ESU 4 Music CadreFebruary 13, 2013

Gregg Robke, Suzanne Whisler, and . . .

Judy BushDr. Glenn NiermanMatt Erb

Quick Write: Why is good instruction also good classroom management?Share your thoughts with

the people at your table.

Today’s Agenda

Instructional Strategies that “Make Learning Stick”

Assessing Music Teacher Effectiveness Update on Nebraska and National

Standards Update on Teacher Evaluations Practical and Easy Technology

Implementation in the K-12 Music Classroom

Closing

You have a Share Sheet!

http://esu4musiccadre.wikispaces.com

/

esu4music@esu4.net

Instructional Strategies thatMake Learning Stick

Remember…

Change-Up Instruction Every

Ten Minutes

Chunking Instruction

•The brain needs time to create connections and pathways to move learning into long term memory.•The hippocampus can only hold so much •Too much, too fast, it won’t last.

Use the 10-2 rule

Take Off…Touch Down

Take Off…Touch Down

Students should move periodically to provide oxygen to the brain.

Good instruction is not related to good classroom management.

The brain needs oxygen for optimal learning.

For most students, provide 20 minutes of instruction and 5 minutes of processing.

Chunking instruction allows time for students to process information.

More Ways to Change Up Instruction

The Teaching Channel

https://www.teachingchannel.org/

Poll Everywherehttp://bit.ly/Y7Fl8q

Learn 360 www.learn360.com http://www.learn360.com/

Beethoven http://bit.ly/14QUNvR

Exit Cards

http://www.teacherspayteachers.com/Product/Exit-Cards-101

Exit Cards

Exit Cards

Using Twitter to Make Connections

Walk and Talk

Give students a prompt: Define the terms allegro and largo. How are they alike and different?

Ask them to form pairs or triads Stand up, walk around the room, out

in the hall, etc. and discuss their idea/answer with their partner(s).

Carousel Brainstorming Place topics on chart paper around

the room Divide students into small groups Each group has a different color

marker and goes to a different chart Students write ideas/facts about the

concept on the chart Call time and rotate to next chart Each time students arrive at new

chart, they review what is already there and add to the list

Assigning Partners

Pair lower performing students with middle performing students

Give partners a number Sit partners next to each other Utilize triads when appropriate Teach students the how and why of

partners

Simon Says

Simon says – tap your head if you understood _________ from today’s lesson.

Simon says – hold your arms up if you didn’t understand ________.

Simon says – turn around if you understood ________.

Simon says – flap your arms if you know what _____ means.

Rock, Paper, Scissors

The teacher asks a question and each student discusses it with a partner. Students do rock, paper, scissors, and the winner has to give the response to the teacher on behalf of the team (pairs or trios).

Whip AroundWhat have you learned about

engaging students? Start with one person sharing an idea. Go around the room with each person

giving a new idea. If the person’s idea has already been

given he/she can say pass. Keep going around the room until all

ideas are presented.

Whip Around

Walk and Talk

With your partner…Grab your handoutWalk and Talk about this question:

What strategies have we suggested this morning that you will use in your classroom? Make a commitment to try ONE!

Do you have anything to add to your share sheet?

“Tell me and I forget, teach me and I remember, involve me and I learn.” Ben Franklin

Sharing & Networking Protocol

Choose a: Facilitator: Guide the conversation. Make

sure everyone gets an opportunity to share. Time Keeper: Ensure there is time for each

area of discussion, give a 10 minute warning to begin wrapping up conversations

In your group take turns sharing and discussing: Resources (lesson ideas, strategies,

technology, etc . . . ) Challenges