1. MUS 291-01 Module #3 Introduction to General Teaching Techniques

2. Review from Module #2 Answer the questions to yourself---make sure you know these! What are some of the ways that you can use music in your classroom ( 7) What are some of the ways it enhances learning What are the 6 musical elements for the elementary classroom? What is arts integration?

3. Activity #1-Reflection # Activity #1 for this module is a written reflection based on a prompt that I will give you. # We will do several of these throughout the semester. # For a written reflection your job is to think deeply about the prompt and how it relates to the content of the course and you both as a future teacher and as a student

4. Activity #1-Reflection Your written reflection does not need to be a full paper but should be several substantial paragraphs. Show me that you are thinking deeply and reflectively and you will get maximum points. As with all writing activities the writing must be clear and in formal academic style.

5. Activity #1-Apollo 13 Reflection Step 1: Think about some key ideas from our last module What is the goal of all of education How does creativity relate to this goal How do the arts and especially music relate to this goal What does all of this mean for you as a student and as a teacher

6. Activity 1-Apollo 13 Reflection Step 2: Watch the video clip from the movie Apollo 13 and reflect upon the movie scene. Use the following statement as your guide. # How does the scene from the movie Apollo 13 relate to the goal of education, creativity, music and the arts and ultimately your classroom? Step 3: Post your reflection to the Apollo 13 discussion forum Step 4: Respond/engage in discussion with at least 3 classmates posts.

7. General Teaching Techniques For teaching music it is necessary to understand several general teaching techniques/concepts. Each will be a technique important for teaching music but also a technique or concept that is effective no matter what you are teaching. Put simply these are the techniques and concepts of effective teaching.

8. General Teaching Techniques General teaching techniques/concepts we will cover are: Modeling direct instruction Sequence of Instruction 3 Types of Learning Experience to Cognition 3 Phases of Learning

9. Modeling We will begin with the concept of Modeling

10. Modeling Modeling is simply Showing the student what they should do Showing them what a skill looks like Showing them what to think Modeling creates a concept/sensory perception of what students should do/understand/think

11. Modeling Continued For Example: For our class when I model an activity I am creating a sensory concept of What you could do when you are teaching What music integration looks/or can look like Various musical techniques

12. Activity 2: Modeling Example For activity 2 do the following: # Preview the discussion questions on the next slide # Watch the Modeling Example video clip # Answer the discussion questions in a word document for this module

13. Activity 2-Modeling Example Discussion Questions 1) Why would this technique be effective? 2) What are the benefits for the students? 3) What are the benefits for the teacher?

14. Activity #3 direct instruction For activity #3 # Read the posted article about direct instruction # Then answer the discussion questions listed on the next slide in your word document for this activity.

15. Activity #3-direct instruction Discussion questions from the direct instruction reading: How does your reading define direct instruction? What are the 3 steps involved? Describe what happens in each step. Why utilize direct instruction?

16. direct instruction # direct instruction is an instructional technique that helps the teacher to guide students toward independence with a a concept or skill in small incremental steps # In a manner that allows students to be successful at every step along the path towards the end goal which is independence with the concept/skill.

17. direct instruction The concept stems from the idea that the teacher can set the students up for success based on what the teacher does and what they have students do Teachers can specifically guide students in well crafted steps to be independent As previously stated the ultimate goal is to guide students to be independent with a given skill/knowledge/concept

18. direct instruction-3 Steps As you now know direct instruction involves 3 steps: # I do We do You do

19. direct instruction-I do This is the step where the teacher models skill, concept or a way of thinking to the students.

20. direct instruction-We do This is the step where: The Teacher guides the students in practicing the skill or concept This is likely to involve several attempts gradually moving towards the you do Sometimes you may not get to the “You do” for several lessons/days.

21. direct instruction-You do In this step the students are now independent and able to complete the task, skill, or thinking process successfully on their own.

22. Benefits of direct instruction #Forces teacher to think deeply about instruction and break larger concepts/skills into smaller more manageable parts #Teacher gets to model EXACTLY what students should be doing or thinking # Students get to see what they should be doing or thinking # The “we do” allows the teacher to guide the students in what they should be doing and the teacher is still providing an exact model of what students should do.

23. Benefits of direct instruction #Allows the teacher to see where students have misconceptions and the teacher has a chance to adjust accordingly # Students get to practice with the teacher Leads to a more effective you do----students more successful Teaching and learning are more effective

24. Activity #4-direct instruction Musical Example For this activity: # Preview the discussion questions # Watch the video clip # Respond to the discussion questions in your word document for this module.

25. Activity #4-Musical Example Discussion Questions 1)Was the teaching effective? Why or why not? 2) Did I use a lot of explanation to teach the musical activity? 3) Was there a “you do” of the whole activity? Why or why not? Was this effective and appropriate? 4) Why do you think this model of teaching is so important for music? 5) Were the components of direct instruction always in perfect order? 6) How did I piece the components together----what was the sequence?

26. Sequence of Instruction Sequence of instruction is how you move students from point A(a starting point) to B (whatever the goal is) in their learning It is Always a continuum The line represents a sequence of instruction and the hashes are pieces of the sequence. # We always want to move students along the continuum gradually and in a way that allows them to be successful at every single point on the continuum/sequence.

27. Sequence of Instruction Think about how I pieced the components of direct instruction for Little Bunny Foo Foo together. # How I pieced them together determined weather or not the students where successful at each point of instruction. How instruction is broken down into steps or parts and then pieced together is called a Sequence of Instruction

28. A sequence of instruction can be big picture----learning the scientific method or small picture completing an individual experiment. A sequence can be learning all of the musical elements, or learning just one of them. It can be even smaller learning just one activity for one of the musical elements or even learning just a part of an activity.

29. Activity #5 Sequence of Instruction Video Example Preview the discussion questions Then watch the Sequence of Instruction Video Example Answer the discussion questions in your word document for the module.

30. Activity # 5 Discussion Questions 1) What was the sequence of instruction? 2) What was point A and what was point B in the continuum of this particular activity 3) List the steps to the sequence of instruction 4) Did I use direct instruction and if so was there a “you do” ?Why or why not? 5) Was there a lot of talking and explanation in the sequence and why do you think so or not? 6) Did I do each step once and move on? 7) Was it pure I do, we do, you do?

31. Sequence of Instruction Remember a Sequence of instruction is Always a continuum YOU HAVE THE POWER----- # What a teacher has students do at a given point and how the teacher structures the activity sets the students up to fail or succeed. # How a teacher sets up the sequence of instruction determines how successful the student is.

32. Sequence of Instruction For example if I try and teach you too much off a movement activity all at once, you may not be very successful.

33. Activity 6-Ineffective Sequence of Instruction Video Example Watch the video example Answer the discussion questions on the next slide

34. Activity 6-Discussion Questions 1)Was that effective? 2)What made it confusing? 3)What would have worked more effectively? 4) How should I have broken it down?

35. Activity 7-Written Sequence of Instruction Read the sample sequence of instruction for the “Shake those Shimmies Down” activity

36. Shimmies Sequence After reading the sample sequence notice the following items: Is is Detailed It is very Scripted Every part of the movement is accounted for The Sequence is clear and moves incrementally in small steps There are lots of opportunities to repeat steps as needed for mastery It is set up so that we learn a step and then repeat, learn the next step and then put them together Uses direct instruction

37. Activity 8: Sequence of Instruction Practice Activity For this activity: Step 1: Choose a common everyday activity such as making a peanut butter and jelly sandwich or brushing your teeth (now that I said them don’t choose those examples ) Step 2: Create a sequence of instruction for your activity using direct instruction---in particular the I do, We do components. Create your sequence on a separate document from your Module 3 word document.

38. Activity 8: Sequence of Instruction Practice Activity Step 3: Find a friend, family member etc and video yourself teaching them your activity using direct instruction. Use any recording device for your video it does not need to be fancy just visible and audible. Step 4: Upload your video to “youtube” Step 5: On the bottom of your written sequence provide the web link to your video. Step 6: Submit your written sequence with video link via the Activity 8 submission area.

39. Activity 8: Sequence of Instruction Practice Activity Some additional info/instructions: # Make sure to practice teaching your sequence using I do, we do before recording yourself teaching it. # You need to make sure you have all necessary materials for teaching your sequence. # You can keep your video private just share it with me. Once your video is uploaded in youtube click private. Then share it only with me by providing my e-mail address when asked for it. Kimberly.gedde@selu.edu

40. Activity #9 For this activity read your Razmajl text book chapter 1 and the Lawrence/Andresen reading posted with this module on moodle. Take relevant notes via and submit in your word document for this module. (Don’t copy down everything….just take notes on main ideas. If I can tell you read the material that is enough)

41. General Teaching Techniques Next, we need to understand that there are three types of learning so that when we encounter them we can label them and use them to our advantage. # Psychomotor Cognitive Affective

42. 3 Types of Learning Psychomotor Learning: # Is any learning that involves our large or small motor skills # Examples include running, jumping, riding a bike, learning to snap your fingers, physically playing the drums etc.

43. 3 Types of Learning Cognitive Learning # Cognitive Learning is any type of learning that involves cognition---or in other words---thinking. # Examples include learning about direct instruction, learning algebraic equations, learning the process of Photosynthesis.

44. 3 Types of Learning Affective Learning # Affective Learning is learning emotions and any learning that includes emotions. # Examples include teaching your class about how someone might feel if they were bullied, teaching your class about an authors emotions in a particular poem etc.

45. General Teaching Techniques Moving students from experience to cognition is another useful manner of teaching. This is another technique we use to help students learn more effectively and efficiently.

46. Moving from Experience to Cognitive Learning Moving from Experience to cognition is providing students with a tangible experience and then having them label or think about the skill or information The best way to explain this is with an example

47. Activity #10-Experience to Cognition For activity 10: Preview the discussion questions, watch the video example and then answer the discussion questions in your word document for this module. You will need the posted activity #10 Flower chant touch to participate in this video activity.

48. Activity 10-Discussion Questions Was this effective? Why or why not? How did we move from Experience to cognitive learning? Why do you think this would be helpful to students? What was my sequence of instruction Was direct instruction used?

49. Experience to Cognition Psychomotor to cognitive learning is a form of moving from experience to cognition In our flower chant example we first acted out and spoke through the flower growing cycle The students physically became each step of what happens to make the flower grow They experienced the concept before we labeled each step and then asked them to think cognitively about it. Notice that we didn’t jump directly from the chant to more cognitive work. I used the pictures to introduce the labeling with the chant.

50. Experience to Cognition Psychomotor activities give students experience When you move to cognition they have experience or prior knowledge of the concept This process helps students learn information more quickly We have given students previous experience to connect the information/skill to. Click on the Zoo video example for details for practical examples of this.

51. Experience to Cognition is all about creating Prior Knowledge!!!! It all has to do with creating prior knowledge for the student. When we have prior or previous knowledge of something we can attach new material in our brains to previously learned material If we can attach new material to previously learned material efficiently then we are able to learn and remember new material more efficiently and successfully.

52. Process of Learning To help us understand why experience to cognition---prior knowledge------ is important we must understand the 3 phases of learning

53. 3 Phases of Learning There are three phases of learning. Do not confuse these with the 3 types of learning or learning styles which you may have learned in another class. The 3 phases of learning are: # Acquisition Consolidation Retrieval

54. 3 Phases of Learning Acquisition: # In the acquisition phase we take in new information through any of the senses. Your reading this now is you taking in new information through your visual sense. # Other examples include listening to a lecture, touching a hot stove and learning not to do it again, solving a math problem correctly or incorrectly and learning the correct process, discovering you love the taste of lemons etc.

55. 3 Phases of Learning Consolidation # In the consolidation phase we practice the information and attach it to other information already stored in our memory. # If we consolidate the information, it is then stored in our long term memory and we can make use of it any time. # Examples include: learning your math facts so that you can always recite your times tables, learning how to tie your shoes, learning information so well that you remember it years later. NOTE: Cramming for a test is not consolidation---if information is NOT stored in your long term memory you have simply not practiced it enough to consolidate it.

56. 3 Phases of Learning Retrieval # In the retrieval phase of learning we are able to retrieve information or skills any time we want from our long term memory # For true retrieval, information must be stored in our long term memory.

57. 3 Phases of Learning It is helpful to know the phases of learning because it is our job as teachers to teach in a way that helps our students consolidate information effectively. Teaching through experience first to create prior knowledge and then asking students to do something cognitive with the skill or information helps them consolidate the information more quickly. All of this makes our teaching and student learning more effective.

58. General Teaching Techniques Developmental Levels Developmental Level: # Refers to the stage of development students are at Helps us decide and structure appropriate activities for them The chart on pages 5-7 of your Razmajl text outlines appropriate musical activities and skills for primary, middle and upper elementary We will be working all semester to identify developmental level of various activities as we learn them

59. Activity 11-Razmajl Chart For this activity simply Read the developmental levels chart on pages 5-7 of your Razmajl text

60. Developmental Levels-Razmajl Chart We can use this chart to help us identify appropriate activities for students at various developmental levels.

61. Activity 12-Developmental Levels Practice Sheet For this activity: Using the Razmajl chart on pg. 5-7 of your text to complete the developmental levels practice sheet posted on moodle. You need not notate the exact grade level instead list primary, middle or upper elementary as appropriate. Include reasoning for your choice of developmental level based on the Razmajl chart. Submit the worksheet in the activity 12 submission area. You may type directly on the word document version of the worksheet.

62. Quiz Congratulations you have completed Module # 3 You may use the module to take the Module #3 quiz