Standard 10: Survey of Instructional Strategies
Standard 10 states that
teacher leaders understand effective use of research based instructional
practices. To accomplish this learning,
I took the course Survey of Instructional Strategies in the Spring of 2018. This course focused on learning and selecting
the appropriate instructional methods, learning targets, and the breakdown of a
lesson (beginning, middle, and end).
After completing this course, I had many takeaways and practical
instructional strategies to experiment with in my classroom. For the sake of this reflection I organized
my thoughts under two umbrellas.
1. Selection,
implementation, and evaluation of instructional strategies:
Prior
to the selection of specific instructional strategies it is important to define
the operational framework in which educators should operate underneath. During
this course, two sources provided valuable insight into these frameworks. First, defined by Dean, Hubbel, Pitler, and
Stone stated the importance of defining and communicating learning targets and
connecting those with previous learning (Dean et
al, p. 8). John Hattie (2012)
describes something similar, calling this “Targeted Learning”. He defines this as providing students with a
clear goal (learning target) and a clear success criteria. Operating under
either of these frameworks is crucial for student success as it provides
clarity for both the teacher and students.
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 of different methods
to try out and it is my job to implement and adapt these instructional methods
to fit my needs and my classes.
Two instructional
methods I gravitated towards were cooperative and collaborative learning. These two methods are highly useful, however
it is important to fully understand their differences and uses within the
classroom. The following diagram by Neil
Davidson and Claire Howell Major (2014) summarizes the key difference in these
two methods.
In the future I will implement both collaborative and
cooperative learning into all of my classes, Kindergarten through 8th grade.
This might look like musical centers in the primary grades in which students
can collaborate in a free manner to explore learning opportunities together. Likewise, in the middle school classes I plan
on using cooperative work in which groups of students have clearly defined
roles for completing a task. Both of these methods will ensure the learning is
student centered and engaging for all.
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. Hibajene M. Shandomo (2010) clearly stated
“Reflective thinking leads educators to act deliberately and intentionally
rather than randomly and reactively” (p. 103). Through this course
I now understand the importance of instructional reflection. Critical reflection and evaluation is what
dictates how you teach tomorrow, or maybe even the next class period. 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.
In the future I plan on constantly and consistently recording and
reflecting upon my practice. Likewise I will invite other teachers into my room
for evaluations as this is expected by the administration.
2. Facilitate the
collection, analysis, and use of classroom-and school-based data to improve
instruction.
Prior
to this course I did not have much experience collecting data. My data collection practice was inconsistent and not thorough. In the past I have gathered data for my admin as I was asked to do so, not because I wanted to use the data to improve student learning. Similarly, I would not analyze the data or communicate the findings to the students. It is safe to say my data collection practice was not very good.
The use of clear and consistent data is what drives instruction. As
stated by the National Association of Elementary School Principals (N.D) “Good
data makes for good decisions”. 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. Every subject areas goal is simple: increase
student knowledge, understanding, and application. 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.
Artifacts:
Cooperative vs. Collaborative presentation
https://docs.google.com/presentation/d/1jFy8Ad-qk1HQP5EV_kcJGmu6XgP9f0aLlO77Whfa2VQ/edit?usp=sharing
Action Research reflection
Sources:
Davidson, N., & Major, C. H. (2014). Boundary
crossings: Cooperative learning, collaborative learning, and problem-based
learning. Journal on Excellence in College Teaching, 25(3&4), 7-55.
Dean, C. B., Hubbel, E. R., Pitler, H., &
Stone, B. (2012). Classroom Instruction
that Works. Alexandria, VA: McREL.
Hattie, J. (2012). Visible Learning for Teachers. New York, NY: Routledge.
National Association of Elementary School
Principals. (N.D.) Using student
achievement data to support instructional decision making [PDF document].
Retrieved from https://www.naesp.org/sites/default/files/Student%20Achievement_blue.pdf
Shandomo, H. (2010). The role of critical
reflection in teacher education. School–University
Partnerships, 4(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ915885.pdf
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