Degree in Elementary Education I teach music for Kindergarten
and First Grade I share the main music room for my first grade
classes 3 Focus students are First Graders They are all confident
learners
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R: Bilingual, pleasant, follows rules, quality work A: Curious,
takes risks, active, makes friends easily S: Excited about
learning, asks clarifying questions when unsure, energetic
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HypothesisConclusion R: Easy: Reading & Math Difficult:
Writing (mechanics) Learn better: Visual examples Easy: Music,
writing, reading & math Difficult: Maps Help: Pictures; seeing
how something works A: Easy: Math Difficult: Writing (getting and
sharing ideas) Learn better: Manipulatives Easy: Math Hard: Playing
the piano Help: Doing something and trying it myself, asking
questions. S: Easy: Learning songs Difficult: Reading & Writing
Learn better: Examples, group work Easy: Math Difficult: Cleaning
the litterbox (home), reading and writing Help: My teacher and
hearing things
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My HypothesisFinal Conclusions Environment affects
learningExperience and schema help students understand lessons
Teachers pull on students pre-existing experiences to teach
effectively Community-centered approach helps develop a safe
environment with procedures in place (risk-taking and learning from
mistakes encouraged) Metacognition develops higher level thinking
skills Students can take control of their learning & goals when
a metacognitive approach is taken Students should be aware of
learning targets Holding students responsible for learning targets
encourages them to take responsibility for their learning
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I need to assess in order to build on prior knowledge
Understanding a childs background, experience, and learning style
helps me scaffold to needs Metacognition: Powerful tool for
teachers to help students take charge of their own learning
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Learning Targets: Personal Rubric: Keep students on track Show
# of fingers to indicate competence Student Thinking Exercise
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Slide 10
HypothesisConclusion R: I predict this learner will be able to
connect the learning with a gap of time after the lesson This
student was able to remember the lesson and details with a teacher
prompt; the student connected lessons by referring to a concept we
had discussed before. The students schema seemed to aid in
connecting lesson content This student was able to transfer and
seems to have more background for remembering and connecting one
lesson to another A: I think this learner will recall details from
lesson More prompting helped the child recall the lesson. The
student was unable to see how lessons connected with one another S:
I think this student will be able to recall lesson details This
student had difficulty recalling details; this child was not seeing
how the lessons were connected to one another
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HypothesisConclusion Students need experiences and review to
remember lesson content Gradual release model solidifies learning
for students Review and use links for students to remember content
Multi-sensory teaching is more effectivePreparing lessons with
student learning styles in mind provides more powerful learning and
transfer Students know how they learn best; ask and apply; multiple
intelligence theory Varying teaching strategies = + results Skill
mastery is dependent upon good lessons and hard work from students
Student performance (formative & summative assessments) is a
reflection on effective or ineffective teaching practices; realign
to needs of students Transfer is understanding VS memorizing
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Personal motivation affects learning & transfer Take time
to explore and integrate information Expert VS novice = time and
experience Good teachers tap into their students existing knowledge
to make new learning meaningful Practice, guided learning, and
learning from experiences boost brain development
Slide 13
Concert Theme: Im Thankful Discussed thankfulness We asked
classroom teachers for writing piece Some ideas put into script
Displayed for night of performance
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Flipchart used to teach xylophone skills before moving to
instruments Variety of instruments & approaches for one
lesson
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I prepared charts and literature for our family literacy night
and posted them throughout the building during conferences as
well.
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HypothesisConclusion Teaching with modeling helps students
learn concepts I need more visual examples in addition to models,
such as videos, flipcharts, and pictures to build student
background knowledge and help them connect lessons My students need
adults to find out how they learnMy students know what helps them
learn. Each identified what I can do to help meet their needs,
whether they be visual, auditory, or a combination of approaches R
This student needs fewer examplesThis student learns content
quickly but still needs rich examples and opportunities to model
personal knowledge of subject matter in positive ways. A This child
has a relaxed attitudeThis student needs challenges and
opportunities to share. Intentional review using metacognitive
skills and a slow release model will help this learner stay on task
and share personal connections. S: Student struggles with
metacognitionThis student has a difficult time filtering what
content is value added and what may be a generic answer. Helping
this student with rich experiences, building thinking skills, and
intentional connecting content will build higher thinking
skills.
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Teachers need expert knowledge in subject matter and teaching
activities in order to lead students to understand it Teachers must
know their discipline and conceptual barriers that may hinder
others Learner centered environments : knowledge, skills,
attitudes, and beliefs learners bring Assessing is feedback for
teachers to rethink and improve teaching practices
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Post concert reflection: reflect, discuss, create, share
Slide 19
Lesson Example Scaffolds: PowerPoint with video example and
dance steps Marker dot on Right hand for easy identification
Practiced most difficult steps in isolation, then moved to all
steps Called steps; no music Video for pre and post assessment
Discuss with partner and class: how did we do? Good? Help?
Slide 20
Student performance coincides with background knowledge &
experience Environment is a catalyst for learning Intentional
connection and transfer of knowledge affect retention Slow release
model leads to transfer of skills Metacognition leads to
independent learning & higher thinking skills
Slide 21
Build the learner: learn background of students to reach each
potential Knowledge: be a life long learner & fill in the gaps
Assessment: feedback for aligned learning Classroom Environment:
Collaborate, communicate, create (norms, procedures) Safe to make
mistakes & learn from them