Real World Learning: Introductory Research and Reflection

Real World Learning: Introductory Research and Reflection


The goal of this blog post is to take a deep look into "Real World" learning.  This includes definition, description, connection to content, opportunities, and how this idea fits in with the status quo of education today.  As the idea of "Real World" learning unfolds, we must consider what quality application looks like in the *classroom.


Real World Learning Defined

Defining a word can be a challenge, especially when attempting to align it within a given context, in this case education.  I first look to the Oxford Dictionary.

**Side Note**

In the last year I read a book which tells of the origins of the Oxford English Dictionary, The Professor and the Madman by Simon Winchester.  I will never look to a dictionary in the same way again.  A must read for word enthusiasts.

**

The Oxford Dictionary defines Real World as a noun stating "the existing state of things, as opposed to one that is imaginary, simulated, or theoretical: we live in the real world of limited financial resources."  Traditionally in education it was our job as educators to let students practice skills in order to prepare for the real world.  What we have discovered is that successful learning must incorporate real world application.

Successful learning correlates with being able to maintain retention of the material needed to demonstrate a proficiency of understanding.  How do learners achieve this long-term quality retention?

The Glossary of Education Reform lays out the importance of **authentic experiences in order to achieve successful learning.  According to the article Authentic Learning, real world experience keeps students engaged and wanting to learn more.  The information being taught is new and cutting edge.  This better prepares students to succeed in college, professional careers, and life in general.  The topics also are relevant to learners lives outside of the classroom (Authentic Learning).

Real world learning makes a connection for students to to real life.  Often this learning involves improving the quality of local, regional, and world-wide environments.  Students find themselves not waiting to make a difference; they are making a difference now!


*Classroom is being used here to describe a location for learning which in a 21st Century environment could be brick and mortar, out in the real world, or even online.  Blended learning comes to mind when using this term.

**The Great Schools Partnership refers authentic learning "to a wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications."  link Authentic Learning Article.


The Look! Real World Learning

Check out this Prezi presentation to discover ways to make elements of learning "real world."

The Look! Real World Learning Presentation

Instrumental Music and the Real World

There are 2 ways to look at real world learning in relation to instrumental music.  The first would relate directly to the content area of music and the performing arts.  The second would relate to the real world skills used and developed in an instrumental music setting that directly correlate with the attributes and levels of understanding of a professional (applying to many career fields).  First we discuss the content of instrumental music involved in real world application.

The content of instrumental music can lead to a real world career as a musician, musical director, or music educator.  According to the Bureau of Labor Statistics, music directors use the skills developed from education, training, and experience.  Often music director will be employed by schools and religious organizations.  While jobs as a music director are located all over the country, the highest case of employment is located in larger cities.

The involvement in instrumental music brings about real world application due to the nature of the learning environment.  Being in band is unique to most classrooms and offers real world experience.  Students are engaged in applications which give them an understanding of skills out side of the music content area.  Tim Lautzenheiser discusses this in his article Why Music? Why Band?  He brings up specific points that are applicable in the real world, no matter what profession.  These point include quality and quantity, ethics and rules, authority and domination, wisdom and achievement, and inner peace and personal security.  These are real world concepts which bring about success in careers of the future.

The social aspect of band is an important part in a student's development.  According to the Gates Foundation Article The Silent Epidemic, "High school dropouts, on average, earn $9200 less per year than high school graduates, and about $1 million less over a lifetime than college graduates."  These statistics point to lack of connection with students in the classroom.  The application of real world skills beyond that of content are important to keep students interested and engaged in the school environment.


Real World Opportunities and Challenge

Real world learning brings students to a deeper level of understanding.  This includes displays of proficiency which are not relevant to the traditional style of assessment (tests, quizzes, multiple choice).  This could include the showcasing of evidence, comparing and contrasting competing ideas, and perhaps even an analysis of a difficult problem.  This style of open-ended assessment gives teachers the opportunity to allow students to take ownership and dig deep into concepts and projects which they feel truly passionate about.  Ownership develops a higher level of engagement and interest in the concept being applied.  There are also challenges which go along with this line of thinking.

An open-ended thought process may steer particular objectives to the wayside or order for a deep level of learning to take place.  This means that less content is covered, just at a deeper level.  Depending on the expectations of the course and the feasibility of the standards to be taught, the "less is more" saying can be a challenge.  On the flip side, offering students the ability to take ownership applies to all.

Opening the door to discovery and ownership allows all students to benefit and all levels of proficiency.  Engagement and interest become the propeller for success in the open-ended equation.  A student who is engaged is a student who can progress, a progressive learner is a successful learner!


While real world learning is just now coming to the front lines of education, I see the pros out weighing the cons in educators continuous progression towards building better learners.


Onward to the "real world!"

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Final Reflection

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Final Reflection


Standards-based assessment and genius hour coincide with what George Couros is describing in his book The Innovator's Mindset.  There are three primary examples that I'm going to discuss in relation to Couros in this final reflection for my genius hour project titled Genius Hour and Standards Based Assessment in the Instrumental Music Classroom.  The first is Couros's concept of "inside the box," innovating using the resources that we already have in our classroom.  The second is about how we as educators create new learning opportunities for our students in our classroom by implementing digital technology.  Finally I will discuss the concept of empowerment and how genius hour and standards-based assessment engages our students in an empowered learning environment.  Innovation and standards-based assessment both share the common theme of bettering learning in our classroom.

"Think Inside the Box"

As educators we often find the want to always reach for the newest and so-called greatest thing out there.  By thing I mean resource, poster, method book, recording track, etc...  We also use the lack of new tools as an excuse of why we can't produce what we desire.  Many times the resources for the greatest success are already at our finger tips.  With my particular genius hour project I wanted to use what my students and I already had at our disposal.  We are fortunate enough in my district to have a one-to-one Ipad program in our district.  This type of thinking is what Couros is writing out when we says "think inside the box."

All students currently have Ipads at their disposal.  I have also used (as well as other teachers) the Google Apps associated with my project such as Google Forms and You Tube Capture.  The mediums for success are not new to the students.  The thinking is!

Students are now being asked to use their resources and devices to demonstrate what they have learned in a particular week.  This includes all of the concepts associated with their method book, learning targets, and state standards as well.  The resources are already present, the self-assessment and standards-based thought process is what we have added to the equation.  Students are now increasing their learning due to resources "inside the box."

Creating New Learning Opportunities

Status quo is not in the vocabulary of an innovative teacher and leader.  This is discussed in chapter 9 of The Innovators's Mindset.  Innovation is setup to create better learning and in order to get better continual change must be present.  Digital technology has been a re-invention of the pen and paper.  The possibilities seem endless when implementing technology with better learning.  My goal in presenting a standard-based self-assessment tool to my students was to create a tangible and practical method which was new and productive.  I hope to have success!

The new learning opportunity I have created puts the ownership of understanding in their hands.  There is no longer a question as to what they are needing to learn.  The question now is what level of proficiency is the learning at.  I want to set a precedent that we'll get there, but we must have a self-assessed sense of where we are at in order to know where we are going.  Standards-based assessment is personalized and not standardized.   Each individual can focus within the given concept at their pace.  The job of the educator is to use innovation (and a bit a technology) to engage the learner and reach the level of proficiency (and beyond).

Empowering the Learner

I have always been a fan of giving my students ownership in what they do.  The challenge is to help learners understand that with ownership comes responsibility.  My hope is that through self-assessment and the standards-based thought process I will be able to empower my student to take risks.

So often we give students too much information to focus on.  This gives even teachers anxiety.  Through my project I wanted to simplify the concepts and expectations in order to give students the opportunity to take risks and engage in the learning rather than questioning what they were learning.

As educators and leaders sometimes we just need to listen, let go, and collaborate with our students on learning.  As I implement this project into my classroom I hope to be surprised and impressed by the learning capabilities of my students.

Final Thoughts

As educators and school leaders we are always striving to find better ways to engage our students in productive learning.  With standards-based assessment being integrated into districts all over the world and the continuous implementation of technology in the classroom, my project offers learning innovation that is both tangible and practical in the educational environment.  I look forward to putting standards-based self-assessment into action!

Onward!

Challenge: Motivation in the Classroom

Challenge: Motivation in the Classroom


One of the biggest challenges that we have as educators is motivating students to learn.  Teaching unlike other professions involves a diverse group of people who come from different backgrounds and progress in their learning at different rates.  As teachers we are up for the challenge!  The million dollar question is how do we overcome that challenge.

I recently moved from a high school band director position to a middle school band director position.  I still have the same expectations of my students as I did as a high school director, but the way that I motivate students has drastically changed.  I have just climbed to one summit and discovered that the journey has just begun.  So now what?  What are the ways that I can motivate students in order to help them understand their full potential and reach their goals?  Intrinsic motivation.

Wonderful article of actual activities to do in the classroom to build intrinsic motivation.  Thank you David Palank.

Strategies to Build Intrinsic Motivation  

Intrinsic motivation is the "buy-in" for students.  Students find this type of motvation creates environments that are interesting and rewarding.  There are three main ideas about intrinsic motivation that I refer to often in class taken from Daniel Pink's book Drive: autonomy, mastery, and purpose.

Autonomy can be a challenge in the classroom, especially with a class as large as a band ensemble.  It can be done though.  By using the learning goals and concepts, students are able to discover their own ways to figure out how to achieve.  This gives them ownership over what they are accomplishing, and enables the teacher to have a clear idea of level of profiency the student is at.

Mastery is something that I use often in the band classroom.  Mastery is not a complete understanding of everything in the world.  I see mastery as a complete understanding of a given topic.  Students are asked to play the correct pitches throughout a selection of music.  Did they get the rhythms all correct?  Perhaps not, but by mastering the pitches, they were able to celebrate their accomplishments, thus building a strong sense of confidence and a preparedness to go after the next challenge.

Purpose is where we as educators connect our students to the real world.  Often in music the real world exists instantaneously as we are in preparation for a real world concerts.  Students have an authentic experience as they showcase their skills to an audience.  I often Livestream concerts has well to create an even broader real-world experience.  The connection of the performance to purpose gets the students discussing other reasons as to why we are working towards particular goals.  Understanding purpose increases student motivation to work hard and achieve!

Side Note...
"I am motivated by fun!!!" Let's agree what fun is in our classroom.

Success/Having Fun: Learning takes active participation. Through learning there are many exciting and fun discoveries we make. Having fun no longer is a passive activity on the surface. It happens when we achieve our goals and objectives. Through contributing to our own success we are able to come to a new understanding of "having fun!"

Final Thoughts

In accordance with Daniel Pink, we as people have natural desires to learn, to create, and to make the world a better place.  By tapping into these natural tendencies in the classroom, we are able to increase intrinsic motivation thereby opening up endless opportunities for our students to achieve.

Onward and inward...

*Definition links reference: Oxford Dictionary

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Research

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Research

I am currently working on a Genius Hour Project involving standards-based grading in the instrumental music classroom.  My goal is to create an effective tool that can be used for self-assessment.  The tool is to be tangible and practical in the allotted time for the class.  It is my hope that students will strengthen their understanding of what they do in the classroom (perform/rehearse) with what they are being assessed on in a standards-based environment.  This blog post will give an overview of three research sources I have used in order to come to develop a successful self-assessment tool.   The first will outline the content used to create/perform understanding of a given concept.  The second will discuss successful assessment tools used in the instrumental music setting.  The final source will tie in standards-based assessment with the first two sources.  Onward we go!

The first source I will be using in my research is the Tradition of Excellence Comprehensive Method Book 2 Conductors Score.  This will directly correlate with the exercises and the pieces that the students will perform in order to learn the concepts.  The book also offers a scope and sequence that will work as a guide to be sure all necessary concepts are self-assessed in correlation with the appropriate skill level of the students.  This source will offer proficiency of standards addressed in class (not proficiency of attributes).

The proficiency of standards will offer 2 main categories with which the students will self-assess each week.  The first will correlate directly with the Musicianship Standards.  Students will identify which standards are being addressed in a given activity.  The second will focus on the Objectives for Student Learning.  These are the concepts with which the students will label themselves in accordance with a 1 - 4 at what level of proficiency they are at.  Based on the area of study (and week), other concepts may be thrown into the assessment for additional reflection.

Reference: Tradition of Excellence by Bruce Pearson and Ryan Nowlin

The second source I will be using comes from Frederick Burrack from Kansas State.  He has written in-depth about band programs and student portfolios.  Within the student portfolio, self-assessment is a major component.  While most of the information in the source discusses the portfolio is "analogue" form, it is my desire to innovate wit this resource to bring the concepts and ideas to 21st Century Learning.

The assessment tool I am developing will use components and formats that Burrack mentions.  From the portfolio piece I plan on adapting his concepts of the assessment and put them into a format that will be both tangible and practical in my band classroom setting.  This includes replacing the paper form of assessment with the Google Form medium.  Reading through the research is helping me to make sure students are held accountable for their musical learning goals.

There are four main areas which are addressed in the research.  Once again as in the the previous source (Tradition of Excellence), this source will address the proficiency of standards versus the proficiency of the attributes.  The first area is the assigning of a specific scale, etude and section from piece being assessed.  The second area is where the student will record the assigned piece (as many times as they would like to get their best recording).  The third area is where the student will asses their performance.  The final area is where the student will submit the recording and assessment to the teacher in order to verify proficiency on a given learning standard.  All these concepts will correlate directly with the tool I am developing.  While perhaps not in the same format, similar activities will be present.

Reference: Frederic Burrack, Developing Students Portfolios in your Band Program

The third source of my research comes from a presenter at the First 2016: The Institute for Better Learning on June 16, 2016 in Fond Du Lac, Wisconsin.  The title of the session was called "Re-defining Accountability."  The presenter's name was Tom Schimmer.  He addressed the idea of assessment versus grading.  What does this look like and what does it mean in a school system?

Standards-based grading looked dividing up the learning into two areas, proficiency of attributes and proficiency of standards.  The idea of accountability related to the underlying concept that essential learning must be made mandatory.  Traditional grading lumped attributes and standards into one category.  The re-defining of accountability refers to empowering the students to know what the essential learning goals are and where they are at on the journey.  This is one of the main reasons why I have chosen to develop a self-assessment tool in my classroom.

Reference: First 2016: The Institute for Better Learning; Tom Schimmer

Bringing together the ideas of quality concepts and content, proven instrumental music assessment, and a definition of standards-based grading in my research has given me resources which will enable me to develop a tangible tool that is grounded in depth and innovation.

Onward!

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Reflection 1

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Reflection 1

We are in the midst of a shift in how we as educators look at assessment and grades in the classroom (Educational Leadership Article by Patricia Scriffiny). The band class has always used a certain level of standards which continue to apply complexity as students become more proficient in particular concepts. The challenge is to build a deeper level of understanding and performance within the exercises being studied and the music being performed. How do we as music educators create tangible and practical opportunities for our students to build this depth?

I am working towards creating a tangible tool for students to use on a daily basis that focuses on self-assessment, standards, and concepts being covered in class. My level of understanding pertaining to this topic is at approx a 3 out of 5. I know what students are to learn, but my challenge is to create a link between daily activity in band and the broader picture of what standards are being accomplished. I also what to create a progressive path for students to recognize where they are succeeding and where more work is needed. I hope to keep it simple and keep it concise.

Onward we go...

"What is Genius Hour?" - Chris Kesler

Connected Educator... ...Chapter 10: A Reflection on Connected Leadership

Connected Educator... ...Chapter 10: A Reflection on Connected Leadership

The need to be connected is nothing new in education.  Since the beginning of time people have gotten fulfillment through being connected with others.  In the past many our connections were in the form of physical contact (F2F).  With the advancement of technology, the definition of connectedness expanded to include conversations on the telephone and the medium of television.  Now in the 21st Century we find ourselves again redefining what it means to be connected.  Having a 1990s super computer that fits in our pocket today, our ability to connect continues to grow.  The resources of the 21st century now allow us once again redefine what it means to be a connected.

With the realization of the need to redefine what it means to be connected in education in the 21st century, we must become active and contributing members of this expansion.  We do this through leadership.  It is not enough as leaders to ride the wave of this new age of connectedness.  We must innovate and initiate our medium to better what we do as educators.  At the end of the day, we now have an opportunity to meet students where they are at, connect with them, and take them to beyond their potential.  There is no replacement for a great teacher.  Great teachers can now enhance student learning through connected leadership.

Twitter Realization

Connectedness comes in many different forms.  As an initial skeptic of Twitter, I was proven wrong on my perspective of the effectiveness in the educational environment.  The idea of using Twitter as a method for professional development seemed unattainable and mythical.  I have come to find that Twitter is a medium that can connect many different levels of my professional life.  This includes others from across the globe in my music content area, educators from other content areas, and professionals in the field outside of education.  I have found out that I have instant access to the educators and innovators that can open my eyes to new resources and trends in education.  Twitter on the personal social side I still don't buy in to, but in my professional life... ...GO TWITTER!


Google Enhancements

The Google world has engaged me in creative collaboration and resource building.  Google Drive has allowed me to share my files, resources, and even concert videos with the masses.  Through privacy and sharing controls I have also been able to restrict access to particular folks, or in many cases open access to the public.  I no longer fear privacy issues.  I have convinced myself that in order to fully take advantage of the connected world, you must openly immerse yourself in the connected world.  Google has allowed me the ability to do that.

Collaboration Micro/Macro


I truly have enjoyed collaborating with other educators, administrators, and students from all over the world.  Most of all I have enjoyed getting to work with my WSU Cohort.  As we continue this journey we are engaging in deeper and more meaningful conversations and projects.  We as a group are now tapping into the innovation side of being Innovative Instructional Leaders.  The world seems a bit more welcoming and friendly now thanks to the WSU Cohort folks.  I appreciate you and look forward to working with you in the future.  Together we are making a difference!

Final Thoughts

I believe in connectedness.  Not just our ability to connect in the digital age, but also connectedness all forms.  From physical F2F to video/audio to digitize chats and sharing.  I think connectedness is what we are called to do as human beings.  The Connected Educator Course has fallen comfortably on my lap of professional development.  I continue this mentality as I work towards becoming a better educator and leader.

Onward!

Connected Educator... ...Chapter 9: Connected Concerns

Connected Educator: Chapter 9... ...Connected Concerns

While being a connected educator brings about many positives, in this blog I wanted to look at concerns.  These include both as a colleague and as an educator.  Being on the fore-front of a new philosophy of education is unknown territory that can be scary and unknown at times.  Some of these concerns also deal with students and how they are to overcome particular hurdles in reference to being connected.  Remember, the grass may not always be greener on the other side.

1.) Too Much Tech

What is the balance that we have to achieve in order to be successful as an educator?  I am finding that there are few days where I will go tech free.  Yes we do discuss the idea of "unplugged" for a day but being connected in the digital world and reaping the benefits of that connectivity implies that we are needing to use digital technology often.  We are spending less time doing what we did and more time on digital devices.  What are the consequences?

From a student's perspective I am concerned about screen time and the lack of physical socialization.  While students may be living out their lives online, are they loosing out on the traditional activities of life from riding a bicycle to playing a musical instrument?  Only time will reveal the outcomes, but it is a concern.

Balance is what we strive for in the digital age and I think we as educators must remember that too.  When assigning activities which require digital connection we must be sure to put ourselves in the "shoes" of our students and that the pros are outweighing the cons.

2.) Can't Keep Up

I sometimes feel that the connected educator platforms in the digital world are vast and continue to change at such an extreme rate that by the time you learn how to fully implement the digital application it is obsolete.  There are apps that I would call fundamental (such as Twitter) when I think of being connected, but those even at times are becoming obsolete in the classroom.  If we are to truly become connected educators how do we keep up.

I think the solution to this will come naturally.  The digital market place will find quality over quantity and place particular programs at the forefront of connected education.  While we may always have to decipher what is best for our own classroom, I do believe there will be a clear and proven standard to digital education.

3.) Access

The buzz is loud and proud in many districts about tech across the US, but there are students who struggle not because of capability, but because of access.  Currently our city, state, and federal internet infrastructure does not support connected learning.  There are particular elements that exist to aid students in school, but what about at home.  How can we expect students to maintain connectivity and put learning into practice if we are not supplying them with internet access and the devices necessary to complete the tasks?

This is one of my biggest concerns.  As teachers we need to be sure once again we are putting ourselves in the students perspective.  Public education presents itself as an equalizer.  This is not the case pertaining to internet access in homes.  While someday this may change, for now a connected educator must always know the limitations of his/her students.

As we tap into the unknown in the digital age of connected education, it is important to meet our concerns head on.  While pretending they are not there will no doubt lead to disaster, confronting our greatest fears I know will lead to success.

The Challenges of Raising a Digital Native | Devorah Heitner, Ph.D. | TEDxNaperville

The Question (Please respond in comment area)

What concerns you most about being "connected?"