Grammars of Schooling- examine to discern differences from then to now. Or are there?
Student centered/Teacher Centered classrooms and their characteristics. How can you strive to have a learner-centered classroom and experiences for your students?
Bloom’s Taxonomy: To use in forming instructional objectives (divergent vs. convergent thinking)
Theories of Learning: As teachers, we can ID under what theory our practice falls. What kinds of teachers are we? (Constructivism, Behaviorism)
Assessment- Summative and Formative, Traditional vs. Alternative (“Eisner Triangle” :Brian Franco used it in his Weedsport program)
How do I see the role of assessment in my teaching and my students’ learning?
ED THEORY, CON’T:
2014 National Standards- use and implementation. How can we create artistically literate students?
Lesson Planning Decisions-what do we have to examine when planning instruction?
Exploring the current Music Ed paradigm
Ayers, chapter 3- Classroom environment affects how students learn/messages sent
Video Observation- Traditional instruction vs. constructivist (Band tchrs Nick White/Pam Gallagher)
Personal Journey Project- Realizing you have a starting point and seeing where you’d like to go
Philosophy/Metaphor- What you believe constitutes good teaching and why
Your values as a teacher. What we believe and care about will show through our teaching
Teachers as Agents of Change: the importance of constantly re-evaluating what it is we’re doing and enacting change when we feel a need.
Are my beliefs static? Or am I willing to embrace the “uncomfortable” and new in order to learn more as a teacher?
The importance of Environment (Ayers) and how it can impact my teaching
TEACHER BELIEFS, CON’T:
To what belief (learning theory) do I identify with as an educator? How can I adopt constructivist principles?
The use of “Frameworks” as a tool to organize our conceptual thinking
Ones to help us understand Teaching and/or Learning:
Root Metaphors- Designed to help us ID how we ‘see’ teaching at this stage
4 Commonplaces: Teaching is multi-faceted
Ones to help us understand connections between teaching and learning theory:
Bloom’s Taxonomy; used to help us distinguish between Divergent and Convergent thinking
National Standards (2014)- process oriented framework for guiding curriculum
Learning Theories- to help us ID how our practice fits into contemporary
EDUCATIONAL FRAMEWORKS, CON’T:
Lesson Planning Templates- varied and multifaceted
Roles of Students- Active/ Passive. Which context encourages either role?
Curriculum and Instruction
Short Teaching Episodes- what did you learn?
Teaching Philosophy- drives how we teach
National Standards- what is their use in the classroom? Learning Theories- How do they make us aware of our practice and what comprises our teaching?
Lesson Plans- Their function and frames
How/Why to Plan for instruction: long term to make connections among students
Time Management in the classroom- why this is important
Children’s abilities and differences (intellectual, behavioral, social and cultural)
Our OWN experience – its influence on our present life as teachers
CURR AND INSTRUC, CON’T:
The importance of “process”; what are the benefits of getting kids to be ‘messy learners” and discuss their own thinking?
The difference between a curriculum and standards
Use of technology in the classroom