Group discussion is a learning and communicative strategy I believe should be incorporated in some kind of way no matter what grade level. Even if it is kindergarteners discussing what they feel about their day or the weather outside! Our group forums spurred many conversations and I gained insight to many aspects of each group discussion. Honestly, like one of our classmates brought up, I had not even thought about ELL students in my classroom and how difficult it would be if I didn't have training, or there wasn't some kind of program they could take part in.
Something I would have changed with the activity was definitely the way our group presented our article initially. I like to think since we were first we were the guinae pigs (heh). BUT, if I had to detect
and pick apart/explain a complicated article- I would skip all the complicated numbers! Something that could have helped people with each topic was to write down 2 things they found most valuable out of their articles to share with the class. Maybe this could be done by emailing the professor and having her print them out. Yes, it would take more time, and honestly I remember almost all the topics vividly, but if we had to add something it may be something to think about.
Regardless, each group presented information that will be useful in the classroom by recognizing issues such as race and religion in our students, and how we as teachers can incorporate teaching these topics without offending students and being fair.
-For the most part, I reached my goal as to participation in the group discussion. I tend to have an opinion about a lot of things, so my goal was to pose more questions and listen rather than talk to much!
Thursday, April 25, 2013
PLE Barb Rentenbach Response
I really enjoyed attending the session with Barb Rentenbach and Lois the "smiling shrink". I had heard about Barb's disability and how she communicated with people, but obviously it was still a shock seeing as I have never really been in contact with someone with severe autism. I was absolutely amazed by the readings read by us that Barb wrote. Being declared as profoundly "retarded" at 19, and now seeing what she has overcome, and accomplished is amazing. Her vocabulary and knowledge of the outside world is incredible and motivating.
Barb wanted to get across the significance of being facilitators as teachers. She has worked with her facilitator, Lois, for years to become an accomplished writer. They key is as teachers is to discover what our students with disabilities are passionate about, and their strengths. If a child with ADHD is in your class, which is more common, medication is not necessarily always they key. Get them up and moving, and figure out their learning strategies and what works best. Patience is something all teachers must encompass.
When seeing Barb, and hearing her turrets, it is hard not to judge what she is capable of in comparison to "normals" as she calls them. That may sound terrible. But I have come to realize after her writings that she can feel all the same emotions, can understand physical contact, including sexual contact, and wishes to communicate with those she wishes. Imagine how hard it would be to be mute when simply wanting to explain a simple situation and typing painfully slow- but thats what works for Barb. Facilitating takes time, and we have to give those with disabilities a chance to express themselves the way the want.
Barb wanted to get across the significance of being facilitators as teachers. She has worked with her facilitator, Lois, for years to become an accomplished writer. They key is as teachers is to discover what our students with disabilities are passionate about, and their strengths. If a child with ADHD is in your class, which is more common, medication is not necessarily always they key. Get them up and moving, and figure out their learning strategies and what works best. Patience is something all teachers must encompass.
When seeing Barb, and hearing her turrets, it is hard not to judge what she is capable of in comparison to "normals" as she calls them. That may sound terrible. But I have come to realize after her writings that she can feel all the same emotions, can understand physical contact, including sexual contact, and wishes to communicate with those she wishes. Imagine how hard it would be to be mute when simply wanting to explain a simple situation and typing painfully slow- but thats what works for Barb. Facilitating takes time, and we have to give those with disabilities a chance to express themselves the way the want.
Tuesday, April 9, 2013
PLE 10 Language and Cognitive Development
Question: Theories in educational psychology promote the idea that language plays a critical role in cognitive development. Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching. Consider how you might incorporate or adapt the strategies presented for use with your own students.
Language development plays a critical role in each classroom learning environment. Whether it is learning vocab in math, science, visual art, creative writing, or music, students can expand their brains by extensive vocabulary usage as they continue through each grade level. I will be certified K-12, and it is important for me to incorporate appropriate vocabulary usage in the music classroom for all grade levels.
A bulleted point that stood out to me under the "3-5 suggested strategy" was "having students create short stories that they present orally in writing." A recording can be played by the teacher, or a piece on the piano, and the students can narrate a story that ties along with the music. For more advanced students (middle school), students can describe the music using musical terminology such as "piano" for soft, and "forte" for loud. In the same sense, under the "9-12 suggested strategy" in table 2.2 "distinguish between similar words", students can come up with synonyms and antonyms for musical terminology.
Antonyms:
Accelerando- A symbol used in musical notation indicating to gradually quicken tempo.
Ritardando- A symbol used in musical notation indicating to gradually slow down tempo.
Synonyms:
Decrescendo- gradually reducing force or loudness
Diminuendo- gradually reducing force or loudness
Language development plays a critical role in each classroom learning environment. Whether it is learning vocab in math, science, visual art, creative writing, or music, students can expand their brains by extensive vocabulary usage as they continue through each grade level. I will be certified K-12, and it is important for me to incorporate appropriate vocabulary usage in the music classroom for all grade levels.
A bulleted point that stood out to me under the "3-5 suggested strategy" was "having students create short stories that they present orally in writing." A recording can be played by the teacher, or a piece on the piano, and the students can narrate a story that ties along with the music. For more advanced students (middle school), students can describe the music using musical terminology such as "piano" for soft, and "forte" for loud. In the same sense, under the "9-12 suggested strategy" in table 2.2 "distinguish between similar words", students can come up with synonyms and antonyms for musical terminology.
Antonyms:
Accelerando- A symbol used in musical notation indicating to gradually quicken tempo.
Ritardando- A symbol used in musical notation indicating to gradually slow down tempo.
Synonyms:
Decrescendo- gradually reducing force or loudness
Diminuendo- gradually reducing force or loudness
Wednesday, March 20, 2013
PLE 9 Self Efficacy and Self Regulation
Question: How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
Often times teachers overlook the importance of finding the good or something right in a student's work or behavior. As a music teacher, I myself, sometimes am quick to think "no, that's not the right note," or "you are not interpreting the musical phrasing correctly." This can be somewhat of a flaw in given teaching styles. As soon as students, especially younger ones, feel put down, or that they are not doing things correctly, their self efficacy is effected. This in turn effects their behavior, attitude, and success in the classroom. They must be motivated, and it is the educator's job to build them up, and make them feel like they can accomplish anything.
In regards to Cherie, something has to be said to her to change her behavior so that it is not distracting to other classmates. In addition, something should be said from the teacher in regards to her learning- and how although she may be very entertaining to students in recess, or outside of school comical exchanges, her behavior isn't for a classroom environment. Cherie must encompass self regulation to know what she is doing isn't benefiting her education, or the education of others. Now, this may sound over her head. So wording things in simpler terms for her to understand for example, "Am I going to have to separate you from the entire class?" She needs to comprehend that taking something away from her may cause her not do do as well in class, or have as much social interaction with friends in class, because she cannot stay focused or behave. If she realizes this, then she is self-regulating. SElf regulation is an aspect of learning that should be learned from a very early age in order to fully be involved in a day care, or classroom to learn in a social environment.
Helping younger children with self regulation
http://www.youtube.com/watch?v=VSCMD0Et9rw
Tuesday, March 12, 2013
PLE 8 Behaviorist and Constructivist Interventions
Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?
Looking back at the middle school CSEL case study, I believe there are several approaches to productive behavior. I had originally mentioned giving Cherie attention, but not necessarily giving her the attention she desired. The suggestion was to call her out in class and move her to the front of my classroom which is sometimes embarrassing for a student at the middle school age. However, this action may not encourage good behavior always, because it is not taking anything away from Cherie that would be desired, if that makes sense. In a behaviorist view, students learn by changes in behavior- and although Cherie might be embarrassed by having to get up in front of the class to move, there is no contrast in that the other students are praised for good behavior.
Clearly Cherie's "funny" behavior is affecting the students learning because they are more concentrated on her. Not allowing the class to receive their "music note" sticker for the day, (in hopes of getting 10 for a music game choice day) for those contributing to Cherie's bad behavior would hopefully catch their attention. Walking around and handing out free "2 minute" ipad usage pass for good behavior, the ones not laughing at Cherie, may also catch the class's attention. (iPad time is something I have observed in my field experience in the music classroom)
Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge). How do they compare to behaviorist tools? What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management?
Knowing now that a constructivist viewpoint is developing knowledge through experience, a Cherie-type situation might be difficult to handle through a constructivist view pertaining to classroom management. Because in constructivist learning theory, the teacher is more passive and acts a facilitator, I am finding it difficult to provide examples how to handle issues that arise in classrooms through a constructivist view. All classes are different, but it some cases, giving students more leeway might in fact cause more disruption because of the students' freedom and them being responsible for their own behaviors. In a behaviorist classroom, it is pretty clear what is expected, and the punishments that will ensue with bad behavior.
I did find something that is encouraging for people like myself who find the constructivist theory attractive --especially for me, as a "special area".
"Structure is one of the conditions of freedom. Yet we cannot leave it at that, for paradoxically there can be no freedom without some element of constraint. Thus within the structure of a learning situation there are always some constraints--yes, even in the most apparently "free" classroom, . . . . Students are constantly making language choices. Still, they are not "free" in any radical or idealized sense . . . there is a lot of structure . . . (p.116).
What Sheridan is saying here is exemplified in a constructivist class. Unless kids are provided with behavioural parameters, nothing gets accomplished because they don't know what it is they're really supposed to do. But once these behavioural parameters are established, there can be a lot of choices within.
The paradox about student centered instruction is the more control you turn over to the students the less you need to worry about control, and, in fact, the students are quite able to look after themselves and, even more, look after each other. In a constructivist classroom, control comes from students' involvement in responsibility rather than external imposition, freeing the teacher to focus on students learning, a profitable situation for both students and teachers.
Actively and interactively involved students, negotiated curriculum, and redistribution of power, control, and responsibility all contribute to a relationship between students and teacher that promotes a situation where learning thrives. With the development of a constructivist philosophy, a teacher of any discipline is able to create a classroom environment within which students are able to become autonomous learners."
Master's Thesis entitled "The Road to Knowledge is Always Under Construction: A Life History Journey to Constructivist Teaching".
Audrey Gray
I think finding a balance is key. This will be probably one of the greatest challenges for me as a future music educator. In my field experience, students often see music class as "fun time" or "play time". Obviously classroom management issues will arise when there is singing, dancing, playing instruments, etc. And although I want my students to have fun while learning, I need to approach all my classes in a way that it can be a social, interactive environment, but still enforce respect and appropriate behavior.
Looking back at the middle school CSEL case study, I believe there are several approaches to productive behavior. I had originally mentioned giving Cherie attention, but not necessarily giving her the attention she desired. The suggestion was to call her out in class and move her to the front of my classroom which is sometimes embarrassing for a student at the middle school age. However, this action may not encourage good behavior always, because it is not taking anything away from Cherie that would be desired, if that makes sense. In a behaviorist view, students learn by changes in behavior- and although Cherie might be embarrassed by having to get up in front of the class to move, there is no contrast in that the other students are praised for good behavior.
Clearly Cherie's "funny" behavior is affecting the students learning because they are more concentrated on her. Not allowing the class to receive their "music note" sticker for the day, (in hopes of getting 10 for a music game choice day) for those contributing to Cherie's bad behavior would hopefully catch their attention. Walking around and handing out free "2 minute" ipad usage pass for good behavior, the ones not laughing at Cherie, may also catch the class's attention. (iPad time is something I have observed in my field experience in the music classroom)
Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge). How do they compare to behaviorist tools? What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management?
Knowing now that a constructivist viewpoint is developing knowledge through experience, a Cherie-type situation might be difficult to handle through a constructivist view pertaining to classroom management. Because in constructivist learning theory, the teacher is more passive and acts a facilitator, I am finding it difficult to provide examples how to handle issues that arise in classrooms through a constructivist view. All classes are different, but it some cases, giving students more leeway might in fact cause more disruption because of the students' freedom and them being responsible for their own behaviors. In a behaviorist classroom, it is pretty clear what is expected, and the punishments that will ensue with bad behavior.
I did find something that is encouraging for people like myself who find the constructivist theory attractive --especially for me, as a "special area".
"Structure is one of the conditions of freedom. Yet we cannot leave it at that, for paradoxically there can be no freedom without some element of constraint. Thus within the structure of a learning situation there are always some constraints--yes, even in the most apparently "free" classroom, . . . . Students are constantly making language choices. Still, they are not "free" in any radical or idealized sense . . . there is a lot of structure . . . (p.116).
What Sheridan is saying here is exemplified in a constructivist class. Unless kids are provided with behavioural parameters, nothing gets accomplished because they don't know what it is they're really supposed to do. But once these behavioural parameters are established, there can be a lot of choices within.
The paradox about student centered instruction is the more control you turn over to the students the less you need to worry about control, and, in fact, the students are quite able to look after themselves and, even more, look after each other. In a constructivist classroom, control comes from students' involvement in responsibility rather than external imposition, freeing the teacher to focus on students learning, a profitable situation for both students and teachers.
Actively and interactively involved students, negotiated curriculum, and redistribution of power, control, and responsibility all contribute to a relationship between students and teacher that promotes a situation where learning thrives. With the development of a constructivist philosophy, a teacher of any discipline is able to create a classroom environment within which students are able to become autonomous learners."
Master's Thesis entitled "The Road to Knowledge is Always Under Construction: A Life History Journey to Constructivist Teaching".
Audrey Gray
I think finding a balance is key. This will be probably one of the greatest challenges for me as a future music educator. In my field experience, students often see music class as "fun time" or "play time". Obviously classroom management issues will arise when there is singing, dancing, playing instruments, etc. And although I want my students to have fun while learning, I need to approach all my classes in a way that it can be a social, interactive environment, but still enforce respect and appropriate behavior.
Tuesday, March 5, 2013
PLE 7- Metacognition
Consider a lesson plan you might use. Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?
Lesson plan for first grade general music: Teaching basic rhythm in common meter (4/4)
I think once I have used kinesthetic skills such as clapping, singing, dancing to beats in a 4/4 pattern, I would want to show my class how to relate the theory of a simple music pattern by painitng (not literally) a picture in their mind of how music and math are inter-related. Activating metacognitive skills such as learning things outside of class will help facilitate the knowledge they are learning.
For example-
I would present an actual dollar bill in class and have them pass it around:
This represents a whole (total) dollar, which is equal to a whole note, or 4 beats, an entire measure.
Then I would pass around 4 quarters:
I would then explain how 4 quarters equal one whole dollar. And that there are 4 quarter notes equal to one whole note, or the entire measure in 4/4 time signature.
Metacognitive skills include:
• Self assess (using instructor-provided tool) learning styles and preferences, strengths and weaknesses
• Share and explain their own learning preferences and learning strategies to others.
• Describe how one’s learning preference affects how one learns.
https://www.dllr.state.md.us/gedmd/cs/eslcsmeta.pdf
Students at the end of class can respond to what type of learning they preferred, whether it was visual through seeing money, or learning kinesthetically.
Lesson plan for first grade general music: Teaching basic rhythm in common meter (4/4)
I think once I have used kinesthetic skills such as clapping, singing, dancing to beats in a 4/4 pattern, I would want to show my class how to relate the theory of a simple music pattern by painitng (not literally) a picture in their mind of how music and math are inter-related. Activating metacognitive skills such as learning things outside of class will help facilitate the knowledge they are learning.
For example-
I would present an actual dollar bill in class and have them pass it around:
This represents a whole (total) dollar, which is equal to a whole note, or 4 beats, an entire measure.
Then I would pass around 4 quarters:
I would then explain how 4 quarters equal one whole dollar. And that there are 4 quarter notes equal to one whole note, or the entire measure in 4/4 time signature.
Metacognitive skills include:
• Self assess (using instructor-provided tool) learning styles and preferences, strengths and weaknesses
• Share and explain their own learning preferences and learning strategies to others.
• Describe how one’s learning preference affects how one learns.
https://www.dllr.state.md.us/gedmd/cs/eslcsmeta.pdf
Students at the end of class can respond to what type of learning they preferred, whether it was visual through seeing money, or learning kinesthetically.
Wednesday, February 27, 2013
PLE 6 Constructivist Approach
Question: Make a list of the sequence of skills necessary for ultimate mastery of the content of your lesson through a constructivist approach. Which of these learning activities/skills lend themselves to student’s individual or group construction? How might you structure learning activities that lead students to discover these skills/principles?
In an approach to teach music and art during the time period of WWI, the teacher will first discuss the history of WWI while engaging the class with questions and response of the time period. To include social interaction, the teacher can spit the class into groups to create their interpretation of historical events that they have grasped from the text by making a timeline.
Next the teacher will incorporate music and art of the time by letting the class listen to band marches written for WWI and show slides of artwork done throughout the DaDa movement. A constructivist approach would be letting the class interact with each other to come up with a piece of work to demonstrate in front of the class what they have learned in this arts/humanities unit with music and art. The students draw from the aspects they have learned in order to "teach" the class a song, skit, or show a piece of art as a way for the teacher to assess in an engaging and fun environment During class time, the teacher should move about the room to assist students and ask questions to encourage creative thinking skills.
I feel that in my area, music, a constructivist approach will almost be an every day teaching in order to assess students. The students should feel comfortable to ask questions and to perform in front of one another. Below is a quote from an article in ERIC.
"A constructivist music classroom exemplifies deep learning when students formulate questions, acquire new knowledge by developing and implementing plans for investigating these questions, and reflect on the results." - Sheila Scott
In an approach to teach music and art during the time period of WWI, the teacher will first discuss the history of WWI while engaging the class with questions and response of the time period. To include social interaction, the teacher can spit the class into groups to create their interpretation of historical events that they have grasped from the text by making a timeline.
Next the teacher will incorporate music and art of the time by letting the class listen to band marches written for WWI and show slides of artwork done throughout the DaDa movement. A constructivist approach would be letting the class interact with each other to come up with a piece of work to demonstrate in front of the class what they have learned in this arts/humanities unit with music and art. The students draw from the aspects they have learned in order to "teach" the class a song, skit, or show a piece of art as a way for the teacher to assess in an engaging and fun environment During class time, the teacher should move about the room to assist students and ask questions to encourage creative thinking skills.
I feel that in my area, music, a constructivist approach will almost be an every day teaching in order to assess students. The students should feel comfortable to ask questions and to perform in front of one another. Below is a quote from an article in ERIC.
"A Constructivist View of Music Education: Perspectives for Deep Learning" |
"A constructivist music classroom exemplifies deep learning when students formulate questions, acquire new knowledge by developing and implementing plans for investigating these questions, and reflect on the results." - Sheila Scott
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