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Tune Up Your Instruction: Transforming Discipline-Based Instruction Using Active Engagement

Tune Up Your Instruction: Transforming Discipline-Based Instruction Using Active Engagement. Andi Beckendorf Luther College. Bridging and Beyond LOEX Annual Conference 1 May 2010. Rameau music clips. Goals for this session. Observe a creative learning strategy

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Tune Up Your Instruction: Transforming Discipline-Based Instruction Using Active Engagement

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  1. Tune Up Your Instruction: Transforming Discipline-Based Instruction Using Active Engagement Andi Beckendorf Luther College Bridging and Beyond LOEX Annual Conference 1 May 2010 Rameau music clips

  2. Goals for this session • Observe a creative learning strategy • Take away a model of active engagement for discipline-specific research • Reflect on pedagogical goals and learning styles • Understand the model from the viewpoint of both participant and facilitator

  3. Assessment Please take a couple of minutes to write down three things you expect to learn during this session Grieg music clip

  4. Opportunities for new ideas • Departmental evaluation/accreditation • Curriculum review • Course-related changes • Experiment with teaching strategies Challenges fostering new ideas • Boredom! • Transform the experience • Appeal to multiple learning styles

  5. Brainstorming Activity Goals: • ice-breaker • build on subject-specific knowledge • introduce specialized considerations for music Elements: • music identifiers (opus, number, catalog designation, key, etc.) • generic titles (sonata, cantata, prelude, etc.) • unique titles (Four Seasons, Tosca, etc.) • language skills (ЩелкунчикNutcracker)

  6. Brainstorming Activity • What subject areas do you provide instruction for? • What levels do you teach? • Can you think of subject-specific examples to build brainstorming activities for? • language and literature: genres (poem, short story, essay, novel) • biology/nursing/pre-med: differences between formal and common vocabulary • history: terminology for events (Civil War vs. War of the Rebellion)

  7. Question Card Activity Goals: • each student has a chance to participate • practice identifying and finding resources • build information literacy skills Elements: • Cephalonian Method • music: used selectively • color: used to group question sequences • active engagement: used throughout • MLA Information Literacy Objectives

  8. Question Card Activity Resources Basic Reference Author Sequence Bach Sequence Wildcards Preus

  9. Fall 2009 Student Feedback

  10. Student learning expectations Resources (78) Research (44) Services (9) Listening/Audio (4) Translating/Languages (3) Citations (1) Follow-up Questions • Interest in becoming an opera conductor • Use of music in speech pathology

  11. Challenges • Activity not tied to an assignment • Instructor not present for the sessions • Expectations set for senior research • Comments from non-majors Direction for the Future • Use of clickers for feedback • Use pre- and post-test for direct assessment • Explore spontaneous connections • Develop higher-order activities as part of a music department information literacy plan

  12. Assessment 4. What is your perception of the interactive model used for the session? 4 = Liked it very much 1 = Didn’t like it at all 5. What is your perception of the amount of material covered in the session?4 = Too much 1 = Not enough • What is your perception of how useful this information will be for your music courses, private lessons, or research? 4 = Very useful 1 = Not sure I will use Grieg clip #2

  13. Assessment 7. Please rank your perception of your own participation in the session. 4 = I was excited to participate in this way. 3 = I felt comfortable reading my card(s). 2 = I felt uncomfortable reading my card(s). 1 = I just wanted to listen, not participate. 8. Please rate your perception of the music used for the session. 4 = Selections enhanced the session. 3 = Selections set a good mood. 2 = Selections were distracting. 1 = Selections were not useful in the session.

  14. Assessment 9. On a scale of 1-10, how would you rate the session overall? (10 being the highest) Please include any additional comments at the end of the feedback sheet. If you have a question you would like me to answer, please write it on the front of the sheet, and include your email address.

  15. Questions?

  16. Music Clips Rameau, Jean-Philippe. “Passepieds I & II,” “Air” and “Tambourins I & II.” Castor et Pollux. Orchestra of the 18th Century, Franz Bruggen. Philips, 1990. Grieg, Edvard. “Peasant’s Song.” Lyric Pieces, op. 65, no.2. Daniel Adni, piano. EMI, 1995. Grieg, Edvard. Allegretto tranquilo e grazioso. Norwegian Dances, op. 35. Gothenburg Symphony Orchestra, NeemeJärvi. Deutsche Grammophon, 1986. Williams, John. “Indiana Jones March.” Flying Carpets. Un’Ottava Sotto Sopra. MR Classics, 1999.

  17. Thank You! I’d love to hear suggestions and comments. Please feel free to contact me: Andi Beckendorf Research & Instruction Librarian Luther College beckendorf@luther.edu I would be happy to share materials and handouts. This presentation will be included in the LOEX conference proceedings. Indiana Jones march

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