EDU 6526 - Reflection (Spring 2018)

The work and focus of this course was under Domain IV:

          1. Examine research in improving teaching including the selection, implementation, and evaluation of instructional strategies, and, 

          2. To facilitate the collection, analysis, and use of classroom-and school-based data to improve instruction.

Below are my thoughts, reflections, and main takeaways for how I will move forward on the path to become a better music educator.

1. Selection, implementation, and evaluation of instructional strategies:

          Throughout this course I was exposed to many unique instructional methods, all serving a different purpose or student learning style.  Prior to this course I was closed minded on what does and does not apply to elementary music classes.  However after completing the readings, lectures, and assignments I can firmly say my view on instructional methods has changed dramatically.  Upon reflection I know see how many new and effective instructional methods can be used.  Likewise I am aware of how I need to tailor these methods to my needs.  For example, in the past I would brush off the technique of summarizing.  My thoughts might be, "music moves to quickly and there is no time for long summarization".  However now I see how my elementary classes can engage in quick forms of summary, like a "one sentence paper" or a "60 second summary".  There are literally hundreds off different methods to try out and it is my job to implement and adapt these instructional methods to fit my needs and my classes. 

          The last piece of the instructional puzzle is that of evaluation.  As educators we must implement and reflect upon what we taught and the effectiveness of the lesson.  Did learning happen?  Through this course I understood the importance of this simple questions.  Critical reflection and evaluation is what dictates how you teach tomorrow, or maybe even the next class.  We must implement the lesson and instruction methods and then critically evaluate without hesitation and bias.  If something does not work that is not a negative against us as teachers.  It simply means this did not work for the students and something needs to be adjusted.   This course taught me how to evaluate my teaching, but more importantly, how to evaluate without an ego.  It is okay if something doesn't work, however it is not okay to brush it off and move on, or worse, not adjust anything and continue on with broken teaching. 

2. Facilitate the collection, analysis, and use of classroom-and school-based data to improve instruction.

          The use of clear and consistent data is what drives instruction.  Data shows the progress, stagnation, or regression in student learning.  When using data as the primary informant of instruction, any guess work is removed.  Similar to my last point regarding reflection, when consistent and honest data is used as the main driver of instruction, the ego is removed.  Reflecting upon this course I realize how much more data I need to be collecting and implementing in the instructional decision making process.  Can all of my students sing solfa patterns accurately? What does the data show?  By using data to drive instruction, the teaching becomes more transparent and true.  We are working on certain skills because the data shows the students are lacking in those areas.   Moving forward I will implement detailed rubrics for the two pillars of music education: 1) melodic skills, and 2) rhythmic skills.  From this I will assess and collect data regularly (2x times a month) and reflect upon what the data reveals.  

          Upon reflection, another goal I will implement in the upcoming years, is to become increasingly involved in school-wide data collection processes. This serves two purposes: 1) I will become more knowledgeable in what constitutes strong data collection methods and analyses. By lending help to the school, my skills of collecting and analyzing data will improve, which I will then implement into my own class.  2) Increasing involvement in school-wide data collection practices will demonstrate my willingness to lead on a higher level.  Most specialist stick to their classrooms and do not involve themselves in typical homeroom practices.  This separates specialist and sends the message of "We are not like you".  This undermines the professionalism of specialists and their knowledge and skill set.  Teaching is teaching and it does not matter if you teach art, music, drama, or math.  Ever subject area's goal is simple: increase student knowledge and understanding.  By involving myself in school-wide learning tasks and data collection I am sending the message that I want to be seen on the same level as everyone else.