Support Training for Runyonrecorder website

1. Support Training for Runyonrecorderwebsite Presented on Tuesday, June 21st

2. Questions to ponder… • What instrument eventually replaced the recorder? • What are the names of these notes? A. B. C. • How long are these notes held? (What are their durations?) • What is the appropriate fingering for… • Third line “B”? • Second space “A”? • Second line “G”?

3. Questions to ponder (cont)…. • From what century did the song “Gently Sleep” originate? • What music literacy skills are learned by playing “Gently Sleep”? • What are the two primary reasons for a squeaky recorder?

4. Runyonrecorder.wordpress.nethelping all students, one kid at a time. The Problem The Data The Proposal The Product

5. Context • Several students are pulled from music instruction when over stimulated by parapros • Para pros frustrated over students missing instruction (though supportive in the classroom environment)

6. Data gathered • These students perform at significantly lower level (various factors at play) • Para pros are willing to help students in a one –on-one environment • Para pros have time during the day with students where coaching could take place • Parents are willing to help their children at home if materials are available

7. Needs analysis • Comparative Needs • Students pulled vs. students who stay • Felt Needs • Teacher desire to provide additional support in an environment where students can be successful • Parents wanting access to additional support • Future Needs • This need for additional support will be ongoing and increase in scope over the next few years.

8. Prioritized Needs • Instructional Materials need to be developed to support instruction outside of the classroom. • Training will be necessary on navigating the Instructional Material (website). The teachers and paraprofessionals within the Special Ed department will independently and successfully navigate the 3th grade online recorder resources by locating desired content on the website without feedback from the music teacher and completing an informational scavenger hunt for information with 90% accuracy.

9. Learner and Contextual Analysis • Learners are adults, motivated, and tech savvy • Orientating Context • Instructional Context • Transfer Context • Contextual • Forced data • Open ended data

10. Task Analysis • Content Structure • Procedure – navigate the website. • Attitudes – being comfortable searching the site

11. Objective • Cognitive, Psychomotor, Affective • Action Verb – navigate • Subject-content reference – website • Level of Achievement – 90% accuracy

12. Objective • The teachers and paraprofessionals within the Special Ed department will independently and successfully navigate the 3th grade online recorder resources by locating desired content on the website without feedback from the music teacher and completing an informational scavenger hunt for information with 90% accuracy.

13. Sequencing - Task Expertise Training • Beginning with basic task with support, then moving to independent navigation and evaluation • Start simple and supported, move to more complicated and independent

14. Instructional Strategies • Generative Strategy – Recall • Prescriptions for teaching procedural recall • Rehearsal/Practice on the system

15. Instructional Material considerations • Make it concrete • Use pictures • Step size • Consistent terminology • Include animation or multimedia

16. The Site

17. Bibliography Kulasekara, G. U., Jayatilleke, B. G., & Coomaraswamy, U. (2011, May). Learner perceptions on instructional design of multimedia in learning abstract concepts in science at a distance. Open Learning, 26(2), 113-126. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (Sixth ed.). Chennai, India: John Wiley & Sons, Inc. (Original work published 2001)