members and ensures that the correlations for each song are well-substantiated through textual evidence.
• A second member of the group leads the letter writing, and a third member of the group crafts the rationale. (The fourth member of the group, if there is one, helps with the rationale or the letter.)
• When all groups have finished their playlists, rationales, and letters, have each group present their work to the rest of the class. The student in charge of the rationale presents Holden’s playlist, along with evidence from the book for each song selected. The student in charge of writing the letter reads it to class.
• After each presentation, invite students from other groups to evaluate the strengths and weaknesses of songs on the playlist, citing compatible or contrary evidence from the book. Also invite students to comment upon the suitability of the letter to Holden.

Students who are more visual may prefer to tell Holden’s story in graphic novel format. See Holden Caulfield—The Graphic Novel handout for a description of this project. Assessment for Holden Caulfield—The Graphic Novel can be used to evaluate this project.

Student Assessment / Reflections

Use the rubrics Assessment for Playlist for Holden: The Songs and Assessment for Playlist for Holden: The Letter to evaluate the projects. You can either evaluate the projects as a whole, with each member of the group receiving the same grade, or, if you prefer, assign individual grades based upon the primary responsibilities of each student during the project.

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Explore Resources by Grade

• Kindergarten K

Introducing the Canadian Music Playlist Challenge

A project-based initiative created by teachers for teachers.

Social Sharing

There's a lot of uncertainty around the upcoming school year, but if there's one thing that you can count on if you're a teacher it's that CBC Music and MusiCounts Learn are here to support music in the school. 

That's why we're proud to present the first ever Canadian Music Playlist Challenge.  

This project-based initiative requires no singing or music instruments to complete, and students can participate whether working from home, or at school. 

The Playlist Challenge has two components: First, the free learning resource, or "lesson plan." This guide introduces students to themes of Canadian and Indigenous identity, and our musical heritage, as explored through the Juno Awards. 

The project culminates in a series of activities that teachers can use to build their classes' custom Canadian music playlist. The playlist should be a reflection of the unique character of your school, region and students' interests. Teachers can upload their class playlist to a special CBC website for all Canadians to enjoy.  

All schools that submit a playlist will be entered into a random draw for a chance to win one of 10 MusiCounts instrument grants for your school, each valued at $1,000. 

The Canadian Music Playlist Challenge is an easy four-step project that can fit any curriculum. 

• Register to participate . This just takes a few minutes. It will be how we keep in touch with updates and next steps. 
• Download and use the free lesson plan from MusiCounts Learn. This custom learning resource has been developed by Mark Reid, the 2013 MusiCounts Teacher of the Year. This will provide you with everything you need to engage your students in a conversation about Canadian music in your classroom, whether that be virtual or physical. There is a French language version of the lesson plan available as well.
• Complete the playlist assignment. The lesson plan concludes with activities that will help your classes create their own Canadian music playlist. 
• Submit your playlist to CBC Music. In October, we will provide all registered participants with a link to upload your playlist to a special site that will display all submissions. 

Please note the key dates for the Playlist Challenge:

• Sept. 8: Playlist Challenge launches at 5 a.m. ET
• Nov. 9: Submission period opens at 5 a.m. ET
• Nov. 30: Submissions close at 11:59 p.m. ET
• Dec. 16: Draw winners, announced at 5 a.m. ET

Sound like fun? Use this free Canadian music education resource at any time, with no obligation to submit a playlist to this project. We just want to make sure music has a place in the classroom this year. To be notified of all upcoming and ongoing CBC Music classroom initiatives, register for our newsletter at: cbc.ca/muiscteachernews  

For any information about our teaching resources, please contact [email protected].

For more information on the Canadian Music Class Challenge please visit our website , or register for our newsletter at:  cbc.ca/musicteachernews .

More about MusiCounts and Mark Reid:

MusiCounts is Canada's music education charity associated with the Juno Awards. Their mission is to ensure that all kids in Canada have access to music education. MusiCounts' newest program, MusiCounts Learn, aims to help music educators #StayInTune with the latest conversations around music education in Canada, and connect teachers to new music education resources.

Mark Reid is a leader in British Columbia's diverse music education community, with a record of program development and growth. He has served as curriculum coordinator and music education strategy lead at the British Columbia Ministry of Education, past president of the Canadian Music Educators' Association, and he was the director of bands and choirs at Vancouver Technical Secondary School. Reid was presented with a Juno Award as the 2013 MusiCounts Teacher of the Year and was a finalist for the 2015 Global Teacher Prize. 

Related Stories

• Buffy Sainte-Marie, Sarah McLachlan, Fred Penner and more on why music education is important
• Watch these stunning virtual performances from Canadian music classes
• What is the Canadian Music Class Challenge?

Add some “good” to your morning and evening.

Music teachers – stay up to date with all of CBC Music’s upcoming and ongoing music education initiatives.

Using Playlists to Differentiate Instruction

September 4, 2016

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Listen to my interview with Tracy Enos or read the transcript here .

In our never-ending quest to find better ways to differentiate and personalize instruction for students, we have plenty of options. I covered a lot of the basics in my Differentiation Starter Kit . Then last year we learned how math teacher Natalie McCutchen manages a self-paced classroom . And for ESL students, there are the Can-Do Descriptors .

Now, Rhode Island teacher Tracy Enos shares her system for customizing instruction to meet the needs of every student. She calls it a  playlist , an individualized digital assignment chart that students work through at their own pace.

How Playlists Work

First, consider what we usually do: When planning a typical unit of instruction, teachers map out a series of lessons to deliver, assignments for students to complete, and some kind of final assessment at the end. They might share this plan with students, but then the execution is done by the teacher: The teacher delivers the lessons, tells students when to do the assignments, and guides students toward the final assessment.

With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. With the learning plan in hand, students work through the lessons and assignments at their own pace. And because each student has her own digital copy of the playlist (delivered through a system like Google Classroom), the teacher can customize the list to meet each student’s needs.

“A playlist is basically like a road map,” Enos explains. “I started using them in my classroom when I looked at my room full of 26 students and I saw the variety in their abilities. I knew I needed something different so that I could meet the needs of each one of those kids. Instead of just saying, ‘OK, everybody, we’re going to work on this lesson today,’ I needed to individualize it so that different kids are working on things that they needed.”

The term playlist, by the way, was coined by one of Enos’ colleagues, math teacher Jason Appel .

Sample Playlists

Here are screenshots of three sample playlists from Enos’s class. If you click on each one, you’ll be taken to the full version to view in Google Docs. Although these examples come from a language arts class, Enos feels strongly that the playlist concept could be used in any content area.

Argument Writing Playlist

The first playlist is for a unit on argument writing. What you see here is just the first few tasks; there are 19 on the full playlist.

In the first column, Enos simply names the task. The second column provides specific instructions for the task. The third column is set up for students to record any notes they have about the task, and the fourth is where students record the date they completed the task.

Although much of the playlist will be exactly the same for each student, especially for the first few tasks, individual tasks can be customized to meet individual needs. Because the playlist is stored in digital form, the teacher can go into each student’s playlist at any time and make adjustments as needed.

In addition to adjusting certain tasks, Enos also builds space in each playlist for purely individualized tasks. If we look further down her playlist, we see that tasks #14 and #15 have been left open for individualized focus revision activities, to be determined after the student has written her draft:

Enos does place occasional hard deadlines into her playlists; item 13 above has a date assigned to it. Although students are allowed to complete the work before the deadline, having this task pinned to a specific date helps prevent students from getting too far off track from each other.

Parts of Speech Playlist

This next one is from a unit designed to review the parts of speech. Notice that some of the tasks are quite simple and quick: Students just need to log on to a certain platform, create an account, or join an online group. This makes the playlist a practical tool as well as a good instructional vehicle: One place to keep learning tasks AND the kinds of housekeeping items that accompany most units. And breaking units into smaller tasks gives students a feeling of accomplishment as they move through each item.

To see the full version of this playlist, click the image below:

Again, the “Directions” column allows for maximum flexibility. The teacher can add tech tips, reminders, or any other information that might help student complete the task more smoothly. And if this is done in digital form, the teacher can easily add tips, links, or other comments at any time, making the playlist a living document.

Book Club Playlist

The final example is a playlist created for a unit on dystopian fiction, in which students participated in book clubs.

Notice that the playlist also includes checkpoints, where students must touch base with their teacher before moving on. These can be built in at any point for any reason, such as making sure students have completed key housekeeping tasks (like in the example above) or having the teacher review a draft for quality.

Many of the tasks in the playlist will ultimately result in the student submitting work through Google Classroom, or they might require a paper submission in a class that hasn’t gone quite so digital. In fact, the whole system could be done on paper—one look at how student learning is managed in a Montessori classroom and you’ll see how that can work. What’s key is that students work through the list on their own, which frees the teacher up to spend more time working one-on-one with students.

Managing Student Pace

If students are truly working at their own pace, wouldn’t that mean some are way ahead, even finished with a unit, while others drag way behind? Setting a few hard deadlines (as shown in the argument writing playlist) can help keep the pacing from spiraling too far out of whack, but if our goal is true individualization, then we shouldn’t want everyone to be too closely aligned.

This can be managed on a day-to-day basis. Students who are taking longer to master key tasks will likely get more one-on-one assistance from the teacher or be placed in groups to help them. Those who finish the required material quickly can be given enrichment tasks that take the learning to more advanced levels.

Homework also takes on a different role in a class that uses playlists: Because students work through the playlists on their own, they decide whether they get homework or not. If a student is moving through a playlist quickly, they may not have a need to spend extra time on the work at home. Conversely, if a student finds he needs extra help in class, he may decide to catch up on a few videos at home.

Learn More and Share Your Experiences

For a more in-depth exploration of playlists, listen to my podcast interview with Tracy Enos using the player above or by listening on iTunes or Stitcher (for Android). If you have questions, ask them in the comments below and I’ll have Tracy come over and answer them. And if you have used a system that’s similar to playlists, please share your experiences in the comments so we can all learn together.♦

What to Read Next

Categories: Instruction , Podcast , Technology

Tags: differentiation , gifted education , teaching with tech

117 Comments

I really like this idea, but I am curious about a couple of things: I use Google Classroom for everything, along with Interactive Notebooks (real notebooks, not digital because not all of my students have access to the Internet outside of class), do you do any kind of lecture or introduction of the objectives or key concepts your students will be learning as they work their way through these playlists prior to them starting the tasks? If so, how long before you assign them the playlist, and how much time do you give students to complete the playlists?

HI Angela! I too use Google Classroom and Google docs. The introductory information varies depending on the topic/ unit. I do generally give the students an overview of the process at the start. The important concepts may also be sprinkled in as they progress through the unit/playlist when it is appropriate. It’s important that the students understand their role and responsibility in the process, as well as the goal of the unit. This introduction does not have to be long though. I would let the kids jump in pretty quickly and then touch base on an individual level once students are working at their own pace. Individual conferences are very productive. The specific time-frame of the playlists depends on the purpose. A writing unit may take 2-3 weeks, introductory material for a novel maybe 3-4 days, the book club playlist took about 4 weeks. The beauty of the playlist is that it can vary based on your students and their needs. They can all be modified as needed. I do like to have some deadlines as they progress, or at least suggested milestones they should hit by certain times. The flexibility and organic nature of the playlist is what really excited me! Seamless differentiation!

Hi– I’m using this (awesome) playlist idea with my AP Lit students for the first time. I’m wondering if someone can help me. I sent the playlist to them via Google Classroom– it’s a google doc and every student got a copy. One of the things that I thought was cool about the playlist idea was that I could differentiate and update the playlist for students, but I can’t seem to be able to do that. I tried to add a link for ALL students, but it won’t update on their document. Is there a way to do this?

HI Elizabeth! I’m so excited that you’re trying the playlists out! I think I understand your question, but please correct me if I’m wrong. I also send mine (in a google doc) out via Google Classroom, making sure every student has his/her own copy. This should create their own document that you share ownership with. Once a student opens the doc you should be able to go in and change/ comment/ view anything on the doc. It’s great for individual modifications. When you have shared the assignment, though, you can’t change their individual doc without going into them all and updating it (which would be a pain). If I want to add / change anything for an entire class of students I will just tell the class to update their own docs. Maybe you can just add the link in classroom as an announcement and then the kids can access it there or paste it into their doc? Please let me know if that helps. 🙂

I think I’m missing something. After creating the document in Google Docs, I realize I can post it on google classroom, but how do I enable students to get their own copy? Aren’t the playlists meant to be individualized based on variables for each student (due dates, reading level, etc)?

What am I not understanding?

Hi Jim! My name is Holly and I work for Cult of Pedagogy. There’s a way to share Google Docs by “forcing” recipients (students) to copy the document into their own Drive. This article will tell you how to do it!

You can’t edit and change a google doc once it’s posted to classroom mas a copy for each student. You can only alter the doc and have it show up altered if the student can either only view it or if all of the students can edit the one doc (which means their edits would also change your copy). To get around this, you would have to post a separate copy (that you made in your drive) for each student or group and post them all. Only then could you alter their document but that’s a lot of work. I only do it for groups because I am only posting like 8 documents per class period rather than an individual doc for my 100+ kids.

You can add an extension to Google Drive called “Slip in Slide”. 🙂

Hi! This is unrelated to the playlist post, but I was curious as to how you use the interactive notebooks?

I’m interested in trying the playlist concept with my art classes. When students work on projects there are many concepts they are trying to learn and breaking them into a playlist sounds more fun for them. Keeping them engaged and allowing them time to explore on their own is a great idea. Thanks for sharing how you set it up.

Hi, thanks for the resource sharing . I’m really appreciate. thank you

Love playlist, I use playlist weekly

I love this idea and plan to give it a go this school year. Even after doing this for over 30 years, I love learning new techniques and strategies. Your blog is so helpful, and I love you!

Angela, you just made my day. Thank you!!

That’s awesome!! So happy to hear that! 🙂

I cannot wait to try this! I have just started teaching College Prep American Lit (11th grade) and would love to see any other Playlists you or others have to offer! Can you refer me to a list/blog/etc. where I may find sample units that I can borrow from? Thank you so much in advance! :o)

Hi Angie! So happy to hear that!! 11th grade is fantastic. Here is a folder of the playlists/ hyperdocs I’ve created. https://drive.google.com/open?id=0B8ugzwm6fnRLV0txQ0VnTDJmN2s Also, here’s a collaborative padlet with hyperdocs that people have added or that I’ve collected. Feel free to add to or borrow anything! We love to share!! https://padlet.com/tenos/r236mb0wceb2

Let me know if you ever have questions or want to bounce ideas around.

Thanks so much for these resources. Do you have a way for us to access the Skills Lab videos you used and the quizzes/documents you mention throughout? In particular, I am interested in Commonly Confused Words and Parts of Speech. Also, is there a requirement to how many of the activities the students have to complete? I have a lot of freshmen who think they “know grammar” but still struggle to implement concepts, and I could see them just skipping over most options.

Same, Angela. (-8=

I just wish I’d found this fantastic resource at the beginning of the summer rather than right after school started. I’ve shared this article with my PLC and plan to implement it ASAP.

That’s fantastic, Niki! I only started working with playlists last year myself! Anytime is a great time to jump in 🙂 Please let me know if I can help with anything or bounce ideas around! 🙂 Enjoy the year and Stay in touch! Tracy

I love this idea! How long does it take to create a play list? It looks like you put a lot of time into making these. Do you have any tips to help make the process of creating a play list less daunting?

HI Shari! Setting up the initial playlists do take time, but it’s really time invested at the start of the unit, instead of as you go. You would be putting the resources and activities together anyway, this way it’s just at the start. Once the playlist is in place and the students are on the journey, you get to work with the kids. I do give myself, say, a full Saturday morning at least (with a good-size cup of coffee!) to finalize a playlist. 🙂 The first tip I would suggest is to keep the format and tools relatively the same for the different units. The continuity helps you in the planning process and helps the kids become familiar with the process as well. Also, it’s super easy to get overwhelmed with tools and options, try to limit them to your favorites. The tools that are the most flexible always capture my heart. The second tip I would offer would be to start small or transform a unit that you already have building blocks for. That way you’re not starting at zero. The third tip I have would be to find your tribe! 🙂 Find people who are teaching similar topics and maybe do it together 🙂 Share ideas, resources, docs! Pick and choose what works best for you, but don’t be afraid to ask for help! Using others to bounce ideas around always helps me out. Remember, though, once you have a playlist done (and it goes well), you only have to tweak it or change parts for next time. Let me know if you have any more questions! Oh, and sign me up for your tribe! 🙂 Tracy

This idea reminds me a great deal of webquests, which my students and I have had great success with in the past. Having the point-by-point checklist would definitely make certain that kids are hitting every point they need to, and it would make “collecting” and grading a cinch because everything would be kept in one digital platform. (I also champion GoogleClassroom.) Thank you so much for sharing the concept of playlists on a unit-level! Why not make it easy for students to catch up if they miss school, and to give the students the directions to arrive at the desired destination? I think I’ll try developing one for “Beowulf” (just imagine that’s italicized) in October, and we’ll see how it goes! Brilliant share, Tracy Enos. ^ ^

PS – I’ve found so many helpful and uplifting posts on your site, Jenn. Keep up the fantastic work! It’s making a difference.

That’s fantastic, Melissa!! Making it easier for students who miss class is so spot on! It’s as if they have a Miss Enos or Mrs Mabus right in their pocket when they need you 🙂 Putting students in the driver’s seat! 🙂 I’d love to hear how your Beowulf playlist goes! Keep in touch!

I really enjoyed the podcast and thank you for sharing the example documents on the website. I teach 9-12 Ceramics classes and picked up new ideas to try in my classroom. I am moving towards a more choice based art class and the concept of playlists fits in perfectly. It reminded me that I need to guide students, perhaps more than I sometimes think, towards independently making choices in both the content and process of their art making.

Ceramics! I love it! The format is so organic and flexible! It’s easy to feel overwhelmed with new ideas or methods, but we just need to find what works best for us and our kids and dive in! 🙂

This is a great idea. I cannot wait to put it into action!

Do you think this is something that is feasible for rosters that include 130 students?

I’m waiting for the day when Google Classroom will allow you to assign different assignments to different groups of students!

Wow! 130 students in a class?! That is a lot to manage, but with google docs for communication, I bet it could be done! I would certainly rely heavily on groups and curate resources that the students find helpful and can refer back to often. Blending would help you have more face-to-face time with your students though.

Well, I have 4 classes with 25-35 students per class. I was thinking about it today, and I was wondering if I could make playlists for various groups of students, email them attachments that would force them to make copies in Docs, and then when they are finished, they can upload/attach the finished playlist to Google Classroom (or any work they complete).

For instance, I have seven newcomer students from Guatemala, Honduras, and Mexico (non-English speaking at the moment). They aren’t in one class, but they are spread out through four periods. If I created an email list for those students and emailed them their playlists…maybe that could work? I’m just not sure if I’m setting myself up for a hassle! I foresee having at minimum five groups.

Thank you, Tracy!

Also…I just realized that the same playlist you’ve created is given to ALL of your students! LOL I do something very similar already, but I guess the term being thrown around these days is “hyperdoc”. However, I much prefer the term playlist.

Sorry for all of the comments/questions. As I was listening to the podcast, it just clicked–hey! I actually do this. ;o) Thanks again! You’re playlist idea just confirms that I’m on the right path!

HI Chandra! I love your comments and questions!! I prefer to share the same general playlists (even if some activities are left blank at the start) and then differentiate them as we go if needed. It helps me stay organized to have them all in one place instead of students sharing different playlists with me. I can still go in and change activities, add resources, and eliminate tasks as the kids need them. Much of the differentiation also comes in allowing choice within the activities and control over pace. For the kids who are totally new to English, why not create their own google classroom? Even if they are in different actual classes, that might be a great way to keep their playlists together. I’d love to hear more about what you do! We’re all explorers together 🙂 Keep in touch!

How often are you checking in on the student? What about those students who are not doing the tasks?

Check-in varies by student. I have built in spots within the playlists for scheduled check-ins, but I’m constantly mingling and touching base all throughout the class (and after school thanks to technology). As far as the students who are not on task, it is very similar to any activity 🙂 I try to engage them with the activity, try to relate an assignment to something they are passionate about, use collaboration, and offer choice. Although students are working at their own pace, we do have some deadlines that they have to meet. I teach 8th grade and I think it’s important for the kids to learn how to manage their time wisely. Have a great day! Tracy

Hi Tracy, Thanks very much for the reply. I am thinking of this to do with my G 11/ G 12 Psychology classes. I use google drive every day which include my notes and embedded in those notes are videos etc. I want to try this but start small – with psychology it is such a content base course that i’ll really have to be creative with learning activities so the students can meet those objectives. Have you done any playlists that involve content based course? I listened to the podcast and it sounds alot like independent learning which is what i’m trying to incorporate into all of my classes. Any suggestions would greatly appreciated. Thanks for your time, Cheers, Todd

Hi Todd! I’m not entirely sure what you mean by content classes vs. noncontent classes, but in addition to my English classes, my sister has also used playlists all year for her high school math classes. I would just think about all the standards and content points you’re addressing and lay them out on a roadmap. Since the playlists take advantage of technology, the variety of activities are great. I suggest trying edpuzzle for delivering content notes/ lecture, padlet, Voxer, or Today’s Meet for backchannel discussion. Diigo for research. All the google tools for lots of activities 🙂 Goformative for formative assessment along the way! Recap is also a fun way to have students respond to questions. The possibilities are endless 🙂 Focus on the student’s experience as they learn the content in their journey. I would also give them lots of time to work together and allow them some control over pace, space, product, or process, if possible. I’d love to chat with you further about options! Have a great day! Tracy

Thanks alot Tracie – I guess what i mean by content is that in IB psychology students essentially need to know the content and display their learning through essay style question/answers. I try to incorporate hands on activities in my lessons as much as possible – but i struggle with generating ideas within a playlist that would help them deepen their understanding as well as strengthening their writing skills. I guess what i’m trying to say is doing meaningful activities/exercises etc that will benefit them come assessment time. That’s something I’ll have to spend more time thinking about. How do you assess for understanding if students are doing different activities? Thanks again for the feedback!

HI Todd! The content could be the same for the kids. Maybe you could just individualize how they can show mastery of the subject. There are so many ways students can show learning. Teach Thought had a great post on this http://www.teachthought.com/pedagogy/assessment/60-things-students-can-create-to-demonstrate-what-they-know/ Letting the kids respond and show mastery in a way that they choose is a powerful way to give them control over their learning. In addition, they could also be working on the same lessons in the playlists, but have some control over pacing… some may need more time, some may be quicker, but they can decide when they feel comfortable with the material and are ready for the assessment. Or maybe they decide that they need more practice time. My sister, the Math teacher, used common assessments for her units even though her kids were at vastly differing levels. Perhaps vary activities by grouping– Letting kids work alone or with a partner. Or (if appropriate) you could have some students read an article, some listen to a podcast on a subject, some watch a video, or some get a face-to-face lesson from you. It could all be on the same/ similar topics, but just varied in terms of delivery. Individualizing can still be done with common material. My Anne Frank intro playlist basically covered four learning stations. Each group was able to focus on what interested them the most as a whole. This is a fantastic conversation! I’m enjoying it! 🙂 Thanks!

Hi Tracie, Thanks again for the info. I feel like i’m taking away more than i am giving haha. This is definitely some helpful suggestions. I feel class time feels very rushed – like there is so much to do before the bell etc – i think the playlist could help slow things a bit and allow students to take time with their learning – i guess that’s why this makes this way of learning appealing to me. I’m going to give this a try and see how the students respond – i think if i can get the checking for understanding down – i’ll have the proverbial grip on this. Thanks again, Cheers

I like this idea of playlists a lot! I was wondering if Tracy might be able to share a math example. I teach math and would like to “see” what a playlist might look like in that curricular area.

Hi Gretchen! Sure thing! My sister used playlists for the entire year last year and she teaches math. Here is an example playlist : https://docs.google.com/document/d/1tGLAibpzd4uMgZAWKzsGMg7J5tpm6ZgBg7jDV0M46x4/edit?usp=sharing She found it so helpful to meet the diverse needs of her kids. She even had one student work on a totally separate class while in her Algebra class because he transferred in late and there was no room. Let me know if you have any specific questions and I’ll pass them on to her 🙂

If you’re interested, here is a list of tech tools that my sister likes to use in her math classroom. It’s sometimes tricky to think of ways to utilize the power of tech in Math classes, so she made this super helpful doc to share ideas. https://drive.google.com/open?id=1yPFa9VFlyktH07m3PpNqiIHL3Cu44iW6Abpr01Ihyz0

How do you make the chart? Do you create it in Google Pages and then link to the classroom. I would love to learn how to put it together. I teach Gifted in elementary and this may be great for projects!

Hi April! I use google docs to create the playlists. Then I distribute them in Google Classroom. Google classroom then creates a playlist for each student that I have access to see and change anytime. The technology out there makes it so much easier for us! It really is a fun time to be a teacher 🙂 Playlists would be great for projects! 🙂 Tracy

Hello, I am a student in a math secondary education program and I find this to be a very interesting way to differentiate the classroom for students. I also appreciated the math example you posted above in the comments because it gives me an idea of what this could look in a math classroom. My only concern is with managing the pace of students who get ahead. You mention assigning enrichment tasks, but what if these students are not motivated to complete those. That is, what if a student rushes through what is “required” and then decides to stop working, potentially even becoming a distraction to others? Do you have any tips on how to approach a situation like that in a positive manner? I would love to hear your thoughts/ideas! Thank you!

Hi John! I’m Tracy’s sister (the math teacher :-)). I let students work at their own pace through the whole unit. So we didn’t have kids waiting to move on when the other kids were still working. I did have a special group who could work on some extra credit work at the end of each section, but I kept it invitation only (so of course kids were interested!). The kids did a great job overall and stayed on task the whole unit! I also had on going study strategies and khan academy missions that students could work on if they were ahead of others. But it was always their choice.

I wonder about simplifying this playlist, and having students complete work based on pre-test scores. There could be preparatory work, required work, and extension work. Teachers can prioritize essential learning, and then guide students towards what they need based on their pre-test. This way, each student would get the same play list, but would personalize that play list for themselves.

HI Rebecca! I”m curious about what playlist you are specifically referencing you here, but you’ve hit the nail on the head for most of them! Individualizing the playlists for student need is exactly what I’m aiming for. It’s the beauty of technology that makes it all so seamless!

I’m making an assumption here that many of you doing this are in a 1:1 environment. Is this possible without technology? Our resources are limited in that regard.

Hi Melanie! You might be interested in reading my post about the Montessori classroom . The teacher I profiled has all students working on their own lists of assignments and tasks; she just does it all with papers and folders.

HI Melanie,

Yes, I am in a 1:1 environment, but, typically, if you were working on a writing assignment you are able to get some computer lab time or even a cart. The playlists could be used then. Also, you wouldn’t necessarily need all students to be working on computers all of the time. You could strategically order assignments to vary between hard copies and digital work. The technology really comes in handy for quick formative assessment, but it’s not a requirement! You may also want to check out Jen’s post about blended stations. Station rotation may be a good choice for your kids!

How do track this much differentiation in an SIS/LMS gradebook? With a few differences I can see no problem from an admin point of view. A lot of differences would result in a LOT of EXEMPTS in the gradebook. Curious!!

Hi Tracy, I love what I can see of your playlist ideas…I think I would like to incorporate them…but it looks Work intensive…Any chance I can see what happens when the students click on the links? I think you must have to invite me? (or is that all private)? I do have a google ac’t. Did you first set up in docs or classroom? Thanks so much for sharing…It looks exciting and independent…Love!

HI Sharon! Sorry, but I just saw this. I’m happy to share everything. It is a lot of work up front, but a great investment. What specifically were you looking for? It is set up on a google doc and I push it out with Classroom. Feel free to email me [email protected]

Hi! I am teaching Algebra 2 next year and wanted to introduce playlists to my lessons. I need a little help on navigating how to do so. How would you suggest to use them for math class?

Hi Elizabeth! My sister, Heather, was the first teacher in our district to use playlists and she taught high school math. She’d love to help you out. Here is an example of one of her playlists: https://docs.google.com/document/d/1m-NTlvYHakg3lEWkaiIJFl5DOaCaK8JcNM6McesAiSg/edit?usp=sharing Feel free to email her at [email protected] .

This sounds wonderful, but I am having trouble finding references for teachers who use Playlists and HyperDocs with younger students – 1st and 2nd grade. Have any lower elementary teachers used them, and if so, would you be willing to share a sample Playlist or HyperDoc?

Hi, Osa. I’m a Customer Experience Manager with CoP and we recommend heading over to Hyperdocs.co . Click on Teachers Give Teachers, a collection of shared Hyperdocs, where you can do a search by subject area. This may give you a place to start.

I would definitely check out Teachers Give Teachers like Debbie suggested. My sister taught Elementary Guidance last year the kids loved hyperdocs. They would open one up and say, “Oh, I love this game!” 🙂 Here are a few from her 3rd grade class https://docs.google.com/document/d/1uztIO-VNmt_ay6EQlUiZeVndPnXblgBi_ftAbey9Ct0/edit?usp=sharing and https://docs.google.com/document/d/1Nywh4U6kiVSa91WEzMAMxisYH_eR1Mq9j5KfVd0WQkM/edit?usp=sharing

Feel free to reach out to her directly at [email protected]

I was wondering which podcast did you use in the parts of speech playlist and what did your forms and formative links looks like? I am very excited about this whole idea and plan to use it with the high school freshman in my classes. My goal for the year is to build stronger writers.

I’ve been trying playlists this year, but only had time to develop a couple. Sadly, with four preps last year, I didn’t have a lot of time for development. I’ve been working on building more for next year (thank goodness for summer) and came here looking to see if there was a database for shared playlists. I just started checking out the HyperDocs website and it seems great. I bought the Teacher’s Guide to Tech and think that will make a nice pairing with the HyperDocs shared on that website, just like the sample playlists shared here. I can see what other people are using and get more info about those and things like them from the Teacher’s Guide. Are there any other places teachers have shared playlists?

I keep forgetting to comment on Itunes. I’m going to go there right now. I’ve learned so much from this podcast and website. Some of my colleagues may be sick of hearing me go on and on about CoP all of the time. Thank you so much for helping me to be a better teacher!

They are definitely time intensive, but so worth it! Sharing and implementing little by little helps. The Teachers Give Teachers site is a great resource, but, unfortunately, I don’t know of many more sites like that. Maybe we should start one 🙂 I will share my playlist/hyperdoc folder with you https://drive.google.com/open?id=0B8ugzwm6fnRLV0txQ0VnTDJmN2s

I also recently created a padlet to curate specifically ELA hyperdocs https://padlet.com/tenos/r236mb0wceb2 .

I’m so glad you bought the Teachers Guide to Tech. What an incredible resource!! There is a wonderful 2ndaryela Facebook group out there that you might want to check out. We share a lot there.

It’s all about finding your dream team and inspiring each other. Feel free to reach out to me anytime! Keep creating and sharing 🙂 Tracy 🙂

Thanks for your reply. I appreciate your suggestions and will check them out! Maybe you could share a folder on the about page where we could add copies of the playlists we make. If everyone could add to the folder, people could keep it organized and monitor as volunteers and it wouldn’t be too much extra work on your end 🙂

After doing so much research and development of lessons this summer, I am thinking that I would like to present this idea at our Washington State Social Studies conference. Is it okay with you if I use the term “Playlist”? I will, of course, cite you and this podcast in my presentation.

Absolutely! Have fun!! Let me know if you have any questions 🙂

Niki – I’d love to connect with you! I teach WA state social studies and am hoping to get into blended learning/playlists.

I absolutely LOVE this idea! I have worked in various roles at my school (primarily tutorial director& after-school RTI T2&3). This upcoming fall I am beginning my first year of teaching and am over the moon. I’m excited to apply what I’ve learned in this post (and so many other posts on this incredible site). I’m curious how often you use playlists to differentiate? Is this something you do with every unit or just a few times a year? If you do use it the full year, how do you ‘spice it up’ so the students feel bogged down by routine? Thanks so much!

Hey, Jessica! I’m a Customer Experience Manager with Cult of Pedagogy. Great question! Tracy talks about how often she uses playlists and why, near the end of the podcast episode, in a section called Should You Use Playlists All The Time? Hope this helps.

Hi there- this is indeed an interesting idea and I can see how it would be completely tailored to students needs and allow them to take ownership for their learning. The only point of concern for me is that I am a jig believer in social learning. And I am not seeing an authentic model for collaborative learning while using this model. But I can see the potential for using it here and there depending on what we are inquiring into. Am wondering how you view or if you could expand on how this could be played out in a way that promots social learning?

Collaborative working is wonderful! Most Middle Schoolers love it! Collaboration can certainly be a part of the playlist experience. There are lots of opportunities for kids to work together. If they are on the same step, as part of a revision activity, discussion, or to work together on an artifact to show learning. It really just depends on your objectives. The playlists/ hyperdocs are very flexible and can absolutely include collaboration. There are also many ways to collaborate. I find that when students are engaged in an assignment, I can break up groups by need/interest and really devote time to face-face instruction and student collaboration to great effect. As a side note, I do not do all of my teaching with playlists/ hyperdocs. There are very important lessons/ texts that we do whole class. Playlists are just one of the tools we use.

To add one more point about collaboration, my sister, who I reference in the interview, used this method with her 9th-grade Algebra students. Her students worked in groups every single day as they worked on their playlists. They always had people they could bounce ideas off of, collaborate, or ask questions around them as they worked.

Also, if you look at the example playlists, some are specifically designed for group collaboration– The Anne Frank Stations and Dystopian Book Clubs.

I am so happy to have stumbled upon this post. I will try playlists starting next week. I have read all the notes from podcasts as well as the comments and have a question: when students complete formative asseessments are you worried about honesty in their completion? What if they work with someone to complete it? Are those grades based on accuracy or completion?

I saw in one of the playlists that you have them come get the quiz from you. How do you ensure they are honestly answering questions? I am thinking about having a section in my room where students sit if they are quizzing so I can keep an eye on them. But if I’m working with students it will be hard to monitor. Maybe I will just do a day where they all have to be ready for a quiz..??

Any ideas from anyone will be appreciated 😊

I just got access to technology for my students to use in class (chromebooks). However, we don’t have Google classroom or any other school-based online assignment/class system. Any recommendations for other systems for assigning and managing playlists?

Hi Kate! I’m Holly, a Customer Experience Manager. I’m so excited for you and your students! I have no doubt it’s daunting right now, but there are certainly options.

Edmodo , Chalkup , or Schoology might work really well for your class.

However, by using your own Google account, you can set up Google Classroom yourself for free if that’s the direction you’d like to go! HERE is a video to get you started.

If this is too much too fast and you’re ready to get your students doing playlists immediately, go back to that paragraph just above the heading “Managing Student Pace.” It suggests a paper version of sorts that could get the ball rolling!

Lastly, because your class is now tech-ready, you may want to check out Jenn’s Teacher’s Guide to Tech . There’s a discount going right now for the 2017 guide, but the 2018 guide will be out in a few months!

I hope this helps!

Hi there!!! I am looking for a new way to do a book chat using dystopian literature. I love your playlist!!! Several of the documents on the playlist need permission to view. I have asked for permission, and hope you will grant this to me *fingers crossed* Thanks for an awesome resource!

HI Tiffany! That’s great! Our dystopian themed book clubs are a huge hit with my 8th graders. Please send me an email to request the documents and we can chat. [email protected] .

I love all of your playlist, but especially the argumentative essay playlist. How are you so familiar with the different types of software or technology? I have heard of many of the ones you used. Are they all free? How can I see the Google forms in the playlist? I really would like to incorporate them in my lesson plans. Do you have one for informative writing?

Hi Natassia! Thank you for your kind word! I’m by no means an expert in ed tech, but I am an explorer! I play around with various tools to learn about them. I also surround myself with other passionate educators who are constantly working to get better and better. We connect in “real-life”, on voxer, twitter, and in facebooks groups. I highly suggest finding a team of people who inspire you and share ideas. No one can do it alone 🙂 The vast majority of the tools are free. The only tool I pay for is Actively Learn, but they have a great free version. Generally, I have my favorites and I try to use them as much as possible. I love a flexible tool that can fill multiple needs. It makes it easier for the kids. My biggies are Padlet, Actively Learn, GoFormative, Edpuzzle, and anything Google. With those tools you can do so much! If you’re trying to learn, I’d start with these to start and branch out little by little. Jen has an amazing resource called teachers guide to tech– Check it out! I’d be happy to share the forms in the playlists. Just shoot me an email at [email protected] to let me know what ones specifically. At this point, I do not have a playlist for informative writing. I don’t use playlists for everything because I still think there is value in whole class instruction also. I also like to shake things up and keep it varied. It helps my 8th graders to change it up depending on our goals. Let me know if you have any other questions! Tracy

How do you accomplish playlists without access to computers everyday, or even every month?

Hi! Thank you for sharing this. I am wondering if it is possible to do this in a small group and with only twenty minutes? Thank you for any help with this question.

Kaylan, I don’t see why not. You can take this model and adjust it to suit your needs. It’s possible that your playlist won’t be as extensive as the samples in the post, but the intent is the same: planning lessons (differentiated as needed) that students can work on at their own pace, with periodic check-ins. I’d give it a try. Start small, maybe focusing on a particular skill or process, planning a few days worth of lessons. See what works and what doesn’t and go from there.

This is a very modern, cool version of what Montessori does. Students have goals they all need to reach, but at their pace that in 1st thru 6th grade students partner with the teacher to monitor and record progress.

I have dabbled with Hyperdocs last year, but feel like I was really almost making a Playlist. I’m having a hard time finding much of a difference between the two – could you explain? Thanks so much!

Hi Stephanie,

Playlists and hyperdocs are really the same thing and came out around the same time, but now hyperdocs seem to be the more preferred term at this point. The only thing that may be different is that the authors of The Hyperdoc Handbook proposed a set of guidelines or best practices that tend to kind of raise the bar for what makes a good hyperdoc. Otherwise, they serve the same purpose and there’s not much difference.

Hello, Any chance there are Playlist samples for elementary math?

I’d check out Hyperdocs.co or scroll through the comments — Tracy shared a few links to a few math playlists that her sister created. Although they are for older kids, you can get an idea of how a math playlist might look and then adjust to your grade level.

Hi there! I teach 3rd grade and I’m wondering if you think I could implement this in my classroom. All of my students have their own personal computers in my classroom and we use google classroom. I love this differentiation strategy and I love coming to Cult of Pedagogy for new ideas! Thanks!

Thanks, Jessica! Yes…I’d definitely give this a try and see what happens! You may want to start with a small mini-unit; for example, as part of a narrative writing unit, you could create a self-paced playlist just around capitalization. Since playlists are a variation of the hyperdoc , you may want to check out that post as well. Have fun!

love and excited to implement the playlist in my class

I’ve created a Google Website for my courses this year (High School Science) after switching from previously posting everything in Google Classroom. My students have provided me with the feedback that most of them prefer the website format because it is very similar to the playlist examples you’ve provided in that topics, resources, instructions, due dates, and relevant standards are grouped together so that they may easily work at their own pace.

Using Blended Learning Approach in teaching is useful and beneficial to students. The only problem si the availability of internet connection in the school.

Having an internet connection does make things easier for sure, but if you haven’t already, check out When Your School is Short on Tech . There are several work-around suggestions in the post that you might find helpful.

Thanks, this is really great!

Blended learning approach is very effective and the result really help the students to be a globally competitve 🙂

Blended Learning Approach can be both beneficial to students and teachers as long as planned and utilized correctly and efficiently.

I love this idea of a play list. I might also add a column where students can add songs for an actual playlist to represent each stage of their work.

This will work with my honors classes, but last year I tried something similar with my lower level students, and they just shut down when they see several tasks to complete, no matter how easy the task. Has anyone else found a way to keep them moving in the right direction.

I’ve done different kinds of versions of this idea, but wonder if anyone has ideas of how to do it in Canvas and Microsoft 365 instead of Google Drive? Getting everyone a document and getting it shared is not as easy as through Google Classroom. Any great workaround ideas?

I haven’t had a chance to use either platforms, but I was able to find this Canvas guide that might be helpful. In the meantime, hopefully others will see this and be able to jump in. Thanks!

I am a 6th grade ELA teacher and I feel overwhelmed that I have to grade everything. I have students complete multiple weekly projects and the grading gets out of hand! How have you planned both playlists and more traditional assignments so that you grade an appropriate amount of process (practice) and product (summative assessment)?

Hey Tracy, this has been a struggle for many teachers so know that you are not alone. Jenn wrote an e-booklet to address this topic called “20 Ways to Cut Your Grading Time in Half.” To access this resource, simply scroll to the bottom of any post and click the link in the grayed out box to subscribe to Jenn’s mailing list. Some other places to look for answers are Jenn’s posts, How Accurate Are Your Grades? (see suggestion #6), Self-Paced Learning: How One Teacher Does It (see section on providing students with answer keys), and Could You Teach Without Grades? I hope these help!

Has anyone used this at a Kagan, standards based school with special education/inclusive classes?

Looking for ways to implement in a 3rd grade ELA class. Any ideas or directions. I did make a hyperdoc but I do not feel it is self-paced or differentiated enough.

HI Cassandra, I started out with playlist for a writing workshop because I thought it lended itself the best for individualization and it fit our needs. In fact, I’m getting ready to start an argument unit right now. I would suggest laying out a variety of activities that you want them to accomplish- a nice mix of information, practice, choice, etc. It’s also helpful to build in check-in points and easy formative assessment aspects.

The details really depend on what you want your students to accomplish. I would try to differentiate by giving them a choice about reflecting, responding, and showing their learning. If you are like many at this time and are having to teach via distance learning, I would suggest shorter assignments probably. It seems like now is a time to simplify and not add too many new tools to learn. It’s so hard to not have the kids in front of us. The personal connection and conversation is my favorite part about blended learning. 🙁

Feel free to email me and we can chat further about any specific goals you’re thinking about. My email is [email protected] .

Be well, Tracy

I am really intrigued by this idea of playlists, especially in these uncertain times. Do you have any resources or can you direct me to them for high school biology playlists? Thanks!

Hi Danielle! I’m glad you found the post helpful! 🙂 While I don’t have any biology playlists, I can recommend some flexible tools that will certainly work for any subject. I love having a favorite set of tech tools that I can rely on so I don’t overwhelm my kids with too many. I would suggest checking out EdPuzzle, GoFormative, Quizizz, Padlet, and the Google Tools. Actively Learn is also great for reading articles. I use these tools the most and am sure you could use them for bio as well.

I would also suggest checking out the hyperdoc website (hyperdocs are similar to playlists) for some bio specific ideas. There are lots of ideas here. https://hyperdocs.co/find

You may also want to look for a group on facebook to find other bio teachers. I would suggest searching biology hyperdocs and see what you come across. Finding teachers who teach similar topics is awesome! 🙂

Thank you for a new idea!

Thank you so much for all the useful information, this will help me with my language class as well 🙂

Thank you very much for this valuable information.

Thank you so much

Hi! Really great resource. WE just started out using these at my school last month and it has been amazing. It would be great if you could share links to some resources for elementary and High school students. It would help us check our work against others. Well done! You are all so amazing!

Olu, if you scroll through the comments on this post, you’ll find that several other educators have shared some great examples for different grade levels! In addition, Tracy shared this Padlet , which is a collection of ideas contributed from other teachers. You may also be interested in this recent guest post by Dr. Catlin Tucker and this 2017 post about hyperdocs. I hope this helps!

I love the playlist idea and would like to try it with 7th grade ELA. I have kind of dabbled here and there with the concept in other forms, but find I really fall down in the area of the individual conference, which I intuitively know is critical to this approach. Our district has used writing workshops with elementary students, but the 7th graders are in the high school with 40-minute periods, so I have struggled to really wrap my mind around how to really DO the work of being the guide on the side and letting students have more autonomy. I also find that my students come to me with very low ability to stay on task for independent work. Do you have any resources that helped you improve your conferencing or management skills along the way?

Hi Shannon,

Teachers like myself often find small group instruction is a good balance between teacher-directed and student-led activities during a lesson. Students are able to support each other and work together while teachers also get to check in and provide targeted instruction in the moment. Since your students are slightly older, you might enjoy the recent blog post, Personalizing Instruction with Seminars as well as Flash Feedback: How to Provide More Meaningful Feedback in Less Time , which can help you make the most of your time with each group.

This post and this one may also be of interest. I hope this helps – let us know if you have any further questions!

The play list video on the reading is really informative it informs teachers how to set up and create stations in classroom, as teacher I feel we should have the type meeting more often!!

Glad you found it helpful, Fritz!

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Lists and Keys

PavanKuchana/Music-Playlist-ReactJS

Folders and files, repository files navigation.

The goal of this coding exam is to quickly get you off the ground with Lists and Keys

Refer to the image below:

Design files.

• Medium (Size >= 768px), Large (Size >= 992px) and Extra Large (Size >= 1200px) - Music Playlist
• Medium (Size >= 768px), Large (Size >= 992px) and Extra Large (Size >= 1200px) - No Songs Found View

Set Up Instructions

• Download dependencies by running npm install
• Start up the app using npm start

Completion Instructions

The app must have the following functionalities

Initially, the list of given track items should be displayed with a delete button for each track item

When a non-empty value with key name from the initialTracksList provided in the search input then display the track items which includes the search input irrespective of case

When the delete button of a track item is clicked, the respective track item should be deleted from the list of track items

When a non-empty value is provided in the search input element, and no track item includes the value given in the search input, then No Songs Found View should be displayed

When all track items are deleted, then No Songs Found View should be displayed

The App is provided with initialTracksList . It consists of a list of trackItem objects with the following properties in each trackItem object

Important Note

The following instructions are required for the tests to pass

• Styled Components should be used for styling purposes.
• The imageUrl in each track item should have alt as track
• The delete button in the track item should have the data-testid as delete
• The HTML container element with data-testid as artist-details should have the CSS property background-image with value as artist image URL given
• https://assets.ccbp.in/frontend/react-js/music-playlist/music-playlist-Edsheeran-bg.png background-image URL

Things to Keep in Mind All components you implement should go in the src/components directory. Don't change the component folder names as those are the files being imported into the tests.

• JavaScript 75.7%

Apple Music User Guide

• Sign in to Apple Music
• Build your music library
• Subscribe to Apple Music
• Mark items as favorites
• Add and download music
• Access your music library on all your devices
• Create an Apple Music profile
• Share music with friends
• See what friends are listening to
• Intro to the iTunes Store
• Buy or download music
• Create a wish list
• Download previous purchases
• Import items already on your computer
• Import songs from the internet
• Search for music
• Use filters to show songs
• Play songs from your library
• Stream recommended songs
• Listen to lossless audio
• Play Apple Music radio
• Adjust the volume
• Shuffle or repeat songs
• Queue up your songs
• Fade between songs
• Prevent a song from playing
• Tell Apple Music what you like
• Adjust the sound quality
• Use the MiniPlayer
• Problems playing music or audio
• Share songs with others
• Intro to playlists
• Create, edit, and delete playlists
• Create, edit, and delete Smart Playlists
• See which playlists a song is in
• Organize playlists in folders
• View and enter lyrics
• Change song information
• Add artwork
• Rate songs and other items
• Delete items
• Change where music files are stored
• Keyboard shortcuts
• Change Apple Music settings
• Change Account Settings
• Customize the Apple Music window
• Restrict access
• Symbols used in Apple Music

Create, edit, and delete playlists in Apple Music on Windows

You can create playlists to suit specific moods or to organize songs with a certain theme.

You can also create a Smart Playlist that updates automatically based on criteria you choose.

Note: Apple Music isn’t available in all countries or regions. See the Apple Support article Availability of Apple Media Services .

Create an empty playlist

The new playlist appears in the sidebar, below Playlists.

Type a name for the playlist.

Add items to a playlist

To add items to a playlist, do any of the following:

From anywhere in your music library , drag an item to a playlist in the sidebar.

Create a playlist with songs

Select one or more songs, then do one of the following:

Drag the songs to the sidebar.

Edit a playlist

Do any of the following:

Rename the playlist: Select the playlist name at the top of the window, then enter a new name.

If the deleted song is already in your library, removing it from a playlist doesn’t remove it from your library or storage device.

Delete a playlist

If you delete a playlist, the songs in the playlist remain in your library and on your computer.

Press the Backspace key.

Select Delete to confirm.

In addition to playlists you create, there are playlists created by Apple Music contributors. See add and download music .

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