1. Applications of Cooperative Learning in Music Method Courses Designed for Preservice Elementary Teachers Presenters: John Okley Egger, Ph.D. Assistant Professor of Music/Director of Music Education Indiana University-Purdue University Fort Wayne & Jennifer S. Shank, Ph.D. Dean, College of Education & Chair of the Department of Music Tennessee Technological University

2. Session will discuss: Theoretical foundations of Cooperative Learning Benefits of utilizing Cooperative Learning Effectively constructing Cooperative Learning Groups Project ideas for Instructors

3. Cooperative Learning Active Learning Cooperative learning “employs a structured form of small group problem solving skills that incorporates the use of heterogeneous teams, maintains individual accountability, promotes positive interdependence, instills group processing, and sharpens social and leadership skills” (Millis & Cottell, 1998, p.12).

4. Characteristics Johnson & Johnson (1990), state 5 Important characteristics are essential in cooperative learning. Clearly perceived positive interdependence. Considerable promotive (face-to-face) interaction. Felt personal responsibility (individual accountability) to achieve the group’s goals. Frequent use of relevant interpersonal and small-group skills. Periodic and regular group processing (p. 27).

5. Selected Types of Cooperative Learning The Jigsaw Method Student Teams-Achievement Division Group Investigation

6. Preservice Elementary Teachers Elementary Education Majors Diverse Background Previous musical experiences can have a positive effect on teacher’s willingness to advocate for music in the elementary curriculum (Berke & Colwell, 2004; Giles & Frego, 2004). Low confidence in integrating music in academic subjects (Berke & Colwell, 2004).

7. Music Method Course Ability to increase confidence through active music making (Auh, 2004; Berke & Colwell, 2004). Ability to increase confidence through cooperative learning (Hwong, Caswell, Johnson, & Johnson, 1992; Egger, 2014).

8. Constructing Cooperative Learning Environments What are the concepts you want the students to comprehend? Organize students into heterogeneous groups: Survey Background Information

9. Survey Questions

10. Survey Questions Cont…

12. Project Ideas Theme Based Learning Project (3 rd Grade “Solar System”) Small Ensembles Lesson Plan Building & Microteaching Create Mock Program (5 th Grade Civil War) Songs Stories Dances Literature Project 10 Children’s Stories Appropriate for Grade Level Create Musical Component

13. References Auh, M. (2004). Changes in perception of confidence in teaching music by preservice students. Bulletin of the Council for Research in Music Education, 161/162, 11-18. Berke, M., & Colwell, C. M. (2004). Integration of music in the elementary curriculum: Perceptions of preservice elementary education majors. Update: Applications of Research in Music Education, 23, 22.33. Egger, J. O. (2014). The effects of a cooperative learning environment on preservice elementary teachers’ interest in and the application of music into core academic subjects (Unpublished doctoral dissertation). University of Kentucky, Lexington, KY. Giles, A. M., & Frego, R. J. E. (2004). An inventory of music activities used by elementary classroom teachers: An exploratory study. Update: Applications of Research in Music Education, 22(13), 13-22. Hwong, N. C., Caswell, A., Johnson, D. W., & Johnson, R. T. (1992). Effects of cooperative and individualistic learning in prospective elementary teachers’ music achievement and attitudes. The Journal of Social Psychology. 133(1), 53-64. Johnson, D. W., & Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research. (pp.23-37). New York, NY: Praeger Publishers. Millis, B. J., & Cottell, P. G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: American Council on Education/Oryx.

14. Contact Information John Okley Egger eggerjo@ipfw.edu Jennifer S. Shank jshank@tntech.edu