 diversifying assessments because everybody has their comfort level with speaking out in class and some people like to write some people you know they feel they like to analyze they like to draw comparisons and so just trying to give them a real smorgasbord of ways that we assess things so that everybody hopefully I'll hit the sweet spot with them at least once. Wherever possible I try to let them see each other's work. They're all now so used to posting on Facebook and everywhere else videos and things that I think they're very comfortable in the online environment so when we are for example in my pedagogy class collecting information about teaching someone how to breathe better or how to sing with more resonance we make a wiki and so I give them a number of resources and they say here you know I want you to cite at least two of these and we're gonna compile this whole list of exercises together where you can all see it and then at the end of the quarter you know we'll be able to print this thing that you guys have made but I find that I get such great work from them. We do a lot of discussion groups a lot of interactive things where you know if students don't feel comfortable speaking out in class sometimes they do with their peers lots of pairs a little projects where they're being very active and wherever I can finding the opportunities for them to give each other feedback and themselves feedback and do teaching because that time that they spend thinking what are the components of this skill that I'm trying to learn or teach and then what are the strategies that I use to get better at it they take that then into their own teaching not only of students of others but also of themselves in the practice room so that is everything we do I mean singing is all I do is try to get people to express themselves all day it better be an honest representation of who they are. A specific recital that I have a student doing and he's very interested in social justice also and it's been such a great thing for me to work with him he brought in a song in Tagalog which is Filipino which was part of his heritage and you know it was going to be the last thing on the recital and family coming you know and it won't this be in it was something I had grown up hearing on TV in Hawaii so I knew it and it turned into doing a group of songs about colonialism so all of them are about national pride so even though the song is in Western harmony the words are in Tagalog and it's about again pride in the country we added one in Hawaiian written by the last Queen of Hawaii there's one in Spanish there's two one from Cuba and one from Argentina but they're all grouped on a theme not you know three songs of Schubert like in many recital groups and so it was a chance to bring in underrepresented groups into this format which has been really really neat. In the art of listening to music class which is a big GUR 200 students usually use a software called pull everywhere so on their cell phone they actually get their cell phones out in class with sanctioned approval so I can ask a question and their responses show up in real time on the screen and so whatever we happen to be studying that day I'll play a piece of music and say what do you hear in this or you know if we're talking about music and math or music and how the brain works how learning works I find that you know students who are coming from say a neuroscience background or engineering background have amazing things to say about what's going on and they then are relating to their own lives or you know political science or psychology you know there it's it's a great tool so we do that quite a bit either online in discussions or in the big lecture