Summarize your learning, recommend a strategy to your readers, make suggestions to educators on aligning technology with standards, explain the importance of this alignment, describe how Marzano/Hattie fit with CCSS, etc. In other words, your blog should be informative, not simply reflective.
Robert Marzano and John Hattie are two of the leaders in instructional strategies in education today. Both contend that teachers have the measurable impact on students’ learning and are instrumental in making successful life long learners.
Robert Marzano developed 9 strategies that help are divided into 3 groups:
Create an Environment for learning
- Setting Objectives and Providing Feedback
- Reinforcing Effort and Providing Recognition
- Cooperative Learning
Helping Students Develop Understanding
- Questions, Cues, and Advance Organizers
- Nonlinguistic Representation
- Summarizing and Note-Taking
Extend and Apply Knowledge
- Homework and Practice
- Identifying Similarities and Differences
- Generating and Testing Hypotheses
While these are not the only tools available to teachers, they nonetheless take up a hefty section in the teachers toolbox for learning
John Hattie studied a many different aspects of students learning and came up with a massive list of all things that affect and influence student learning. He argues that teachers must also have the right mindset in order to engage and gain trust in our classrooms.
A few of the key influences on student learning are:
- Self assessment and reflection
- Formative Evaluation
In my grad class this week I had to develop using one of these strategies. As a music teacher, I felt that self–assessment and reflection was the most applicable to my programs.. Self assessment and reflection is an integral part of being a musician. When we practice we have to know where the mistakes are in order to correct them. As music teachers we are constantly asking our students to reflect on and assess their own performances. Whether it be watching a video of their winter concert or asking students which section of the piece needs work, they are constantly evaluating themselves and their abilities. Furthermore, analyzing performances, which includes self assessment and reflection, are heavily incorporated into the new “National Core Arts Standards” for music.
MU:Re9.1.6a Apply teacher provided criteria to evaluate musical works or performances.
With new technology available, it has become easier than ever to have students record and listen to themselves. Free programs like Audacity or Voice Recorder (ipad) allow students and teachers to quickly record a song or a section of music, play it back, and immediately analyze the performance. There is nothing more satisfying then when your students actually point out that they are “not doing the correct dynamic in measure 45” or that “some people were playing F-sharp instead of F natural.” I have used this type of quick recording and feedback discussion in group settings to much success in my programs.
Because the technology is so readily available and easy to use, students can also record and evaluate themselves individually. This strategy works especially well for my vocal students. In my school, students are required to take music and I have many students who enjoy singing but are not comfortable singing by themselves in front of anyone. Allowing the students to record themselves in a practice room or at home and then self assess using a rubric eliminates some of the anxiety for the students. For formal assessments students can send the audio file and their self assessment via email.
Furthermore teachers use For All Rubrics for to score assessments, there is now a new feature that incorporates Edmodo. This would make it easier to track students’ progress as well as make it easier for peer to peer assessment. This integration is a new feature of the two programs and looks to be a powerful tool in assessment.