Lesson Note and Practice Log Templates (Free) ============================================= From https://lessoncadence.com/templates/lesson-note-templates — free to copy and adapt for your studio. # Lesson note and practice log templates Five note templates, the rubric that decides whether an assignment is specific enough to get done, and a practice log a student can fill in. Replace everything in [brackets]. Use the Copy button on any block. ## How to use these - **Write the note in the room**, in the last 90 seconds, while the student packs up. A note written at 10pm is vaguer and unpaid. - **Address the student. Let the parent read over the shoulder.** That single choice solves most of the tone problem. - **Give the parent one job, and make it non-musical.** "Listen for a steady beat" is a job. "Make sure she practices properly" is a source of arguments. - **Five elements in every assignment: piece, place, method, dose, sound.** Miss the last one and the student can't tell when they're done. - **Never write anything you wouldn't say to the student's face** — you are writing it in front of them. The reasoning behind the four-part structure is in [lesson note templates parents actually read](/blog/lesson-note-template). ## The four parts | Part | Written for | What it does | Length | |---|---|---|---| | What we did today | Both | Proves the lesson happened and had a shape | 2–4 bullets | | What went well | The parent, mostly | The story — the reason they keep paying | 1–2 sentences, specific | | This week's practice | The student | The actual assignment | 2–3 numbered items | | For the grown-up at home | The parent | One thing to listen for, one thing to do | 2 lines | ## 1. Beginner child (ages 5–10) ``` LESSON NOTE — [Student] — [Date] WHAT WE DID TODAY - [2-4 short items, in the order we did them] WHAT WENT WELL [One specific thing this student did better than last week.] THIS WEEK'S PRACTICE 1. [Piece] - [measures] - [method] - [dose] - [what it should sound like] 2. [Piece] - [measures] - [method] - [dose] - [what it should sound like] 3. [Piece] - [measures] - [method] - [dose] - [what it should sound like] Practice [N] days this week. Each day should take about [N] minutes. FOR THE GROWN-UP AT HOME Listen for: [one thing a non-musician can hear] You can help by: [one concrete five-minute action] BRING NEXT WEEK: [books, folder, anything else] ``` ## 2. Teen student The parent section shrinks to a logistics line, and a deadline replaces the daily count. ``` LESSON NOTE — [Student] — [Date] WHAT WE DID - [2-4 items, with a number where there is one: tempo, reps, accuracy] WHAT'S WORKING [One specific improvement, and the reason it improved.] THIS WEEK 1. [Piece/skill] - [place] - [method] - [dose] - Success = [measurable] 2. [Piece/skill] - [place] - [method] - [dose] - Success = [measurable] 3. [Skill work] - [dose] [N] days minimum. About [N] minutes. TARGET [Recital / audition / exam date] - [what must be true by when] FOR PARENTS [One line: on track or not, and what is needed at home. Usually time.] ``` ## 3. Adult student No parent section. Adults quit over guilt more than over difficulty, so this one plans for the bad week in advance. ``` LESSON NOTE — [Student] — [Date] WHAT WE COVERED - [2-4 items, including the diagnosis, not just the activity] WHAT'S WORKING [One specific improvement. Adults get less of this than children and need it more.] THIS WEEK 1. [Item] - [place] - [method] - [dose] 2. [Item] - [place] - [method] - [dose] 3. [The one fix that matters most] IF YOU ONLY GET 10 MINUTES [The single highest-value item, named.] REALITY CHECK [Anything you know about their week, and permission to have it.] ``` ## 4. The lesson where no practice happened Do not write a verdict. Shrink the assignment so a win is available. ``` LESSON NOTE — [Student] — [Date] WHAT WE DID TODAY We used the lesson to practice together - [piece], [measures], [method] - the way it is meant to go at home. [Student] made real progress in 20 minutes. WHAT WENT WELL [Something true and specific from those 20 minutes. There is always something.] THIS WEEK - SHORTER ON PURPOSE 1. [One item. One.] - [place] - [method] - [dose] That is the whole assignment. Two days this week is a win. FOR THE GROWN-UP AT HOME We did not get much practice in last week, which happens in September. Rather than add to it, I have cut this week down to one thing so there is a win available. Ten minutes, twice, is enough to get it. If practice is a fight at home, tell me. That is usually a scheduling or assignment problem I can fix, not a character problem. ``` ## 5. Academic tutoring session The same four parts, different vocabulary. ``` SESSION NOTE — [Student] — [Subject] — [Date] WHAT WE COVERED - [2-4 items, including what the diagnosis was, not just the topic] WHAT'S WORKING [One specific thing that improved, with a number if there is one.] BEFORE NEXT SESSION 1. [Problem set / pages / practice section] - [how many] - [method] 2. [The one concept to re-read, and where] Success = [what a right answer looks like, so they can check themselves] TARGET [Test / exam / due date] - [what must be true by when] FOR PARENTS [One line: on track or not, and what is needed at home. Usually time.] ``` ## The assignment-specificity rubric Score each item you write. Anything below Level 3 gets rewritten. | Level | Example | Result | |---|---|---| | 0 | "Practice." | Ignored | | 1 | "Practice Minuet in G." | Played start to finish, mistakes and all | | 2 | "Minuet in G, measures 9–16." | Right section, wrong method | | 3 | "Minuet in G, mm. 9–16, hands separate, three times each hand, slowly." | Gets done | | 4 | Level 3 plus: "…until each hand runs three times with no stops. Five days. It should sound even, with no pause before the trill." | Gets done, and the student knows when to stop | Five elements, every time: - **Piece** — which one, and the page number if the book has two of them - **Place** — measures, section, or "the whole thing" if you mean the whole thing - **Method** — hands separate, slow with a metronome, sing then play, count out loud - **Dose** — how many times, or how many minutes, and how many days - **Sound** — what success sounds like, in words a 10-year-old can check themselves against The "sound" element is the one almost nobody writes, and it is the one that lets a student practice without an adult standing there. ## Printable practice log One row per day. The student fills it in, not you — marks on a page are the proof of progress that a note can't supply. ``` PRACTICE LOG — [Student] — week of [date] This week's goal: ______________________________________________ | Minutes | What I worked on | Hardest bit today --------|---------|-------------------------|-------------------- Mon | | | Tue | | | Wed | | | Thu | | | Fri | | | Sat | | | Sun | | | --------|---------|-------------------------|-------------------- TOTAL | | One thing that got easier this week: ____________________________ Question for my teacher: ________________________________________ ``` The last two lines are the ones that change a lesson. A student who arrives with a named question has already done the thinking. ## Before you file it - [ ] Every assignment item has all five elements - [ ] The "what went well" line names something specific, not "great lesson" - [ ] The parent's job is one action, under five minutes, and needs no musical knowledge - [ ] Nothing in the note is a verdict on character - [ ] The note is saved where the family can see it without you emailing anything ::: cta ## Keep the note where the family will actually find it A note in your notebook helps you. A note the parent can open helps them keep paying. LessonCadence puts the lesson note and the practice assignment on the lesson record, visible in the parent portal as soon as you save it. [Join the waitlist](/#waitlist) ::: *A shared document per student does this job perfectly well at 15 students. Start there if you are starting.*