Advance Organziers

Contrary to many of the constructivist teaching philosophies of today, Ausubel believed that instruction should begin with a focus on teaching metacognition rather than student perception or induction models (Joyce, 2015). He advocated for the use of advance organizers as a mean to scaffold student learning.  Advance organizers facilitate students' cognitive structures by allowing them an organizational framework with which to process new information.  Educators can prepare students for learning by providing a general context or structured outline before launching into the more detailed and specific content.

In my high school ensemble classes, I utilize advanced organizers when we begin our music history unit.  Students are given a handout that gives them a general timeline of the musical periods and the main idea "Music is a mirror of the society that created it." This main idea provides the lens through which they process the more specific concepts and information for the remainder of the unit.  Moreover, I restate this theme before each lecture and facilitate student discussion about the conclusions they can draw about society based on their new knowledge of the musical elements at the conclusion of each class.  Not only has this instructional model has allowed my students to better retain the information they learn, but I've found that they are far more engaged in learning about music history when they understand the relevance to the greater society.

*Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching. Boston: Pearson Education. Ed. 9.

Concepts vs. Facts

The term "concept" and "fact" are often used as synonyms in our society.  However, concepts are abstract ideas that are generalized by specific criteria or evidence, whereas facts are simply bits of true information (Scheuerman, R.).  Concepts require inductive reasoning and inferences, while facts can be memorized just as they are.  This distinction is important to note as educators.  By knowing the difference between concepts and facts educators can teach with concept attainment and memorization models in order to deepen student learning and better inform instructional strategies (Joyce, 2015).  

The concept attainment model provides positive and negative examples of concepts and allows students to make inferences and hypotheses about what qualifies the concepts to be categorized this way.  Then students are encouraged to test these hypotheses by identifying additional unlabeled examples and generating their own examples.  The teacher then facilitates discussion by asking students to describe their thought processes (Joyce, 2015).  This model of teaching allows the educator to gain valuable insight into how their students process information and gives students the opportunity to practice inductive reasoning while categorizing and learning the attributes of new concepts. 

The memorization model focuses on creating associations between previous known information and new facts. Mnemonics, link systems, ridiculous association, and substitute-word systems are all strategies that aid in memorizing facts (Joyce, 2015).  By teaching facts in a way that allows students to create strong associations with sensory images or past experiences, students can better recall the information they learn.  It is also important to note the practicing this recall is essential because memorization takes repetition.  

Clearly, educators can help students learn and retain concepts and facts by practicing these models in their classrooms. 

Sources: 

*Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching. Boston: Pearson Education. Ed. 9.

*Scheuerman, R. (2017). EDU 6526: Survey of Instructional Strategies. (SIS Session 3 Lecture notes on Bloom’s Taxonomy).

KWL In The Music Classroom

KWL charts are not something I utilize often in my music classroom.  However, music history and composer units lend themselves well toward this learning strategy.  It would be beneficial to survey students before we begin a unit to pre-assess their knowledge and allow them an opportunity to articulate the things they want to learn about. Then I can modify the content of the unit to address some of their interests.  By catering to their natural curiosity, students are more likely to remain engaged in their learning.  It will be interesting to see how this method impacts my classes during our second semester music history unit.

Piaget's Cognitive Development

Piaget’s Four Stage Theory is one of the leading theories on cognitive development. He identifies sensorimotor, preoperational, concrete operational, and formal operational as the four stages of psychological development.  During the sensorimotor stage, infants use their five senses to learn about the world through examination and experimentation, eventually developing object permanence.  Responses in this stage are based solely on their immediate circumstances due to their inability to categorize objects and situations.  Years 2 to 7 are considered the preoperational stage.  Pressley and McCormick (2007) explain that during this stage children develop symbolic schemes “that allow them to represent objects or events by language, mental images, and gestures” (p. 62).  Deferred imitation, symbolic play, egocentrism, and conservation also begin during this phase of development. Primary school students fall into the concrete operational stage as they have the ability to understand facts but still find it difficult to comprehend abstract ideas and concepts.  Cognitive categorization and organization develop during these years allowing students to understand relationships between items and place them in order according to specific parameters. Finally, the formal operational stage begins in early adolescence as socialization, problem solving,  and abstract and forward thinking develop. Students in this phase are capable of in-depth discussion, multi-factored problem solving, and forming hypotheses.

The implications of these stages greatly influence curriculum, lesson planning, and instruction in the classroom.  Because students develop at various paces, educators must diagnose their students’ current developments stages in order to identify appropriate class content and instructional methods for their students.  Sensitivity to students’ limitations must be coupled with a commitment to equilibration as the teacher helps their students move from one cognitive stage to the next.  Constructivist approaches best aid this advancement by providing experiential learning in the form of guided discovery, modeling, and collaboration.  It is through these methods that teachers can provide an engaging and challenging classroom experience that caters to each of their students’ developmental needs.

Program Standards and Elements of a Model Entry

[Program Standards and Elements of a Model Entry follow below. All of the content below this section is for reference. It may be copy-pasted to your new post. Delete the prompt between brackets after creating this post]

Program Standards 

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.