Presentation Reflections …

This was a good night that I really enjoyed, however, not within my own presentation …

I was in a panic when I saw Eleanor, Susie and Mark and was most relieved when Kate, Ray, Gary and the others said that they would be unable to make it to class that evening. I have no idea why, well that is not true, but my reflections on past Blogs really do say how I was feeling that evening.

I did feel prepared and I understood all aspects of what was being asked of me in relation to my chosen research topic. However, I felt that I was fumbling in the dark although trying to remain calm, content and control of what I was trying to say … and that was before we got the laptop working and screen sorted thanks to Susie and Andrew … I do this or should done this for a living and I was terrified standing there at the lectern …

I took the design of my presentation from my tutorial with Andrew in relation as to how I was going to deliver it … cool I thought, calm and collected. Once I had begun I was initially fine. I tried to maintain contact with my audience and for some reason focussed on Eleanor who was looking terrified into my face, maybe not a good idea! Although Mark would give this huge smile every now and again and it was if he was reading my terrified mind.

I was also acutely conscious of Andrew typing furiously in the corner and was wondering what I had missed out that was of vital importance to my technological advancement concept … maybe the actual usage of technology, which may have been more in my favour! I tried to keep Andrew’s initial brief of using only four slides and the Key Note Speech presentation effect. In comparison to everyone else’s presentation I know I could have made an audio-visual delight of a presentation, but would it have said all the things I did that evening – maybe not!

I feel that I structured my presentation in accordance with my abstract and discussion with Andrew with the concept of always being mindful that my topic was about Student GUidance & Support and how I could  do this in relation to the best interests of my learners, the other staff and colleagues that I work with and, of course, the RSAMD guidelines of policy and procedure. However, do I feel that I achieved this overall concept – that would be a Chris Tarrant question I think.

I slightly digressed at points, but believe that I could have used more direct quotes, however, Andrew had suggested that I steer away from this concept and paraphrase more in relation to the Musicworks Department. I believe that my opening of What is Musicworks was enlightening to my cohort who had no idea that this department existed and what we did in relation to to targeting and reaching out to children and adults in local communities and also that we were ambassadors of the RSAMD public face who were responsible for spotting talent and raw potential in the very instance of our being or the front line so to speak … the ethos of John Wallace in our department speech at the opening of Musicworks term that we were the front line defence fo entry to the RSAMD and were able to sweep the boards with reference to gaining an insight into the raw and available talent that would shape the RSAMD Junior and Seniors for many years to come – debateable yes, realistic – no!

I had practiced the timing element to perfection I think and I had about 3 minutes to spare after Susie, Mark and Eleanor had asked me some questions in relation to Musicworks, Susie in particular was astounded about the figure of only 8% of RSAMD technology resources being utilised and Mark, who was the power point virgin … was agog in relation to the amount of information passing him by or he had shut down instantly when the slides went up at the words Technology Enhanced went on the projector …

Do I feel the content was appropriate? Yes I did, however, I felt that I could have been more direct in relation to keeping my thought process more concise, but the overall delivery, I was extremely happy with. I think I did what I set out to do, digressions aside, but could I have expanded in certain areas. Yes that is a real possibility in relation to what was happening around the world in relation to the use of digital technology in a musical field. Furthermore, I should have perhaps spent more time on this aspect in relation to re-defining what Web 2.0 technologies were, how I could use them within Musicworks, what they or I would hope to achieve and what revolutionary aspect could they contain for me, Musicworks and the RSAMD in general …

How could I have overcome the above? More time I think, but the 30 minutes seemed like a life time when I was speaking, but in reality in my head there was so much more that I could have, should have and would have said had I spoken faster, had more slides, and in general had rabbitted on until the stop watch and clock were just about clang in an avalanche of thoughts which were engulfing me and questions that I had never thought of were suddenly crowding out my mind which was already in the stage of difficulty and information overload … what to do in future …run a mile, go for a swim, dance the night away and hope that things can only get better and that my fear and shyness of speaking actually melt into the background like a glacier in the sun …

My cohorts are the best and I thought that last year through a very difficult period, but they have embraced me with open arms and I would like very much to stay with them for the remainder, but that remains to be seen yet and it is with great sadness that I sign off for now not knowing whether or not I will ever see them again … well class this week permitting, but on a personal note … thank you very much for their support and encouragement and willing me through some difficulties Thursday evenings. Thank You Joyce, Gary, Susie, Kate, Robert, Bob, Mark & Ray!! ….and to Andrew, you truly are an inspiration!!!, a wonderful man and a god send of a friend whom I feel privileged to have known … and hopefully will continue to know wherever I am in this world!!!

Stewarding Technology in use …

The text resource Digital Habitats by Etienne Wenger, Nancy White & John D. Smith is a necessity for those considering using digital technologies with children or anyone really in relation to keeping them safe, what is a digital habitat, how do we police the system, who are stewards in a digital world, how can we construct a digital teaching system, emerging practices in relation to digital habitats, digital stewarding and so much more.

However, whilst reading this text I also discovered an invaluable site in the Digital Alliance in which all arguments for and against the text book resource are put forward and integrated into a very vocal online community who are focussing on the pros and cons and debate them freely in relation to how to progress and take on board the view point fo others to form a more practical, social, interactive community in relation to the policing of a digital habitat….

The link is here …. http://learningalliances.net/2006/12/definition-of-technology-steward/

Also in relation to digital habitats it is looking at Skype as one of these … http://technologyforcommunities.com/2010/03/skype-as-a-community-platform/ loved it…

Really nice slideshow from Nancy White in relation to Stewarding Digital Technology Conference 2008 … http://technologyforcommunities.com/2010/03/skype-as-a-community-platform/

Love to Love … Just the Beginning …

These are some of the useful tools and materials around in relation to the necessary tools and requirements in the teaching classroom involving digital technology

 

We are still at the beginning of a radically different relationship with the Internet, one that has long-standing implications for educators and students. The coming years will be marked by a flood of new innovation and ideas in ways never before possible. In reality, we now have a Read / Reflect / Write / Participate Web, on tha twill continues to evolve and grow in ways not yet thought of, spurred by the efforts of creative teachers who recognize the potential to improve student learning.

 

The Wiki Prayer

 

Please grant me the serenity to accept the pages I cannot edit,

The courage to edit the pages I can,

And the wisdom to know the difference

( http://tinyurl.com/2t8fdf )

 

Web Tools for Classrooms

 

1. Weblogs
2. Wikis
3. Real Simple Syndication (RSS)
4. Aggregators
5. Social Bookmarking
6. Online Photo Galleries
7. Audio / Visual Casting
8. Live Streaming
9. Podcasting

 

E-Learning in the 21st Century …

if we want to see beyond the current horizon of scrapbook multimedia it is important first to identify the essential properties of digital environments

(Murray 1997:68)

In the early beginnings it could be argued that more than thirty years after the original desktop computer, it could be argued that we are now just at the beginning of discovering the unique multiplicative properties of the e-learning concept. It is necessary to question the properties of e-learning that propel it into the realm beyond that of the ‘old’ technology and which contains an additive novelty of multimedia concepts. It could be argued that it is that of the additive model which replicates the concept delivery of lectures over the more enhanced computer and the internet which provides enhanced learning to that of the overhead transparencies used not so long ago. However, the above statement is by no means one which, overall, learns and provides communicative freedom to the digital medium of e-learning.

What does this mean for the use and implication of digital technology within the realms of Music teaching and teaching in general? The use of multimedia technologies allows for greater freedom of its multidimensional forms such as that of communication and interaction, i.e. simultaneous intimacy and distance, multirepresentational and hyper searchable that would lead the user to aspects of true multiplicative ideas….more than one at any time…It is also arguable that leaners are then in charge fo their own learning and also able to assume control over their environment which influence the outcomes of the digital technology users….

Although the integration of e-learning in business and education has been more fused, subtler, however, it is migrating to the core of social and networking integration in our daily lives. Hence the Marc Prensky (2001) concept of Digital Natives v that of Digital Immigrants…..

THe mere notion that technological artefacts and social relationships are intrinsically linked and entwined through devices and means makes a difference in relation as to how we understand, choose to use the technology and how it makes a difference in the qualitatively structured domain of technological advancement….

Feenberg (1999)  states that

to be sure, technology may enframe and colonize; but it may also liberate repressed potentialities of the lifeworld that would otherwise have remained submerged

This is true of today’s society of children who are fully integrated into the world of WAP technology, iPhone, gaming, Nintendo, PSP’s etc, who already are familiar in the social structure nad context in which the digital domain is enhanced…Are Musicworks children the same and can they be guided and supported in the same way in relation to the practical element of teaching and also to guide and support them in the mains of parallel teaching in a digital world. Would the children ‘get it’ …I think they would and it may be a concept that brings greater clarity to many learners, who, at times, face the nightmare of having lessons on a weekly basis without the support of a human element, but it could be facilitated in a cyber world to be enhanced to great effect in relation to the sustainability of online support within an existing infrastructure or that of an online community such as GLOW….could it be done…yes it could…with the necessary guidance and support for all concerned in relation to setting up, the available time management resources, human resources, etc …

 

The Connecticon …

In referencing the above text I was interested in the concept of Marathe (1999) in relation to the three defined criteria which identifies the concept fo successful online communities:

1. Self-generated evolution, where members of the community generate content for the site, and take decisions to influence its growth, adaption and evolution
2. Involvement & Interactivity, through which members participate and interact with other members of the community (e.g. through e-mail, bulletin boards, synchronous chat, etc)
3. Frequency and duration of visits, that encourage members to come back to the site repeatedly in order to share their motivations with other community members as part of the process of establishing a collective identity and sense of trust between members of the community

It is noted that the necessity of online communities are not bound in the provision of the tools used within the site, but actually of a common bond having been established between members fo the community. Marathe also argues that it is a set of shared experiences which provide the necessary stimulus of the learning opportunities that are given within the site.

However, it is all too convenient to say that in comparison of online communities whether they are of proper conception and place of just for that of a common purpose. Selznick (1996) described a total of 7 common bonds between the unidimensional community with a set of multiple variables or values:

1. Historical – strands of cultural and historical
2. Identity – a sense of belonging and loyalty within the community
3. Mutuality – supportive of experiences / interdependencies and reciprocity
4. Plurality – a creation by the zest of intermediate association of the community and in the common interest of the group
5. Autonomy – the respect of the rights of the individual within the group and of the community who contribute the variant views around the community
6. Participation – the social interconnections of community life
7. Integration – of all the above factors which provide the common goals and understanding of the community

The concept of an ideal community and the true function is to give and agreed regulation, discipline, and an output for self-expression that is consistent with the greater good and participant of the group as a whole…..

This is extremely powerful for me in relation to the group dynamics of learner – to learners, tutor-tutors and within the RSAMD in general. It is very poignant that RSAMD has the resources to facilitate this type of community network, however, it is not utilised to its full potential, There is a need to expand the above concepts in relation to the necessary infrastructure to marvel at the curriculum for Excellence and the role that technology can play in relation to the goals and targets set in relation to technological advancement.

Mayes (2002) goes on to say in defence of the above to state that

All learning is situated in a personal, social and organizational context, which determines motivation

This could be true for RSAMD in relation to the integration of technology within the Musicworks Department which could weave a rich tapestry of motivated and enthusiastic learners who could be taught in a more creative and innovative way, however, this also breeds necessity for more creative thinking and innovative educators to deliver, guide and support our future educators fo the future…..

Evolution Of Practice …

Wow the title alone knocks me out ….

I think that I could be here the entire duration of this Module figuring this one out, but simply to me, it would be for me to complete Module 4 in relation to addressing all of the points I have discussed throughout these blogs …

In Summary:

• Modifications in relation to Assessment
• General teaching strategies and new implementation of teaching practices that would be more beneficial for my students
• Using the Aifl guide in respect of identifying barriers to learning and adopting more strategic practices like assessment of leaning, assessment for learning and assessment to learning and how these can be brought about
• Making changes in RSAMD policy in relation to amending moreover, supporting such vital aspects of Student Guidance & Support within Musicworks which is sadly lacking – no induction, a free for all to join, no structure to teaching, no guidance for tutors in relation to what types of structures they should be using or may wish to consider using, the physical space of our teaching environment
• Becoming more aware of the types and nature of the supports that would best serve the students, staff and RSAMD infrastructure in achieving the Curriculum for Excellence aims and objectives

These are only but a few of the topics and discussions that I have had with myself on WordPress and no doubt there will be others that I may have in trying to implement some of the changes and vies of using digital technology in a music medium.

However, these changes will not appear overnight and will take time to phase in to a program of work which will, no doubt, continue long after I am gone. However, I think that I can take this Module and blend it together in relation to the modification and implementation process which I feel that are necessary for my learning and teaching practice to develop, grow and nurture future educators of future generations…

I need structure, advancement, support, guidance and assistance in relation to trying to implement my current blogs and my past ones in how I can become a better learner, educator and teacher, not only to my own students, but those of others … and afterall, no one is perfect ….not even Mary Poppins …

Changes …

There are lots of changes that I can make to my own practice in relation to the realms of assessment, however, additional guidance and support would be required and necessary for me to do this from my Senior TUtor, Line Management and RSAMD overall.

I have spoken in previous blogs about the types of assessment formats that I would like to introduce having read Phil Race’s Lecturer’s Toolkit cover-to-cover for the sixth time. There are so many valuable points about the group sizes and the advantages and disadvantages that they can bring. The pros and cons of the various assessment types. The age old argument about what type of assessment should we be using on our students Summative V Formative and the qualities and justifiable properties of each one, in turn.

There are many elements of my practice that I would like to change and this Module has opened my eyes as to what is possible in terms of how can I modify my outlook on digital technology for assessment, is it feasible to do so, how would staff and students respond, the types of feedback given and how we can deliver a better quality service by truly taking on board and implementing some of the qualities contained within Race’s book.

There are elements which would simply not be effective within Musicworks and that is of course in reference to Chapter 6 Looking After Yourself…..It is just not feasible for us to have a workload management system in place as it changes on a half hour basis and depending on the group age, stage and level fo ability that is about to walk in the door. There are also issues in relation to Managing stress levels in an environment where all you have is deadlines and half hour time slots in which to build, construct and maintain meaningful teaching relationships and to monitor, assess and evaluate a group of say eight children’s needs and requirements on a weekly basis…that is difficult in itself, but one that perhaps could be better manged with more discussion around timetables with RSAMD line Management and Musicworks Centres in general.

This is an achievable goal and target, but I think it is a necessary evolution into the assessment world of Phil Race that is necessary to bring RSAMD Musicworks issues of Student GUidance & Support and that of Assessment into the realm and forefront of the Curriculum for Excellence brief….

I think a revolution and re-evaluation of Assessment and the tools necessary for reformation would be most advantageous to RSAMD Musicworks students, to become more streamlined, computer literate, time managed resources and also a more apt working environment in a digital medium for its staff where everything is at hand and can be devised so as to enhance student learning process with more impact and with more appealing niches for our students…..

What Works Well …

I think there are many things that could work better and run more smoothly within Musicworks overall, however, these are institutional policies that I cannot contribute to, however, the Higher Education Authority have a strategic plan guideline which can be found on this link PALATINE …

http://www.palatine.ac.uk/events/viewreport/148/

in relation to peer assessment which I would like to see better integrated into the realms of Musicworks learners, tutors and RSAMD practice …

Certain elements are contained, but the guidelines for Musicworks and a structured format across the board with some clear teaching guidelines would be helpful and helpful in relation to how we teach, in general, across the spectrum of Musicworks. However, each tutor is different, and I know I am, as I like to think out of the box and give my students freedom to learn at their own pace, to enjoy what they do, etc, but there is a need for clearly defined teaching concepts and about what is taught in relation to musicianship. That is a difficult scenario on its own as the remit of musicianship is so great and vast that to begin at the beginning would take an entire lifetime as I am 36 and I think I’m only a quarter of the way through…..

Our general teaching setup is not ideal. We were first all within the one gym hall space, so I could hear Amy singing, Louise teaching fiddle, Sharon was in a padded room and Alan was in the cupboard – not ideal by any means at all and everything mangling together to make a cacophony of sound…..

We then moved to new premises where we all had our own room…but then we all became isolated and never saw each other at all only to say hi in the morning then goodbye in the afternoon. Surely there is a need for some consistency where our monthly group work sessions were actually a reference for meet and greet and catch up, but not only that the children did not know any of the younger new students who were later timetabled to attend classes in the morning with the older students in the afternoon. There was no consistency in that either as no one knew anyone….let alone be a Traditional united Music Group …hopefully this can be remedied next time around…but in general here were no issues of teaching styles which did or did not work … we always managed to find a way to co-exist …

Barriers to Learning …

On reading about Barriers to Learning, I first looked at the following website of HMIE Inspectorate where they define Assessment as being….

‘Formative assessment describes all those processes by which teachers and learners use information about student’s achievement to improve their achievements. So it’s about using information to adapt your teaching, to adapt the work of your pupils to put the learning back on track … to make sure the learning is proceeding in the right direction and to support that learning. So it’s what happens when you don’t just lecture students and rattle through the material and then ask them if they understood OK.’  Dylan Wiliam, Nov 2006 

Broadly speaking there are two kinds of assessment used in education – summative and formative. They differ mainly in terms of their purpose, how the evidence gathered will be used and by whom.

THis is there link

http://www.ltscotland.org.uk/journeytoexcellence/resourcesandcpd/research/summaries/rsassessment.asp

where I encountered the terminology Formative Assessement and Summative Assessment and they provided a tablature example of these concepts….

Formative Assessment 

Mainly about improvement 

Key questions

How well are you doing?

What progress has he made?

What does she need to do now?

• Tends to be forward looking: part of the learning process, ongoing and continuous, used as an aid to future progress. 
• Mainly used to diagnose needs, to provide feedback to help learners learn and to help teachers improve teaching.
• Casts teacher in the role of facilitator.
• Favours the use of classroom assessment planned as part of the lesson.
• Tends to take more time, is relative to individual pupils, is less easily generalised and more subjective.

Summative Assessment 

Mainly about accountability

Key questions

How good are you?

Is she at level E yet?

Can he do his 6 times table?

• Tends to be backward looking: to come at the end of a learning process, often separate from it and indicate present or past achievement.
• Mainly used to provide information to others about how much learners have learned for certification and accountability.
• Casts teacher in the role of judge.
• Favours the use of formal standardised tests, usually devised and sometimes scored by someone other than the teacher.
• These are short, cheap and easy to score, but usually lack validity, especially when used for accountability purposes.

I do look at the above factors when I think of the barriers to assessment as initial factors of not being able to read, count, etc , are essential for our practice, however, strategies can be found and another way around musicianship learning can be found in such a way that is beneficial to the student.

On reading this entire website based site I was fascinated by the approaches, research and findings that ‘The Black Box’ Report revealed in relation to barriers and how to overcome them…as in musicianship and within my project we have huge difficulties that include ethnicity, language barriers, cultural barriers, religious barriers, etc….the list is endless and we have to find ways to get around them or integrate some of the cultural, religious, ethnicity aspects into our teaching even although we are a Traditional Scottish Music Project….

I have highlighted my key points to which I find there is a valid and poignant message for me…..

Black and Wiliam’s research came up with three main findings.

1. Where assessment for learning is implemented effectively, it raises standards of achievement across the board, but particularly for low achievers. It reduced the spread of attainment while raising the bar for everyone. Where pupils are given better quality support and feedback, and are encouraged and empowered to take more responsibility, they learn more effectively. 
2. There are common barriers that inhibit the development of assessment for learning in schools, namely:
   • the over-reliance on testing that encourages teachers to promote rote and superficial learning
   • the negative impact on pupils when the giving of marks, grades and levels is over-emphasised and where pupils are compared with one another; and
   • the focus on the managerial role of assessments at the expense of learning.
3. There were many excellent of examples of good practice that schools could use to develop their own assessment procedures.

and the examples of how the above could be gotten around….

Assessment for Learning. 

• Finding out where pupils are in their learning through discussion and questioning. 
• Teachers agreeing clear objectives with pupils and providing feedback that helps them to achieve these goals. 
• Sharing criteria for success and expectations with pupils through sharing learning intentions and success criteria with pupils.
• Making peer and self-assessment key components of learning.
• Enabling young people to take greater ownership of their learning.

This entire site makes me think about how to modify my assessment practice and the barriers that I face with my students. It is insightful, not only in spotting the barriers, but about how to deal with them successfully and provides invaluable steps in which to modify, although small changes, then to greater change little tiny details such as waiting a little longer before selecting a candidate to answer a question, the hands up rule, traffic light system …I will be implementing these into my practice and making reference to this in relation to enhancing teaching ethics but also to control the medium of digital technology using assessment methods … and indicators to barriers …

In general and overall, we do not tend to have many barriers as the children are there for fun, pleasure and to be sociable whilst within  a music education environment…however, there is a need to be mindful that barriers, triggers and responses are there to be monitored, assessed and evaluated and there is no reason why practical etiquette and good classroom ethics cannot be applied in our centres….

My Strategies for Assessment …

In terms of strategies for assessment what do I use at present?

This is okay let me think…this is a Phil Race (2008) Lecturer’s Toolkit Question….okay let me think….

When working with Theory Books and ABRSM there is a constant need for

1. practice, if you can practice theory
2. trial and error topic dislikes
3. repeating key points in key topics
4. letting them try out the questions once explained and let them make errors
5. experiment with key topics such as rhythm in numerous ways

However, there are more fun and creative methods available which I would like to try out….The aobve are standard methods, but how you teach them is entirely different. That for me requires judgement calls in relation to the age, stage and level fo learning that each individual student is at. It is necessary for them to all start on a level playing field, but it is also necessary to progress the class at a standardised pace so that they stay in tact as a unit. However, there is also a need to be mindful that every student learns in different ways and it is important for me to keep this at the fore front of my mind when I design a lesson plan for them…Firstly so that they don’t become bored and secondly, so that they do not become despondent and loose in interest in what they are doing…

I think it is necessary to make reference to Race here in that he states that there are five factors to underpinning successful learning which are as follows:

Wanting – motivation, interest, enthusiasm

Needing – necessity, survival, saving face

Doing – practice, repetition, experience, trial & error

Feedback – other people’s reactions, seeing the results

Digesting – making sense of what has been learned

I always strive to keep up good communications with my students and observations in relation to continual ongoing assessment. I endeavour to encourage my students to take part in formal assessment measures, but within Musicworks there is no standard or policy that states we have a need for assessment measures. Therefore, in relation to my subject of musicianship, I try to judge by carrying out mini tests if you like by doing the following:

1. I ask the children to sing phrases of music back to me
2. I do mini quizzes about musical instruments, I have flash cards which I use to do round robins, i.e. go round the class asking questions and playing for lollipops as an incentive
3. I have monthly tests for the older groups where we will do scales, terms and signs, etc
4. We also try to do some musicianship group work where we will concentrate on rhythmatics – a term that I came up with for Rhythm Games…
5. I get them to play musical games…
6. I offer a Worker of the Month Award with a nice gold certificate in relation to all staff having an input throughout the overall group…they may receive sweets, a book, pencils, etc…
7. I also reward my students when they have participated in exams with a gift from me to them, personal, but never crossing the boundary between professional conduct and the student-teacher relationship….
8. I assess them with my instinct gut or otherwise…
9. Lastly I will assess them in relation to exams with Past Papers, with other homework and by their attendance and committment to musicianship and the project…..

These may only be some of the things I do to assess, but I am sure there are many which I just cannot think of when writing, but assessment for a musician is bench marking how you hae improved in terms of confidence levels, self-esteem, motivation, enthusiasm and, most likely, by other means too…However, there are clear indicators in our students as to who wants to work in a serious capacity and who is there for fun. I think as musicians we understand that concept and are able to spot, like any other subject, where a child is struggling and we will and do speak with parents in relation to this to achieve a fuller background and I know that when I see this in children, parents are often grateful that you have taken the time, not only to teach their children, but to assess their needs, requirements and capabilities in terms of music, that you have taken time to understand each child’s needs and requirements and have come to them the people who know them best to provide answers so that I can build a meaningful learning path for their child, but to also allow them to integrate more fully into the ethos of Musicworks and the group on a whole….

I think these methods have severed me well, however, I would like to introduce new concepts in relation to a digital medium and perhaps to use a few of Race’s ideas in relation to assessment and the variety of forms that it can be achieved with such as…

• portfolios
• more practical work
• presentations to the entire group
• student projects
• poster displays and exhibitions within RSAMD and local authorities
• work-based learning where they can take what I do back to their school and continue working in the same principle steps….

I think the above measures and the introduction of technology into my learners work would proivde even greater feedbac about what is and is not a constructive learning environemnt for them and to assess and ascertain if further design input is required and necessary into constructing a new system of learning for my students…in a DIgital Native v Digital Immigrant format….(Mark Prensky 2001)

Roo for improvement….isn’t there always no matter what field you teach in? That is why we have CPD…learning is just not for our students, but it is necessary to conintue to grow, develop adn present ideas to the children, afterall they are the Digital Natives which the rest of us, me included are still running to catch up, but in the world of ever changing technology adn knowledge such as IPhone 4 which includes HD video and all the new mode cons….where do we stop as learners to becoming educators….my answer…we never stop…

Tutor-Tutor Interactions…

How Do I Interact with My Fellow Colleagues?

I think there are times when it is difficult to interact in the type of work that I am engaged in…we tend to work alone within our specialist areas which, at times, is isolating. We do have team meetings and develop strategies together in relation to taking the children out to performance locationa, getting them ready for performance, logistics, etc.

We do get on very well with each other but there is a lack of communication between and amongst the staff in general as we are all under time constraints which are very pressure intensive. On a personal note, I try when I have free time to pop into other groups and learn from my colleagues with the children. I will also try and support my colleagues by lending a hand if they have a larger group than normal, as they will try and do with me.

Well I tend not to socialise with my fellow colleagues owing to my husband being ill and other work committments but I think it is because I came from a different background than they dis. They are what we class as Traditional Musicians or Trad whereas, I stem from a classical background and that is an area in which they have very little or no experience. They would not like to do my job as they tell me – they would not where to begin. They do not learn concepts of theory, most of them that is, but Louise has a good grasp, but doesn’t utilise it or put it into practice in her teaching.

When teaching though Louise, Amy and Alan all tend not to use traditional methods of using the treble of bass clef, note reading…a traditional written format for hundreds of years. That is how they teach, but it makes my job a little more difficult when the students are trying to note learn, but cannot see it. So I devised note cards for Amy and Louise to try to help. I discussed it with Alan first and then we had a team meeting as this was what our Team Leader wanted in relation to theory and musicianship practice, at the time.

It generally worked well and progression was made by all of us – me learning Trad as I played accordion when I was younger and them learning musical theory concepts from me. I would also try and learn the beautiful Scots Songs that Amy was doing with the children and sit in a sing with them. I also sat in on Louise’s basic fiddle lessons which I really enjoyed and the students were rather startled that one of their teachers was doing what they were….I think it all lends to the learning experience. The children are no different from you or I and it is important to see them learning as it is for them to see me or I should say us learning from each other.

However, the staff dynamics were initially upset when I joined the group owing to my background as a classical musician, trad secondly and then everything else that I had achieved after my first degree…That was not the point..I am there to benefit the needs of my students and my fellow colleagues, to seek advice, guidance and assitance from / to them, to support them, to empathise with them, to sympthise with them, to listen to them, to communicate with them in the best interests of the students and to build meaningful dynamic relationships between and amongst all staff members so that our environment and that of the children is a safe, secure and fun learning environment in which we all thrive to do our best so that our own levels of professional development are met, learner from and experienced in a rich tapestry which is the life of musicians…..

How effective are we? We are only as good as each other, but there is always room for developmental practice, ideas, fun, learning and most importantly making music…..However, like any other group of colleagues, we could have our differences of opinion, but we would always strive to discuss the difficulties and remedy them without delay within the group setting…

My Role in Assessment…

My role in relation to teaching musicianship is vast….

1. I have to prepare the students for written exams, therefore, judging and using practical assessment methods of past papers, general instinct, aural viva questions, brainstorming sessions, practicing good teaching skills, using tested methods of teaching in relation to possible questions contained within the test paper and much more….
2. I also have to provide guidance and assistance in relation to confidence building, preparing them mentally and physically for written and practical exams
3. Aural training for practical exams
4. A crux of all seeing knowledge and wisdom as they prepare to finally sit the exam, give performances, etc
5. Be truthful in relation to what it is actually like in a hall the size of an aircraft hanger or being on your own with the examiner in a practical situation
6. To judge when students are ready, but in the ethos of RSAMD, to make learning fun and only submit students if they show an interest and knowledge in the subject
7. I also have to provide moral support on the day of exams as the other staff within the centre where I am employed have not experienced the element of theory, which is no reflection on them, but it is detrimental to my students who rely on me to rally them from the side line and to see them over the threshold of the exam room….
8. To provide elements of both deep and surface learning to and for the students
9. To provide strategies in relation to coping with the exams, the work that they are doing and general everyday problem solving such as co-ordination, thinking, understanding, knowledge and much more…..
10. Showing empathy, sympathy, listening, communicating with them on all levels, being their parents, being their guardian, providing pastoral care, support, guidance, attention, assistance, meeting their physical needs, educational needs, moral needs, etc….

Definitions of Assessment…

Definitions of assessment on the Web:

• appraisal: the classification of someone or something with respect to its worth
• an amount determined as payable; “the assessment for repairs outraged the club’s membership”
• the market value set on assets
• judgment: the act of judging or assessing a person or situation or event; “they criticized my judgment of the contestants”
  wordnetweb.princeton.edu/perl/webwn 

 

• Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. …
  en.wikipedia.org/wiki/Assessment 
• The act of assessing or an amount (of tax, levy or duty etc) assessed; An appraisal or evaluation
  en.wiktionary.org/wiki/assessment 
• assess – measure: evaluate or estimate the nature, quality, ability, extent, or significance of; “I will have the family jewels appraised by a professional”; “access all the factors when taking a risk”
• assess – charge (a person or a property) with a payment, such as a tax or a fine
• assess – tax: set or determine the amount of (a payment such as a fine)
• assess – estimate the value of (property) for taxation; “Our house hasn’t been assessed in years”
  wordnetweb.princeton.edu/perl/webwn 
• assessing – Action of the verb to assess; assessment
  en.wiktionary.org/wiki/assessing 
• assess – To give or charge with (as with penalties in sports); To determine the value of; To impose or subject to (taxation and legal)
  en.wiktionary.org/wiki/assess 
• a process or tool integrated into the instructional activity, innovation or program designed to improve the quality of instruction and the resulting learning outcomes (see also instructional assessment )
  www.utexas.edu/academic/diia/assessment/iar/glossary.php

Lots of definitions…..hhhhhmmmmmmm……what do I do?

Practice Evolving …

How could I evolve my practice…..?

 I believe that I maintain good, constructive and meaningful relationships with my students and fellow tutors. However, I do believe that this PGCert learning experience has enlightened me with reference to what styles of practical development there in are in relation to what is good practice and what is best practice.

 I feel that I have good practice elements which can be built upon and that the concept of thinking out of the box is often the norm and not the exception in relation to educating a new breed of learners, who in turn, will hopefully, become more experienced, enlightened, willing participants in the world of digital technology, education, life in general, good communication skills, listening, showing empathy for others, being the future generation of Digital Natives, who in turn, will become Digital Immigrants themselves as learning, teaching and practice develop and evolve to new levels in the future.

 I feel that I could benefit my students more by introducing more group centred / task centred approaches to their teaching. I think that I could modify my teaching strategies and mix things up more in relation to lesson plans. I believe the aid, support and guidance of digital technology could enhance this practice and it is a medium that the students themselves thrive in. I have done several classes with my own laptop and asked them to use the software package Sound Forge in relation to making a new mix of music, traditional tunes, which I have selected and asked them to copy, cut, paste, do transitions with, fade ins and outs, remix using sample bass lines, etc. And they enjoy this interactive element in a group setting.

You see them emerge with ideas individually and collectively and it allows me to assess group dynamics, growth potential, students who need to be regrouped owing to outgrowing the group dynamics and skill sets and also who have outgrown the comfort zone and require new more challenging ways of working and thinking. The out of the box approach which is referred to in Paul Ramsden’s Learning to Teach in Higher Education (e-learning book 2007)

 I think it would also be advantageous in response to the age and stage of development of the Trad group that I was involved in working with to set new targets in relation to potential portfolios of work in relation to Standard Grade exams, possibly allowing the students to critique musical examples and set audio examples of each other’s work. This is something new to them as they have always worked together within the confines of the group and they find this strange to be forth right and provide an opinion. Some of them find it disrespectful to criticizes their peers, however, take them out of the group setting into the realms of pen and paper they become different entities as per Phil Race, The Lecturer’s Tool Kit Chapter 2.

 I would also like to use the methods of peer and learner practice in relation to the students being able to develop and critique each other’s work through the use of video flip cameras, interviews, doing set exams within the Centres, making use of the portfolio idea and also the idea and concept of them giving presentations to each other on a more frequent basis in relation to developing their own need for learning about musical topics of interest to them.

I would also like to evolve my practice by being encouraged by Line Management to participate in CPD outwith the RSAMD. We are provided with in house training, but places are limited and are almost on a first come first served basis in relation to the selection process of attending group events such as residential tours, foreign tours and also CPD training that is not in house and which I have not been sponsored or selected to participate in despite having made various requests several months in advance of other tutors.

 I would also like to develop strategies in relation to student based projects, involving students in their own learning which is a form of a PAT tutorial and to also make formative feedback more productive for my students, making feedback more timely – instantaneous, and also to reduce my workload in relation to giving this feedback as student diaries are not concise or consistent when classes are back to back with no space between…..

Exhausted…I think I am….however, there is one other concept that I would like to work within….making groups smaller or having groups within a group, but in a way constructive to all learners and taking the advice of Phil Race in Chapter 4 of the Lecturers Tool Kit…

In addition I think I would liek to feel more supported, guided and encouraged within my working environment and within the Musicworks Department…

Module 3 March 2010 – Guidance & Support in Musicworks

Guidance & Support in Musicworks?

I am responsible for the students that I teach in an individual and collective capacity when they attend Musicworks Centres on a weekly basis. This can be for anything up to six hours at a time. During that time I provide pastoral care, I empathise with them, show concern, to provide the necessary care and protection in relation to keeping the students safe under RSAMD Child Protection Guidelines. I also become their friend, but always maintaining a boundary in relation to professionalism such as the teacher-student relationship.

I also assist them in their learning abilities, nurture, coax and extract the best of them through group work, individual lessons, team building in the group setting, provide additional educational assistance, being generous with my time working through often most breaks in relation to completing my lesson plans, student diaries, providing feedback to parents with regard to my students learning for the past week. I also undertake additional duties such as performance education, listening skills, additional student lesson if they cannot make a class obviously which I can teach, etc. I also prepare students for aural training in relation to Traditional ABRSM Exams for other teachers within the project.

 I am all round their parent, friend, teacher and confidant, but that is the nature of the group setting in which I work as there are only five teachers and we all carry out these duties on a weekly basis for our students. We also undertake group residential with other Musicworks Centres and the additional responsibilities that arise from these settings, concerts, etc when they occur.

 Sometimes there are no barriers between the staff and the students. There has been in the past, barriers between tutors, however, these are easily shed and the student’s needs are central to all concerned. At best when barriers arise, the only form of protection is to go through Line Management and leave the decisions to those concerned. However, these are not a frequent occurrence in our project.

 I find that we are all equal individuals and a very formidable team when our resources are pulled together at our project. However, changes could be made to make our access to resources, communications, information process and dissemination more speedy, timely and helpful with regards to situation that can arise with parental requests, additional paperwork which is submitted through RSAMD Junior School and is not identified through each individual project for example, exam marks in general are recorded as being submitted by RSAMD and not Sighthill Trad Project, etc.

 I feel that my research topic could benefit the overall structure of RSAMD Musicworks. It could provide more effective avenues of communication; provide a transferable teaching platform which could run parallel with the taught curriculum of ABRSM, Guildhall, Trinity, SQA and personal tutor choice.

 Changes in my practice could be devised through the use of technology. I work in the field of Musicianship, which in itself, is a huge topic covering all aspects of music theory, rhythm, melody, co-ordination, aural, general development of students playing abilities through general aural presentation skills, singing fragments of music, repetition of phrases, identifying particular elements of music, preparing them for exams practical and written and so much more…..

Monday 4th May 2009 – Lost? Am I?

I am trying to piece / thread together aspects of web 2 / online resources / student support, etc, with regards to Musicworks and pending presentation, however, I am more positive in relation to the input received, shared and given by Chris Gray, Head of Musicworks.

A very fruitful meeting was held with Chris in relation to PDP and the way in which I should proceed for my benefit and also that of the staff and students within Sighthill Musicworks Centre. My first real input, sharing session in which ideas were warmly received, discussed and actions implemented.

This meeting renewed my thirst for reflection with questions of ‘old’ reappearing from my original reflection proposal:-

1. How well am I supporting the needs of my students?
2. How well am I teaching within my group / individual settings and how are the students receiving / being receptive to this support?
3. Is my teaching practice satisfactory?
4. And how will I measure it?

It is with these thoughts in mind that I must become more in-tune with what I am doing, however, difficult for me during these extremely stressful times and no matter what takes place in future.

I must become / endeavour to become NO strive to become what I actually put on paper – this is essential and, to date, not a measure that I had been successful in remedying during my time at teaching club. I apologise to my fellow members for this omission, however, I may have to remain on peripheral boundaries for some time yet, but reassurances that my blog will be updated accordingly with the necessary reflections.

Anyway back to the questions.

Do I answer the above? and in what way should I attempt to address them?

I believe that I consider each student’s individual needs on a PDP level, creating for them a general teaching plan with modifications, adjustments, etc, according to what each child requires. However, time does not allow for a full in-depth plan which is then implemented by the Musiworks Department, my job, is afterall, to teach, not to be bogged down by paper work.

Although, the question then becomes how do we know then what each child requires. I feel there has  to be some form of assessment e.g. ABRSM theory exams, practical exams, etc. However, this is not a measure which is manifested in the Musicworks Ethos and is not endorsed unless the chidlren wish to undertake exams?? Could this be better assessed and quantified by a reward system, etc, sticker giving session – I hope so as I provide incentives for my students to learn on a weekly, monthly basis, etc

My teaching practice would appear to be satisfactory, however, I am not without failings and I am open to ideas and issues of change for the good of the students. I would like to implement the use of more technological aspects within my teaching practice, however, during my meeting with Chris, it became clear that use of technology is an issue and items which have to be purchased, other than computers, would be at my inital cost. However, this can be negotiated with possible funding sourced at a later date when trialled. The question then becomes how fast will the RSAMD move to actually include Musicworks within the concept of the ‘One Academy’? Would Musicworks loose its identity? would we loose funding and funding already being an issue? etc.

As part of Musiworks MER process I will be assessed in the Third Term which is currently underway by outside personnel in relation to the methods used in my teaching, are they appropriate, age related, technology related, does it inspire, etc, in the near future – I look forward to this.

This would proivde a good opportunity to video my practice and reflect back on it through the footage which can then be scrutinised by my fellow teaching colleagues and feedback recieve which can be worked through with the appropriate ammendments made for the better!! An area which is outstanding from my original position statement and learning proposal.

With reference to John Cowan – Reflection for, in and of action rolled into one!!!

Brookfield, S. D (1995) Becoming a Critically Reflective Teacher San Francisco: Jossey-Bass

Wenger, E. (2007) Communities of Practice: Learning, Meaning, and Identity London: Cambridge University Press

Schone, B. J. (2007) Engaging Interactions for eLearning: 25 Ways to Keep Learners awake and Intrigued. [e-book]. Available from: http://www.elearningpulse.com/eBook/EngagingInteractionsForELearning.pdf [Accessed 15 January 2009

Cowan, J. (2006) On Becoming an Innovative University Teacher, The Society for research into Higher Education and Open University Press

Wednesday 15th April 2009 – Relight my Fire

Andrew, John and I were in discussion through the MOODLE chat room this evening and John and I continued on until 10:20pm. It was after this and taking John’s comments on board that I found this thought provoking idiosyncrasy:

THE POOR SCHOLAR’S SOLILOQUY

Stephen M. Corey
“Childhood Education”
January 1944

No, I’m not very good in school. This is my second year in the seventh grade, and I’m bigger and taller than the other kids. They like me all right, though, even if I don’t say much in the classroom, because outside I can tell them how to do a lot of things. They tag me around and that sort of makes up for what goes on in school.

I don’t know why the teachers don’t like me. They never have very much. Seems like they don’t think you know anything unless you can name the books it comes out of. I’ve got a lot of books in my room at home-books like Popular Science Mechanical Encyclopedia, and the Sears & Wards catalogues–but I don’t sit down and read them like they make us do in school. I use my books when I want to find something out, like whenever mom buys anything second-hand I look it up in Sears or Wards first and tell her if she’s getting stung or not. I can use the index in a hurry.

In school, though, we’ve got to learn whatever is in the book and I just can’t memorize the stuff. Last year I stayed after school every night for two weeks trying to learn the names of the presidents. Of course, I knew some of them–like Washington and Jefferson and Lincoln, but there must have been thirty altogether, and I never did get them straight. I’m not too sorry though, because the kids who learned the presidents had to turn right around and learn all the vice-presidents. I am taking the seventh grade over, but our teacher this year isn’t so interested in the names of the presidents. She has us trying to learn the names of all the great American inventors.

I guess I just can’t remember the names in history. Anyway, this year I’ve been trying to learn about trucks because my uncle owns three, and he says I can drive one when I’m sixteen. I already know the horsepower and number of forward and backward speeds of twenty-six American trucks, some of them Diesels, and I can spot each make a long way off. It’s funny how that Diesel works. I started to tell my teacher about it last Wednesday in science class when the pump we were using to make a vacuum in a bell jar got hot, but she, didn’t see what a Diesel engine had to do with our experiment on air pressure, so I just kept still. The kids seemed interested though. I took four of them around to my uncle’s garage after school, and we saw the mechanic, Gus, tear a big truck Diesel down. Boy does he know his stuff!

I’m not very good in geography either. They call it economic geography this year. We’ve been studying the imports and exports of Chile all week, but I couldn’t tell what they are. Maybe the reason is I had to miss school yesterday because my uncle took me and his big truck down and we brought almost 10 tons of livestock to the Chicago market.

He had told me where we were going, and I had to figure out the highways to take and also the mileage. He didn’t do anything but drive and turn where I told him to, Was that fun. I sat with a map in my lap, and told him to turn south, or southeast, or some other direction. We made seven stops, and drove over 500 miles round trip. I’m figuring now what his oil cost, and also the wear and tear on the truck–he calls it depreciation–so we’ll know how much we made.

I even write out all the bills and send letters to the farmers about what their pigs and beef cattle brought at the stockyards. I only made three mistakes in 17 letters last time, my aunt said, all commas. She’s been through high school and reads them over. I wish I could write school themes that way. The last one I had to write was on, “What a Daffodil Thinks of Spring,” and I just couldn’t get going.

I don’t do very well in school in arithmetic either. Seems I just can’t keep my mind on the problems. We had one the other day like this:

If a 57 foot telephone pole falls across a cement highway so that 17 3/6 feet extended from one side and 14 9/17 feet from the other how wide is the highway?

That seemed to me like an awfully silly way to get the width of a highway. I didn’t even try to answer it because it didn’t say whether the pole had fallen straight across or not.

Even in shop I don’t get very good grades. All of us kids made a broom holder and bookend this term, and mine were sloppy. I just couldn’t get interested. Mom doesn’t use a broom anymore with her vacuum cleaner, and all our books are in a bookcase with glass doors in the living room. Anyway, I wanted to make an end gate for my uncle’s trailer, but the shop teacher said that meant using metal and wood both, and I’d have to learn how to work with wood first. I didn’t see why, but I kept still and made a tie rack at school and the tail gate after school at my uncle’s garage. He said I saved him ten dollars.

Civics is hard for me, too. I’ve been staying after school trying to learn the “Articles of Confederation” for almost a week, because the teacher said we couldn’t be a good citizen unless we did. I really tried, though, because I want to be a good citizen. I did hate to stay after school because a bunch of boys from the south end of town have been cleaning up the old lot across from Taylor’s Machine Shop to make a playground out of it for the little kids from the Methodist home. I made the jungle gym from old pipe. We raised enough money collecting scrap this month to build a wire fence clear around the lot.

Dad says I can quit school when I am sixteen, and I am sort of anxious because there are a lot of things I want to learn–and as my uncle says, I’m not getting any younger.

“Anything not understood in more than one way is not understood at all.”

 

It is with the above thoughts in mind I now toddle off to bed with an effort to start a refresh and renew a concept which John set off in my head – How to integrate the outreach projects by means of free platforms with the use and / development of pdp plans for my students?

I do this, but is it time to be bold, cease the day and attempt a push towards, not just homework diaries, but daring plans to move forward by the means of technology. This is what the baby steps needed are and the students should demand???

 

Friday 10th April 2009 – Down Time

Hello everyone,

Happy Easter to you all and do not be over-indulging in the chocolate eggs!!!!!

Just to let you know that I am enjoying some down down time on a short holiday at the moment, but I am reading and preparing my presentation for Thursday evening with Hyeon and Caroline.

I am entangled in the web of non-response from the RSAMD IT Department who would appear to have been on holiday since last Friday, by all accounts of non-responsive emails. I am at a loss as to why this is so?

 

Time and time again, as students speak about their crashing to the canyon floor, it becomes clear that the people who pick them up, dust them off and set them back on track are their peers. The importance of college of belonging to an emotionally sustaining peer learning community cannot be overstated.

– Brookfield, The Skillful Teacher, Jossey Bass

 

I am seeking information into the MOODLE system and structure in relation to the use of possible supported platforms for various web 2 technologies and awaiting feedback is becoming monotonous and frustrating.  

 

Students adopt a surface approach to learning when their intention is to cope with the requirements of the task but with little personal engagement or aim to understand the material. They tend to focus on the detail of the knowledge, memorising the information or procedures, for example rote learning for an examination. As a result, students do not grasp the overall meaning of their studies, develop limited conceptual understanding of the material and have poor quality learning outcomes

– Entwistle, 1997

 

I am endeavouring to devise and restructure my teaching materials for next term and for to encourage the children to partake in the elements and rudiments of theory. However, I need to engage them more and not just in memory retention versus recollection of materials. I have been looking at the Sound Junctions, ABRSM, and have an idea as to how to make aspects more interesting and to encourage more student centred learning and group projects encompassing theory concepts and ethical / cultural awareness.

 

I am also looking at ways in which to use my Career Review with Chris Gray as a development tool, at this time. I am lacking in trust and do not feel that this is now beneficial for me owing to my recent negative experience within the Department. This is of a personal nature which shall remain censored, at this time. However, my confidence in the Department to remain neutral and supportive gives cause for concern. I feel that my work and enthusiasm are waning and that this may not be able to be overturned or redeemed by myself or by my line managers.

I am well and truly found wanting, lacking in confidence and I have been measured, tested and weighed in recent weeks / months, but this is becoming gruelling and, at times, unbearable.

I now remember how good my student days were 

 

Thursday 2nd April – Light at the end of a Tunnel

In reading Grainne Conole (2008), Describing Learning activities: Tools and Resources to Guide Practice, Routeledge, I began to reflect more critically on the aspects of the nature and way that we put e-technology to the students and the ways in which we expect them to interact with it and with others while using it (technology).

It is clear to see that the similarity of the concept of the Laurillard taxonomy are essential and beneficial for both educators and students. The Laurillard Taxonomy and that devised by Conole is defined as  six clear areas:

 

• assimilative tasks

              (essentially given in nature such as reading, viewing or listening)

• information handling

             (such as getting students to gather and classify resources from the Web or manipulate data in a  spreadsheet)

• adapative

             (where students are engaged in using modelling or simulation software)

• communicative

              (in terms of engaging in a range of dialogic activities, such as pair dialogue group based disucssions);

• productive 

            (where the students actively construct an artefact such as a written essay, roduction of a new chemical compound or creation of a sculpture);

• experiental

             (such as practicing skills in a particulr context or undertaking an investigation)

 

This taxonomy does provide a useful checklist which, in turn allows us, to identify individual componenets invovled in the ctreation of learning activities. However, Conole also states that to create the learning activities necessary to stimulate students the “practitioner have to make complex decisions about which tools adn theories to use”. Although the aobve gives a good outline of how to acheive and the tasks requried, it does fall short in that most of the criteria could be described as compnent based approach. Therefore, a holistic methodology still has to be identified and integrated into the six idea taxonomy.

The above steps could be utilised fairly well in relation to emerging and takign those baby-steps within the Musicworks Department. The above would allow for integration of the children from satellite centres throughout Scotland on a wider scale which could be enhanced and adopted to suit the needs of the children and the centre in which they learn. I am emerged in thought about this and the potential that this offers for each satellite site.

However, my affinity with Musicworks may end should I continue to be down heartened on other fronts within the management frontline.  

 

 

Monday 16th March 2009 – I am Alive

“Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.”

 

Albert Einstein

 

I don’t think I actually will stop thinking now until the deadline time passes

 

The calm before the storm

 And then………Willie Stewart / Molly Rankin

Trouble with a capital T