Upon hearing that I am including upper elementary to my teaching schedule next year, I immediately started thinking about the possibility of creating a unit of inquiry that incorporates elements from courses one through four. This unit combines the concepts of “Geeking Out” from Course 1, digital citizenship from Course 2, design principles (my fav!) from Course 3 and flipped classroom (as evidenced by the unit title) from Course 4.
One of my students was injured during recess. He was rushed to the hospital for a broken arm and was house bound for quite sometime. His fellow classmates showed their concern by helping to finish his art work and sending “Get Well” notes with his older brother. One student came up and said, “Miss! He is absent for our xylophone songs! How will he learn the music while he’s at home?!” Hmm. . . if only there was a way to show and teach him the songs that we’re learning. . .
Task: Students will create a teaching and learning video instructing their peers (and/or others) how to play (insert music title) on a variety of instruments. They will demonstrate their knowledge of the music by performing and modeling how the music should be played. They will use (tech tbd) to create their videos and upload it to Google Classroom for reflection, feedback and assessment. As a result, we will have a collection of teaching and learning videos to share with the school community.
The assignment states, ” What are some of your concerns about redesigning this unit?” Well, I’m not redesigning it. I’m designing it from the ground up. I won’t have any prior knowledge or experience with this unit, but I am confident that I, along with support from my IT team, can plan and execute this project!
Shift in pedagogy
With this unit, it will be interesting to, again, let go of the reigns and have the students lead the unit and design their own teaching and learning videos. I am hoping that the students can not only create an end product that they are proud of, but also reflect upon the process of creating and sharing music with others.
Skills and attitudes
The Transdisciplinary Skills focused on this unit are:
Communication Skills – listening, speaking, viewing, presenting and nonverbal communication
Thinking Skills – acquisition of knowledge by gaining specific facts, ideas and vocabulary; analysis by taking apart their knowledge, separating into component parts, seeking relationships
Self-Management Skills – gross motor skills, fine motor skills, organization skills, and time management skills
The attitudes focused on this unit are:
Commitment – demonstrating perseverance through the duration of the unit of inquiry and following through with end goals
Creativity – expression of unique ideas as evidenced by their teaching and learning video