Field Trip

Because my schedule has not allowed me to attend a field trip I watched the youtube video about autism from our google docs syllabus that was attended by other members of our class in September. Barb Retenbach is a teacher to us all although she is mute. Barb has reminded me that even though we are all unique and diverse that we are all part of the same community. I really like that there is diversity in the video reading Barb's readings because it really spoke to me. In the video I was shown that Barb wrote the book called Teacher Please with selected readings from "I might be you" which are read by friends in the video.
Objects: She carries around different objects, but the world continues to move foreward. So we should not worry if the student is carrying something as long as it is harmless to those around them.
Quiet Company: No one wants to be talked at. Do not isolate the student.
Facilitated communication: Accept that this is the only way that the school does something, if the teacher is not concerned the student won't be either.
Strength and Support: Cease the perceptions of self.
I really like the video because it explains that no matter what differences there are race, age, sex, if the student requires special education every student deserves the same chances and the same opportunities as other students. The video really opens one's mind to the fact that we should all be equal when it comes down to how we get our education. I really enjoyed this video. I've worked with one autistic child and to me, even though he had problems speaking he was fairly intelligent I would hate to see his mind go to waste because the educational staff feel like he would not be capable of receiving an education. I hope that one day everyone will have the chance to recieve a good education.  

  

Group Differences

Our group had the topic and article readings that dealt with poverty and how there is an obvious gap between the poor and the middle class or better economically stable families. I noticed that these were two similar topics that were raised between both of the readings. They suggest that they only way to close this gap is to provide an equal opportunity for education for each and every child.

The real topic that really spoke to me is when he talked about power in education. I never really realized how much power the educational systems in our country have over students. This power begins to effect students. The Billings article also talks about the power that the students feel that they have over one another. I realized that why there are fights is because their power is being threatened, and so fights begin to break out. This struggle of power in the overall community seems to be prevalent in most academic systems in the United States. And this may or may not have to do with different social classes. I think what is important to note in Connell's article is that teaching with the idea of multiculturalism may help to solve this problem. I don't think that there is one end all solution for the problem. Poverty in itself is already a struggle for the student but I have learned through experience that as a teacher you can not solve everything. Overall I do believe that this gap does need to be addressed, so that every student has a chance for an excellent education. 

Blog 8

1. What are the differences between overt and covert learning strategies. (Understanding)

2. After you have read chapter 8 what do you believe an example of "metacognition" would be in your classroom? [Synthesizing]

Constructivism

Ormrod defines constructivism as a "mental process in which a learner takes many separate pieces of information and uses them to build an overall understanding or interpretation" (218). Constructivism is a frequently used method in music. In music education there are so many elements that effect how a student will perform a piece of music; such as dynamics, characters, articulation, and knowledge of music history are just a few. I think it would be difficult to use any of the applications in a music classroom, but I think it would be interesting to try to use service learning if it is possible. Service learning is defined by Ormrod as an "activity that promotes learning and development through contributing to the betterment of other and the outside community" (232).

In my classroom I would try to use service learning through performing for those less fortunate. For example I think that it would be really cool to try to get a group together and perform for the Joy of Music school. By playing for them we could help to inspire them to continue to work hard in the practice room. We could also perform a concert at a nursing home. This would provide great joy to our community, and it would give my students more chances to perform. I believe that students would enjoy giving back to the community especially if the local community helped to provide them with an instrument. The obstacles would be to get students to come outside of school to volunteer to do a concert, because this concert would not be considered to be required since it is not on school grounds. Also the paper work would be very difficult to pull through with the retirement agency because of scheduling and getting others to participate would also be a challenge.       

Behaviorism and Social Cognitive views on learning

Behaviorism

According to Ormod Behaviorism involves the following ideas: "environmental events or stimuli, and people's behaviors, or responses"(286). Examples of these assumptions are listed below.

• "People's behaviors are largely the result of their experiences with environmental stimuli."
• "Learning involves a behavior change."
• "Learning involves forming associations amoung stimuli and responses." (286)
• "Learning is most likely to take place when stimuli and responses occur close together in time."
• "...human beings learn in similiar ways." (287)

To be able to successfully master my lesson objectives from a Behaviorist point of view I must complete the following. I must teach so that every student may respond to phrasing music in their own personal way. When I teach in my orchestra classroom I must be able to see if students are responding to directions that is out of the ordinary. So that I may respond in a responsible manner. If one of my students is acting out in class than others may follow his lead. I will make sure that the problem is handled quickly so that others do not copy his behavior. I want to make sure that every student understands the objectives of the class and feels open to respond in the classroom. Finally human beings learn in similar ways, I would want to make sure that when teaching that my lesson comes across clearly to all students.

                                                                   Social Cognitive
Now Ormrod gives us some assumptions on social cognitive theory listed below.

• "People can learn by observing others."
• "Learning is an internal process that may or may not lead to a behavior change."
• "Cognitive processes influence motivation as well as learning."
• "People and their enviornments mutually influence each other." (324)
• "Behavior becomes increasingly self-regulated." (325)

From a social cognitive view of learning I would want to complete the following tasks. I must give the students a chance to work in small ensembles with their section leader so that students will begin to listen to how they sound and make decisions on any errors that they have made. I may student's passion thriving for learning in class and I want to help enable them to go beyond what they have learned while they have this new change in attitude. I want students to set their own goals for themselves at the beginning of the year so that they can observe their progress at the end of the year. This can become competitive between students so that students can learn more quickly through positive peer pressure. I want to create a positive learning environment for my students this will help enable students to learn better. If I am organized than students will be able to complete tasks more efficiently. I believe using motivation for self-regulated behavior can be very positive. If students help portray a good attitude in class I will reward that behavior through positive comments and maybe even some candy or stickers.     

Creating a conductive learning enviornment

A conductive learning environment is essential for every classroom. In class we discovered different types of educational environments through Samantha and Taylor. Ormond states that a learning environment that is useful is one that makes students comfortable, that displays resources and information, and that promotes social interactions between students. The classroom setup should be both productive and efficient. Students should not be distracted by how the classroom is arranged. It is also helpful if the room and tools should be easily accessible. Time should not be wasted from transitioning from one activity to another. Ormond says to create "good working relationships with your students." I believe that having a good relationship with your students and parents will help the classroom become more comfortable for everyone.

   

High School Case Study

You have started to dread your fifth period music class. It is made up entirely of seniors who are counting the days until graduation and seem to care very little about learning. Most of the students are obviously members of one clique or another. Whenever they think your back is turned, they start passing notes and text messaging. Worse, three boys have started disrupting those engaged in learning. No matter what you say, they laugh at the students who sing tenor and soprano, especially when they are practicing their parts. Yesterday, Tony, Jeff, and Morris started roughhousing then all three of them refused to sit down and follow the class procedures that the classroom community agreed upon at the beginning of the year. Although you have been using a set approach to handling infractions of rules, you decide it is time to change these procedures.

I choose this particular case study because I've personally experienced something similar in my freshman orchestra class.

My first step to changing my classroom is starting the class with the new rules. Every student needs to know that their grade will partially rely on classroom participation, and behavior. Disruptions and roughhousing in the classroom will result in a lower grade. I would then have a class discussion of what the class would like to be changed as far as the program goes. What can I do to help them? I would also speak with Tony, Jeff, and Morris after class and they would all receive detention for their actions. I would separate these three boys since they seem to be causing a large disturbance during class time. I would also separate other cliques in the classroom.

Second step would be to implement new ideas that the students have suggested. If there continues to be problems with those students I will then pull them aside and tell them that they could possibly fail this class if they do not begin cooperating properly.

Lastly I would hold a parent teacher conference to show that I truly care for the student's success.   

          

Theories of Motivation

Motivation can be a tool that can be used to make the classroom a more exciting and engaging place. You ask me what kind of motivation are most helpful for myself? I feel like I need a combination of extrinsic and intrinsic motivating. When it comes to being in a normal classroom setting I need extrinsic motivation. For example when it comes to college gen eds I could care less what the material is actually about because I'm never going to need to know how cells divide I just care about passing the class. Now music classes, private lessons, and orchestra are a whole different ball game. I am an intrinsic motivator. I've been playing the viola for 11 years now and most of the work is done outside of the classroom and inside the practice room. Every musician is their own teacher, and most of the learning process occurs on your own.

Motivation can be enhanced by the instructor in addition to fellow classmates. In my classroom I will use a playing chart. Each student will have to pass off music playing tests, and once a student has successfully passed they will receive a star. Halfway through the semester if all students have passed their playing tests I will have a holiday party for my students. This pushes students to not only be motivated to complete their exercises but also to motivate their fellow classmates to pass their tests. Then this process will repeat for the end of year party.       

The Many forms of Assessment

For my forms of assessment I will use a classroom orchestra setting.

Informal Assessment- Noticing that a student is lost in the music when I have started conducting, and adjusting my strategy for making a clearer start. Another would be if a student is not using the right bowing with the rest of the ensemble to address the problem.

Formal Assessment - Having a playing exams are an important tool that I can use to to assess if a student has practiced their music. Effort and improvement are more important than pure talent. For each and every student so that they can observe their own progress.

Paper-Pencil Assessment - This is a very important tool in the music world. Written papers or essays can help students better understand a concept. Knowing about a style period will effect how a student will perform. Also sparking creativity in students to try and compose music, or even to test their knowledge through music theory worksheets.

Performance Assessment - (see formal assessment) Playing exams or ensembles performing are a crucial part in music education. Also recording the ensemble is a great way for students to hear what they are playing wrong. An example in the real world would be what you hear when you speak and what you actually sound like on a recording device are very different. Listening from the outside in will help to open up students ears, to listen to the ensemble and not just themselves.

Traditional Assessment - Tests about key signatures, clefs, theory, and parts of the instrument.

Authentic Assessment - Music is a great opportunity for students to understand life skills. For example being on time to class is important because in the music world if you are on time you are fired, being early is being successful. Critical thinking and working with others can be put to real life experiences.

Standardized Tests - I think this is the most worthless, time- consuming instrument.

Teacher developed assessment instruments- As stated previously I will base grades on their practice chart, and playing exams.

Criterion-referenced assessment - A theory test, if students don't understand a concept clearly then it will reflect in their grade.

Norm-referenced assessments - I will put a chart with each child's name on it and every time that they pass a playing assessment, I will then let that child put a star on the chart. If every assessment is completed then the student may participate in the end of year party. This will challenge each student to push one another to do better.



 

Thoughts for the future

Educational Psychology is going to be critical and beneficial in some ways, and not pertinent in others. I am excited to learn the skills and knowledge that will be applied within the classroom such as the topic on classroom management. I think what is going to be most challenging for me is being able to take normal teacher curriculum and techniques and applying them to a music lesson. Music whether general, orchestra, choral or band uses more specific techniques when teaching and do not conform to regular curriculum. Another topic that I believe will be interesting is assessments. I have never been the best test taker, but my other skills in music outshine my lame test scores. For example when I applied to UT I was accepted into the school of music but I was not accepted into the actual college. Because my music audition was outstanding, and my overall grades were really good I was able to receive a 19,000 scholarship even though my test grades were below standards I was accepted into the college as well. I disagree with the majority of standardize assessments because they don't capture a student's true abilities or potential. I know another music student that made a 32 on their ACT and failed out of college for their first semester. So I am really interested in how our class's conversation will be on this topic.