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Martin Leicht

Distracted Minds: 3 Ways to Get Their Attention in Class - 11 views

www.chronicle.com/...o-get-their-attention-in-class

shared by Martin Leicht on 12 Jan 21 - No Cached
  • Attention is reciprocal.
  • The more distracted I am in my interactions with you, the less likely you are to give me your full attention.
  • importance of having students share their strengths and values with you at the beginning of a semester
    • Martin Leicht
      Martin Leicht on 12 Jan 21
       
      NOTE - Everyone is their own individual and bring a lot to your class. The more you know about them, the better chance you can find out how to motivate them.
  • ...13 more annotations...
  • Recognize their individuality
  • The researchers also asked students whether it mattered to them that the instructors knew their names, and more than 85 percent of them said it did
  • because making good use of the full physical space of a classroom is one of the most straightforward ways to keep both professor and students attentive.
    • Martin Leicht
      Martin Leicht on 12 Jan 21
       
      NOTE - I taught from the back. We showed a lot of videos and did demonstrations. So, it was easy to "teach" from the back. ON ZOOM - how do you teach from the back of the class?
  • One advantage of the Zoom classes that many of us are teaching right now is that the names are all right there on the screen
  • Speak to all corners of the room
  • They bring their unique life stories and experiences, which can help provide new perspectives on familiar questions and challenges.
  • Tell you about an important value
    • Martin Leicht
      Martin Leicht on 12 Jan 21
       
      NOTE - Maybe it doesn't need to be all writing? Maybe it can be images and audio or video recordings to accompany them.
  • Tell you about a unique perspective or life experience
  • Describe their greatest academic strength
  • The obvious solution here is to break that barrier
  • Use their names regularly.
    • Martin Leicht
      Martin Leicht on 12 Jan 21
       
      NOTE - Notoriety means power or maybe at least the power to capture their attention.
  • She encourages children first to recognize and write their own names and then to compare the letters and syllables in their own names with those of the other names on the grid
    • Martin Leicht
      Martin Leicht on 12 Jan 21
       
      NOTE - Author's previous post about CLOSE READING. Really spend some time on the name.
  • What is most deserving of our attention in the classroom, of course, are the other human beings in our presence
Steve Ransom

Newsroom | Alliance for Childhood - 1 views

www.allianceforchildhood.org/newsroom

childhood kindergarten learning

shared by Steve Ransom on 28 May 09 - Cached
  • In many kindergarten classrooms there is no playtime at all. Teachers say the curriculum does not incorporate play, there isn’t time for it, and many school administrators do not value it.
    • Steve Ransom
      Steve Ransom on 28 May 09
       
      Then you can't really blame teachers here. Policy/curriculum has to change.
  • “We have had a politically and commercially driven effort to make kindergarten a one-size-smaller first grade. Why in the world are we trying to teach the elementary curriculum at the early childhood level?”
  • Finnish children similarly have a lengthy and playful childhood, not beginning formal schooling until age 7. Yet Finland consistently gets the highest scores on international exams.
  • ...1 more annotation...
  • Crisis in the Kindergarten describes the current state of public kindergartens in the U.S. as “a national disgrace.”
  • Steve Ransom on 28 May 09
     
    New studies show play losing out to formal lessons and tests, even though multiple benefits of imaginative play are well documented
meghankelly492

Children's Natural and Necessary Musical Play: Global Contexts, Local Appli...: EBSCOhost - 4 views

web.a.ebscohost.com/...detail

world Music

shared by meghankelly492 on 08 Jun 19 - No Cached
  • Young children living around the world are singing, moving, and playing. It is part of their home cultures, neighborhood cultures, and regional and national cultures.
meghankelly492

"Can't We Just Change the Words?": EBSCOhost - 1 views

web.b.ebscohost.com/...detail

Music Theory Test Review UFMUE

shared by meghankelly492 on 24 May 19 - No Cached
  • The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.
  • However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity
  • The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.
  • ...10 more annotations...
  • how does each author use authenticity as a strategy for making or justifying decisions in music education?
  • authenticity enhances an aesthetic experience; for others, authentic musical encounters enhance student motivation
  • since the original loses some of its essential qualities in a simplification.5
  • His view of historical authenticity calls for knowing the intentions of the composer, the performance practice of the time, using period instruments, and being musically creative within the boundaries of the composer's intentions
  • Peter Kivy's twofold model of authenticity. Focusing on historical authenticity in performance, Kivy explores two main aspects of authenticity: historical (attention to the intent, sound, and practice of the original) and personal (interpretation and expression of the performer).
  • Swanwick writes: "'Authentic' musical experience occurs when individuals make and take music as meaningful or relevant for them"
  • Swanwick's emphasis on the importance of personal relevance yields different choices for a music teacher than Palmer's position does.
  • Another example is found in the work of music educator and researcher Kay Edwards, who also reached the conclusion that attention to authenticity increases student response to learning. In her qualitative study of the response of children to a unit on Native American music, she found that the group using instruments of the Navajo, Hopi, Apache, and Yaqui peoples generated more journal responses overall (her criterion measure) and more responses about instrument playing than the groups with the inauthentic (traditional music room) instruments.
  • Using indigenous instruments, original languages, and involving culture bearers in instruction benefits student involvement and interest as well as helps them develop musical skills. Connecting the story of a piece of music to students' own experiences and encouraging students to create new music in the style of music being studied help facilitate meaningful experiences for students.
  • "World music pedagogy concerns itself with how music is taught/transmitted and received/learned within cultures, and how best the processes that are included in significant ways within these cultures can be preserved or at least partially retained in classrooms and rehearsal halls.
Melanie Barkley

Maths Maps - A New Collaborative Project | edte.ch - 88 views

edte.ch/...ps-a-new-collaborative-project

math collaboration maps

shared by Melanie Barkley on 07 Feb 10 - Cached
  • Some background Four years ago I created Google Earth resources for the classroom and posted them to the GE Community Forum. Two of them were called Maths in Madrid and Maths in Las Vegas. These were based on the fact that there is maths all around us, every day, everywhere we look. Google Earth (and Maps) gives us a great perspective on it all. It also provides easy access for our students to see rich visual content that depicts everyday maths. I have always loved the idea of children seeing the maths they are working on. The only issue with Google Earth is that it is restrictive in two ways. It is not browser based and it is impossible for me to create a resource for others to collaborate on.
  • Anne McCormack on 07 Feb 10
     
    Combining math with Google Earth to create exciting classroom projects. This is a collaborative Google presentation.
  • Melanie Barkley on 02 Aug 11
     
    Math Maps Project Using Google Earth
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