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

Tune Up Your Instruction: Transforming Discipline-Based Instruction Using

Active EngagementAndi Beckendorf

Luther College

Bridging and BeyondLOEX Annual Conference1 May 2010Rameau music clips

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

AssessmentPlease take a couple of minutes to write down three things you expect to learn during this session

Grieg music clip

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

Brainstorming ActivityGoals:

o ice-breakero build on subject-specific knowledgeo introduce specialized considerations for music

Elements:omusic identifiers (opus, number, catalog

designation, key, etc.)o generic titles (sonata, cantata, prelude, etc.)o unique titles (Four Seasons, Tosca, etc.)o language skills (ЩелкунчикNutcracker)

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)

Question Card ActivityGoals:

o each student has a chance to participateo practice identifying and finding resourceso build information literacy skills

Elements:oCephalonian Method

music: used selectively color: used to group question sequences active engagement: used throughout

oMLA Information Literacy Objectives

Question Card Activity

Basic Reference Author Sequence

Bach Sequence Wildcards

Resources

Preus

Fall 2009 Student Feedback

Overall

0 2 4 6 8 10

Section ASection BSection C

Music Selections

Participation

Usefulness of Information

Amount of Information

Model

0 1 2 3 4

Section ASection BSection C

Student learning expectationsResources (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

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

Assessment4. 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

6. 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 useGrieg clip #2

Assessment7. 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.

Assessment9. 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.

Questions?

Music ClipsRameau, 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, Neeme Järvi. Deutsche Grammophon, 1986.

Williams, John. “Indiana Jones March.” Flying Carpets. Un’Ottava Sotto Sopra. MR Classics, 1999.

Thank You!I’d love to hear suggestions and comments. Please feel free to contact me:

Andi BeckendorfResearch & Instruction LibrarianLuther Collegebeckendorf@luther.edu

I would be happy to share materials and handouts.

This presentation will be included inthe LOEX conference proceedings.

Indiana Jones march