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Faculty Development Workshop Spring 2007 Learner-Centered Assessment at the Course Level. Dr. Jennifer M. Flory Assistant Professor of Music. Teaching Philosophy.
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Faculty Development WorkshopSpring 2007 Learner-Centered Assessment at the Course Level Dr. Jennifer M. Flory Assistant Professor of Music
Teaching Philosophy As a teacher, my objective is to create an environment in which the students may become independent thinkers yet collaborative workers, musical soloists yet ensemble contributors. This dichotomy of individual and group dynamics fosters different areas of critical thinking and performance skills; music education takes many forms and benefits from many approaches. Students should be given the tools and fundamentals of music, including history, theory, creation, and performance. These skills once incorporated allow the students to continue along the path to cultivate their greatest talents and passion. My responsibility includes developing the voice as a personal and living instrument, whether through private voice instruction or through a choral rehearsal. This may be done by using proper vocal technique, warm-ups and exercises that promote those methods, and positive reinforcement when that is achieved. Another duty of mine is to expand the student’s musical horizon through a wide variety of musical literature, style, and performance practice. This variety may be found in choosing repertoire from all of the representative musical periods and styles and in executing the performance practice of those works as closely as possible to their original presentation. As a conductor, my goal is to combine both of the above-stated duties and through the rehearsal process to help students create a product which provides edification and enjoyment for the ensemble as well as the audience. The measurements I will use to assess my effectiveness as a music educator include student evaluations, peer appraisals, and critical reception. For a private voice student, this will include his/her recital; for a choir, their concerts, and so on. I teach music because I learn the most through teaching and I wouldn’t be happy doing anything else.
Personality Results • What makes an ESFJ tick? • The Dominant function is the judging one of Feeling. • Characteristics associated with this function include: • Makes decisions on the basis of personal values • Is appreciative and accepting of people - enjoying company and seeking harmony • Assesses the impact of decisions on others, being sympathetic or compassionate • Takes a personal approach • The judging Feeling function is extraverted. That is, Feeling is used primarily to govern the outer world of actions and spoken words. • The ESFJ will therefore: • seek stable, harmonious relationships • tend to adapt to the environment, taking on board those values that are held as important by friends and family, or society as a whole • express the appreciation that is felt towards others • tend to consider others' feelings before his/her own • be sensitive to praise and criticism, and seek to conform to others' reasonable expectations • The Feeling function is primarily supported by introverted Sensing perception, That is, Sensing perception is used primarily to manage the inner world of thoughts and emotions. This will modify the way that the Feeling is directed, by: • focusing the (outer world) Feeling on current relationships and people, e.g.: through social events and fact-based conversation • finding practical ways to be of service to people • viewing people subjectively, observing facts that support harmonious relationships • The classic temperament of an ESFJ is Epimethean, or Melancholic, for whom a basic driving force is duty, service and the desire to belong.
Key Assessment Question How can my students become the best choir directors and music teachers of which they are capable?
Student-Generated Test Questions I used this CAT after lecturing on choral music of the Romantic period. At the time I was planning to have that be on the mid-term. As I looked more closely though, I decided it would be better to save the Romantic and 20th Century for the final. So, I did not use the questions they generated, but I think that they did a very good job bringing out some of the main points of the chapters and narrowing down some traits of the Romantic period which helped them with their conducting preparation and written analysis. I also redid the course schedule for the remainder of the semester to reflect the changes for the exams that we had discussed in class. I emailed and printed the revised schedule for them. I did this because I thought it would be a more effective test of what they had learned. The students appreciated this since I was doing what I felt was best for them to be successful. Goal-Ranking and Matching This CAT garnered some interesting responses. The first seemed to focus on individual, specific goals that were more like the trees of the forest. They were telling though, in the insecurities they revealed, some insecurities of which I was unaware. I have tried to address these by giving specific assignments in the insecure areas and extra attention to those things with which the student is uncomfortable. That has created an environment in which the student has been more likely to succeed and feel more confident in those areas. The other responses were more global, broad goals that like the forest, could also line up more closely with the syllabus. These are also instructive as to the insight of that student as to the big picture. I was going to ask the students to look at the opposite view of the picture – the specific one to come up with some broad goals and the broad one to come up with some specific goals – but I let time slip away and haven’t followed up on that. Part of why is because one of my three students never turned it in and I was waiting for her. Plus-Delta I used this CAT to see how they were feeling/thinking about how they and I are/am doing with/in the course. This was very informative as I have only three students in the class and I know their writing. Two of the students had no suggestions for changes to the course and listed things they were and needed to do to improve their learning in the course. The third student listed two changes that would improve the course including a better selection of music to conduct and a larger class so that the music might actually sound like it is written. The next class day I passed out a new packet of music for them to choose pieces for five more conducting days during the semester. I cannot change the size of the class, but I did tell them that they would have the opportunity to conduct a half hour rehearsal with one of the student ensembles using pieces of their choice. The third student listed nothing under what she is doing to improve her learning and listed “prepare more” under what she needs to do to improve her learning. Concept Map This CAT allowed the students to boil down and organize their chapter about the choral rehearsal. We did this together in class using post-it notes and colored pens on a poster board. Then, I assigned one student each to one chapter each and emailed them the concept map software to do concept maps over the weekend based on what the chapters had and anything else pertinent they could come up with. One student finished the concept map we started and the other two addressed new chapters. They basically taught each other, an activity which generally results in more learning when I lecture. The concept maps turned out quite well, although I had another discovery. One of the students, self-proclaimed ADD, said it was really hard for her, that she does much better in outline format. I said, well, the next time we do concept maps, remind me and I will have you do an outline instead, but it was really good you had the experience using the software and coming up with the map. CATS in Advanced Choral Conducting and Literature
Impact StatementsHow the FDW affected my learner-centered assessment of teaching and learning skills, knowledge, and dispositions • I have adopted the classroom assessment cycle (Angelo and Cross) as a mantra for my future course development and redesign. • I plan to evaluate and revise both my target course outcomes and the program outcomes for the Bachelor of Music Education (Choral Music Concentration). • I have become familiar with and comfortable using various classroom assessment techniques and plan to continue this exploration and experimentation. • I plan to embed these classroom assessment techniques into my syllabus to make achieving the outcomes more transparent. • I have become a novice blogger and would like to later explore use of blogs for practicum students and student teachers. • I have multiple assessment resources at my fingertips and have even found a specific music assessment publication. • I have discussed assessment with a number of my departmental colleagues and my chair and have encouraged a fellow untenured faculty member to take FDW due to its applicability to music and improvement to my teaching. • I believe that the old model for teaching is on its way out and that I can be a town crier for the new way that will help improve student learning in a tangible way.
Student Assessment of Learning GainsAdvanced Choral Conducting & Literature
Jennifer Flory's Wikispace My Personality TypeFDW BlogSALG for MUSC 3470Flory Teaching Philosophy.pdfFlory Course Map.pdfCL-1_ Field-tested Learning Assessment Guide (FLAG)_ Matching Goals to CATs.pdfweek2TGIresults.pdfFlory6CATSrevised.pdfACCL Concept Map.pdfACCL Assessment Matrix.pdfCATS in ACCL.pdfFlory impact statements.pdf
