Download - Tune Up Your Instruction: Transforming Discipline-Based Instruction Using Active Engagement
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Tune Up Your Instruction: Transforming Discipline-Based Instruction Using
Active EngagementAndi Beckendorf
Luther College
Bridging and BeyondLOEX Annual Conference1 May 2010Rameau music clips
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Goals for this session• Observe a creative learning strategy
• Take away a model of active engagement for discipline-specific research
• Reflect on pedagogical goals and learning styles
• Understand the model from the viewpoint of both participant and facilitator
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AssessmentPlease take a couple of minutes to write down three things you expect to learn during this session
Grieg music clip
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Opportunities for new ideas• Departmental evaluation/accreditation• Curriculum review• Course-related changes• Experiment with teaching strategies
Challenges fostering new ideas• Boredom!• Transform the experience• Appeal to multiple learning styles
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Brainstorming ActivityGoals:
o ice-breakero build on subject-specific knowledgeo introduce specialized considerations for music
Elements:omusic identifiers (opus, number, catalog
designation, key, etc.)o generic titles (sonata, cantata, prelude, etc.)o unique titles (Four Seasons, Tosca, etc.)o language skills (ЩелкунчикNutcracker)
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Brainstorming Activity• What subject areas do you provide
instruction for?• What levels do you teach?• Can you think of subject-specific examples
to build brainstorming activities for?– language and literature: genres (poem, short
story, essay, novel)– biology/nursing/pre-med: differences between
formal and common vocabulary– history: terminology for events (Civil War vs.
War of the Rebellion)
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Question Card ActivityGoals:
o each student has a chance to participateo practice identifying and finding resourceso build information literacy skills
Elements:oCephalonian Method
music: used selectively color: used to group question sequences active engagement: used throughout
oMLA Information Literacy Objectives
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Question Card Activity
Basic Reference Author Sequence
Bach Sequence Wildcards
Resources
Preus
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Fall 2009 Student Feedback
Overall
0 2 4 6 8 10
Section ASection BSection C
Music Selections
Participation
Usefulness of Information
Amount of Information
Model
0 1 2 3 4
Section ASection BSection C
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Student learning expectationsResources (78)Research (44)Services (9)Listening/Audio (4)Translating/Languages (3)Citations (1)
Follow-up Questions•Interest in becoming an opera conductor•Use of music in speech pathology
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Challenges•Activity not tied to an assignment•Instructor not present for the sessions•Expectations set for senior research•Comments from non-majors
Direction for the Future•Use of clickers for feedback•Use pre- and post-test for direct assessment•Explore spontaneous connections•Develop higher-order activities as part of a music department information literacy plan
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Assessment4. What is your perception of the interactive
model used for the session?4 = Liked it very much 1 = Didn’t like it at all
5. What is your perception of the amount of material covered in the session?
4 = Too much 1 = Not enough
6. What is your perception of how useful this information will be for your music courses, private lessons, or research?
4 = Very useful 1 = Not sure I will useGrieg clip #2
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Assessment7. Please rank your perception of your own
participation in the session.4 = I was excited to participate in this way.3 = I felt comfortable reading my card(s).2 = I felt uncomfortable reading my card(s).1 = I just wanted to listen, not participate.
8. Please rate your perception of the music used for the session.
4 = Selections enhanced the session.3 = Selections set a good mood.2 = Selections were distracting.1 = Selections were not useful in the session.
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Assessment9. On a scale of 1-10, how would you rate the session overall? (10 being the highest)
Please include any additional comments at the end of the feedback sheet.
If you have a question you would like me to answer, please write it on the front of the sheet, and include your email address.
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Questions?
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Music ClipsRameau, Jean-Philippe. “Passepieds I & II,” “Air” and
“Tambourins I & II.” Castor et Pollux. Orchestra of the 18th Century, Franz Bruggen. Philips, 1990.
Grieg, Edvard. “Peasant’s Song.” Lyric Pieces, op. 65, no.2. Daniel Adni, piano. EMI, 1995.
Grieg, Edvard. Allegretto tranquilo e grazioso. Norwegian Dances, op. 35. Gothenburg Symphony Orchestra, Neeme Järvi. Deutsche Grammophon, 1986.
Williams, John. “Indiana Jones March.” Flying Carpets. Un’Ottava Sotto Sopra. MR Classics, 1999.
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Thank You!I’d love to hear suggestions and comments. Please feel free to contact me:
Andi BeckendorfResearch & Instruction LibrarianLuther [email protected]
I would be happy to share materials and handouts.
This presentation will be included inthe LOEX conference proceedings.
Indiana Jones march