Talk:Kristina's Portfolio Page
What are the big ideas -- Jianwei Zhang 13:19, 3 March 2009 (EST)
You identified the following goals:
* To learn how to provide insight into correct and incorrect dictation responses
* To learn how to teach students to integrate musical components of real compositions in a listening experience.
* To learn how to use technology to develop multiple listening skills
The first two items on this list both point to specific strategies to deal with specific issues. I'm wondering what are the big ideas (pedagogical concept, model, framework) underpinning these strategies. It seems that these strategies are related to using authentic whole-tasks/activities in music teaching and providing formative feedback over time. One possible concept to frame the specific strategies is authentic learning, which can be used to guide technology use too, making the specific points connected and meaningful. But this only one example. You may think of a better model/framework that is closely related to music education.
Re. objectives -- Jianwei Zhang 14:53, 29 March 2009 (EDT)
Kristina-- I like that you highlight instructional feedback and technology use in music class as two interrelated themes/ ideas in your course. Re. learning objectives, you listed
After this course, educators will understand....
* how to use technology to enhance listening skills and music analysis
* how to create and choose musical compositions that incorporate a variety of previously learned music theory skills
* the importance of how and why to provide insight into student work
You may want to elaborate the first objective in terms of what kind of technological tools you're helping educators to learn to use. There are many, such as MIDI, audio editing, etc., and you seem to be only focusing on a specific notation software. So you may clearly name the software.
As well, since you're teaching the participants how to use a notation software in music education, do you think the learners will need to understand the technical aspect of the software per se? I guess that will be an enabling objective for being able to use that software for educational purpose.
"the importance of how and why to provide insight into student work " read a bit awkward. You may want to list how and why separately.
Re. your ICM -- Jianwei Zhang 22:26, 1 April 2009 (EDT)
Unit 1 objective: Participants will be able to analyze the importance of providing feedback into correct and incorrect music dictation responses.
This statement points to an attitude-focused learning outcome. Do you think you should additionally address what kinds of feedback can be used?
Unit 2: Objectives: Participants will be able to develop activities where students identify individual music concepts within a real music composition
Is instructional feedback a part of this objective, so that the teacher will provide feedback to students in these activities? Need connections to unit 1 the key idea of feedback.
Unit 3: Objectives: Participants will be able to navigate and use “noteflight” software to create music examples to develop listening skills.
Again, how is this objective connected to units 1 and 2, and the key idea of feedback?
It seems that you need to refine your map (course structure) to make it coherent and centered around the big idea of instructional feedback. Reading/using more references on instructional feedback might be helpful. (e.g., http://www.slideshare.net/ekreske/data-on-instructional-feedback)
Feedback on your course -- Jianwei Zhang 21:55, 30 April 2009 (EDT)
Your mini-course unit 1 is in a great shape! Excellent work! One small suggestion about the following text:
"Click here to read about types of feedback [edit] Image:Note.jpgDiscussion Questions
Consider the questions below while reading the information on the site. Respond to them within the discussion page below.
* Is there any point in giving feedback to students?
* Is the feedback teachers give useful?
* Does teacher feedback impact student progress? Do students retain and put into practice any feedback they are given?
* Out of the types of feedback you read, which one(s) do you think are most important for success?
* Is there any one in particular that you would use more commonly in a music theory class? Why do you think this one type is the most beneficial for a theory course? "
If you want to use questions to guide participants to read the provided article, you may want to move the questions before the reading link or right after it. As well, you may consider how to re-design/integrate some of the questions so that the participants can be more focused and not overloaded. (It is not easy to keep five questions in mind while reading)
As well, after the discussion activity, you may briefly summarize and highlight the important take-aways.
Again, great work!
Hi Kristina,
I've actually been through this site a few times before now, and eagerly anticipate your completion of Units 2 & 3 =) It's great. My musical background is limited, but I especially love the external site (hantsweb.uk.gov- leave it to the Brits to make music a government industry) for providing feedback. What a great take on an especially important topic, considering our last weeks' focus on assessment.
You've done a better job according to the evaluation rubric than I have, so far- your objectives are clearly stated (and objectives also within each lesson plan; I'm still trying to figure out how to work that into my own), the consistency is present (except for perhaps nav links back from the instruction unit so we don't have to use the back bar, say to reach the portfolio page, etc.), and the content sequencing seems right on. Technical quality is excellent, and your graphics are wonderful & add just the right touch without going too far. I saw no typos, and have only one real, pressing question:
If students do not use the discussion questions you've presented, or only answer them perfunctorily, what recourse do you have as a teacher? They may still be engaged with the material, but as Multiple Intelligences vary, some may be much more interested in the music than in collaborating within a textual discussion. I am also trying to determine just what suffices as sufficient reflection, & not being in the traditional classroom have not had enough opportunity to try out theories in practice.
Overall, it seems to be a well grounded course/case study, and as you & I are the only two listed so far in the index as the case studies, it appears to fit the bill. Please let me know (via email?) when you've completed the next two untis as I'm interested in learning more about music, and your design! Thanks for an excellent example, e.
Feedback on unit 1 -- James Ranni 07:56, 7 May 2009 (EDT)
Hi Kristina,
Well done 1st unit - nice short clear intro. The page you linked to had the appropriate information with which to then engage the discussion questions. I never felt lost and it moved smoothly.
I look forward to the coming units!
Jim