Creating Significant Learning Environments
A significant learning environment is one in which members are constantly measuring and evaluating their own performances. They have the passion to harness their individual development and equivalently understand how their skill level adds value to the team. My goal is to help young musicians explore the world of music beyond classroom requirements and creating a significant learning environment will assist me in doing so. My innovation plan is to incorporate electronic portfolios in my choir program. A healthy culture of learning will motivate students to monitor progress of individual developments and upload it to their e-portfolio. It also will allow student to be more open with personal goals and ensemble goals. Young musicians will have the opportunity to use their e-portfolio to manage personal goals outside of their academics.
CSLE in Music
In the subject of music, we must be careful not to mimic the traditional transfer model by incorporating standardized evaluations. Music instructors should take advantage of our opportunity to model a learning-based education and move beyond a mechanistic approach. One challenge to CSLE is resistance from the learners themselves. Teachers know that when students feel passion for a topic they will work harder and have fun doing it. However, if a student feels that they are only practicing to help the ensemble instead of to be a better musician then they won’t take advantage of a musical galaxy of information. It is important to constantly remind students that everything we do is to help them realize their musical potential, and to equip them to pursue music at the next level if they choose.
Learning Philosophy
My entire philosophy is built around exploring the capabilities of young musicians. I believe children can and should begin learning as early as possible based off the fact that babies begin processing information immediately when they’re born. In my learning manifesto I detail both my authentic desire for others’ success, and my passion for beginning musical development early.
Aligning Outcomes
I designed a course to guide students when practicing at home. Young musicians often don't know how to practice in an individual setting. Upon the completion of this course, young musicians will know what and how to independently practice to develop their skills in an alone setting. This Fink's 3 column table outlines the outcomes, activities, and assessments during the course.
Understanding by Design
The UbD Model is a backwards model that primarily focuses on establishing goals. Stage 1 consists of figuring out your desired results. Stage 2 is gathering means of assessment. Stage 3 is a detailed plan of learning.
Continuing the Growth Mindset and the Power of Yet
The power of 'yet' encourages us to persevere through adversity with the understanding that initial failure does not determine our potential to succeed. In my growth mindset plan I touched on my struggles in college jazz band and how I incorporated the 4 steps to achieving the growth mindset. During this process, I wasn't knowledgeable about the fixed and growth mindsets in particular, but naturally went through the motions of overcoming challenges. The GM plan was absolutely my favorite project because Carol Dweck's book and philosophy provided clarity to many situations that I've experienced. Also, the growth mindset plan is something that stuck with me moving forward, as I constantly remind myself of the power of yet.