Standard 5: Classroom Management and Motivation. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation.
Rationale 5: This lesson outline/activities were designed for Level 3 students (4th and 5th grade) as an introduction to further study on critical, grade level appropriate music vocabulary terms in working toward proficiency in the areas of music literacy and response. To introduce these key term and ideas, students were able to scan 5 prepared QR codes that were linked to short musical selections and videos. After listening to the selection students were asked to identify which key term was being used in the piece and a short description as to why they were choosing that particular piece/term and enter the information in a Google Form. For additional resources about each term and the link to the Google Form to complete students had access to a shared Google Folder (via QR code scan). The results and connections were used for shaping future lessons around these key terms/concepts in the weeks to follow. This lesson outline/activity was completed in the 2013-2014 school year.
As I thought about the students using their new iPads for “more than just apps”, I was immediately drawn to the use of QR codes for students to engage in musical learning, via technology, with opportunity for collaboration and independent work, while allowing for students to self-pace and self-monitor their progress. This truly was the lesson to use! As the facilitator of this lesson, this by far was an extraordinary amount of work, but immensely worth every second. I was so impressed at the student engagement and curiosity for each of the videos/terms, their natural abilities using the technologies at hand, and their positive interactions with each other and myself. The meaningful conversation and learning that we were able to take part in that day was astounding and from this day forward, using the data from their responses, I was able to design meaningful future lessons based on authentic student needs.
KSD
5.K.4 The teacher understands the principles of effective classroom management and can use a range of strategies to promote routines and positive relationships, cooperation, and purposeful learning in the classroom.
This lesson clearly demonstrates effective strategies and management for purposeful learning with the use of student’s independent work with QR codes and self-reporting via Google Forms. With the goal of introducing some key music literacy components (grade appropriate vocabulary) and giving students voice and choice in thoughtful music response, this lesson promotes student collaboration and cooperation while maintaining the level of engagement and learning. With the ownership for learning stemming from the students, I was able to facilitate enriching conversation and gain valuable formative assessment pieces to move learning and understanding forward in future lessons.
5.S.3 The teacher organizes, allocates, and manages the resources of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks.
With the use of the QR codes, students were able to manage their learning and pace while my facilitation and attention could be focused and making sure students were productive in their work and using the resources and activities in the most beneficial way to maximize their learning experience. As the instructor it was also rewarding for me to see the high level of student engagement and true collaborative conversation happening in many areas of the room, prompted by the particular QR resource they were working on.
5.D.1 The teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole.
With the unique role of seeing every student in the entire school, it has been a personal mission of mine to continue positivity and school pride outside of my class and to the school in general. With this lesson, students left the classroom energized, engaged, curious, and above all challenged. After seeing this lesson and talking with the students, other staff have begun conversations with me about how the QR codes were used in the lesson and have even started to use them on a more regular basis, spreading out into the school as a whole.
Standard 5: Classroom Management and Motivation. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation.
Evidence 5: - Time for “T” Activities and Lesson Outline
Rationale 5: This lesson outline/activities were designed for Level 3 students (4th and 5th grade) as an introduction to further study on critical, grade level appropriate music vocabulary terms in working toward proficiency in the areas of music literacy and response. To introduce these key term and ideas, students were able to scan 5 prepared QR codes that were linked to short musical selections and videos. After listening to the selection students were asked to identify which key term was being used in the piece and a short description as to why they were choosing that particular piece/term and enter the information in a Google Form. For additional resources about each term and the link to the Google Form to complete students had access to a shared Google Folder (via QR code scan). The results and connections were used for shaping future lessons around these key terms/concepts in the weeks to follow. This lesson outline/activity was completed in the 2013-2014 school year.
As I thought about the students using their new iPads for “more than just apps”, I was immediately drawn to the use of QR codes for students to engage in musical learning, via technology, with opportunity for collaboration and independent work, while allowing for students to self-pace and self-monitor their progress. This truly was the lesson to use! As the facilitator of this lesson, this by far was an extraordinary amount of work, but immensely worth every second. I was so impressed at the student engagement and curiosity for each of the videos/terms, their natural abilities using the technologies at hand, and their positive interactions with each other and myself. The meaningful conversation and learning that we were able to take part in that day was astounding and from this day forward, using the data from their responses, I was able to design meaningful future lessons based on authentic student needs.
KSD
5.K.4 The teacher understands the principles of effective classroom management and can use a range of strategies to promote routines and positive relationships, cooperation, and purposeful learning in the classroom.
This lesson clearly demonstrates effective strategies and management for purposeful learning with the use of student’s independent work with QR codes and self-reporting via Google Forms. With the goal of introducing some key music literacy components (grade appropriate vocabulary) and giving students voice and choice in thoughtful music response, this lesson promotes student collaboration and cooperation while maintaining the level of engagement and learning. With the ownership for learning stemming from the students, I was able to facilitate enriching conversation and gain valuable formative assessment pieces to move learning and understanding forward in future lessons.
5.S.3 The teacher organizes, allocates, and manages the resources of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks.
With the use of the QR codes, students were able to manage their learning and pace while my facilitation and attention could be focused and making sure students were productive in their work and using the resources and activities in the most beneficial way to maximize their learning experience. As the instructor it was also rewarding for me to see the high level of student engagement and true collaborative conversation happening in many areas of the room, prompted by the particular QR resource they were working on.
5.D.1 The teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole.
With the unique role of seeing every student in the entire school, it has been a personal mission of mine to continue positivity and school pride outside of my class and to the school in general. With this lesson, students left the classroom energized, engaged, curious, and above all challenged. After seeing this lesson and talking with the students, other staff have begun conversations with me about how the QR codes were used in the lesson and have even started to use them on a more regular basis, spreading out into the school as a whole.