Module Six

Module Six Reflection

This week’s reading focused around instruction design.  After taking Instructional Design in Music Education in the spring, I was already thinking about instructional design and curriculum in a different light and had drafted summer plans to look at re-writing various curriculum documents.  Many of the ideas presented in the chapter look at utilizing technology in the instructional design process to improve student learning.  

I did like this week’s discussion with forming a “Top 5” list.  I found it fun and engaging to think outside the box.  In my discussion post, I talked about project-based learning, backwards design, differentiating instruction with technology usage, copyright laws and the multiple levels/layers of learning.  I was intrigued by the discussion about Project-based learning because I think that it is crucial to have learning that connects back and relates to the real world.  Bauer (2014) explains, "students are engaged in authentic, real-world learning activities, typically oriented around answering a complex question, solving a problem or meeting a challenge" (pg. 150).  I am looking to have many of my middle school general music classes incorporate more project-based learning activities.  I think that PBL and backwards design compliment each other nicely and to effectively plan a PBL assignment, backwards design should be taken into account.  I was also intrigued by the information on copyright laws and Creative Commons.

Prior to this week, I hadn’t used Google Sites before.  I really enjoyed the idea of the WebQuest project.  We’re a Google based school, but when we made our classroom websites, we had a choice of using Google Sites or an outside provider.  I opted for an outside provided and chose Weebly, because it was very quick, simple and easy to use and put together a great website.  With using Google Sites, it made it really easy to sync any necessary documents through Google Docs or Sheets with the WebQuest.  The tutorial videos were also a great help.  As someone who hadn’t used Google Sites before, I found the videos to be very clear, concise and easy to follow.  I created my WebQuest for my middle school general music classes.  My students will have the freedom to look at a variety of careers in the music industry and choose one to become an expert on.  From there, the students will complete several tasks including: completing a research worksheet, developing a handout (flyer, brochure, fact sheet, etc), and presentation and completing a written reflection. 

This week, through my PLN, I had various resources posted about STEAM apps and websites, Google drive usage and cleaning, bridging the gap between elementary and middle school band, and resources from NAfME and SmartMusic.  I love how easy it is to connect with other people through my PLN.  I was sitting in a meeting this past week and one of the agenda items was the summer technology workshop.   One of the suggestions was having a session on Twitter and I brought up the positive experiences I had on Twitter as a result of this class.  Another teacher in the building also discussed about her experiences with Twitter as a PLN.  I will admit, I was apprehensive as to how I was going to like this experience.  Prior to this class, I viewed Twitter as something my students used and it was really something for me.  I had a personal Twitter account I created in college, but hardly ever used it.  

Bauer (2014) states, "technology can help music students activate, and if necessary acquire, the background information and context that will allow for better comprehension of new material (pg. 147-148).  The use of technology helps bridge many gaps and differentiates instruction for students, allowing for all to be successful, learn the material that they need and meet the necessary standards.  I think that the advancements in technology over the years have helped students reach these goals.  I look forward to see what the future developments and advancements hold.

 Bauer, W. I. (2014).  Music learning today: Digital pedagogy for creating, performing and responding to music. New York, NY: Oxford University Press.