“At laaaassssst….” (in my best Etta James voice.) I can finally see the light at the end of the tunnel! Much has happened in the past year and half and most had to do with my journey with Coetail. I didn’t know I was capable of communicating across timezones to educators from around the world. I’ve learned design principles that has made a positive impact in my teaching practice. I’ve learned to embrace the available technology and make it work for me. I’ve changed!
My project with a flipped classroom was always in the background, but I never got around to sitting down, planning it and executing it. Thanks to my support group in the school, I took a risk and experimented with this concept with elementary students. A lot of time, sweat and tears (looking at you, iMovie for crashing on me) were shed just trying to get through this final phase. Thankfully, the result was worth it!
Coetail Online9 Course 5 Final Project Video
My goals for this project were to:
- create a digital library of video tutorials
- provide an opportunity to teach in small groups for students needing more support
- challenge students needing advanced music literature
- And personalize the learning for individual inquiry
- provide an authentic audience (with other classes and/or schools)
- empower students to create and spread the joy of music making
Due to the time constraints (as a specialist, I only see the students once a week), I am going to extend this unit so that the students will be able to create their very own tutorial videos. Not only does this learning experience allow them to demonstrate their music skills, but also to demonstrate their communication skills (can another student or audience understand what they are trying to teach?) and technology skills of creating a movie of their own. We would share our tutorial videos with other classes and hopefully other schools. What a great way to reach out to the community!
- August’s Rhapsody from the 2007 film August Rush
- SAMR image from http://www.schrockguide.net/samr.html
- Introduction photos courtesy of Pexels and Pixabay
Student engagement and feedback
As a whole, the students worked well during the unit and they embraced this “new” way of learning; however, not ALL students were keen to learn from a video:
"I love it [with the whole class] because in real life I can understand it more." Ibrahim
"...it's more better because the teacher help us and we can learn at the same time." Haya
Q: Isn’t it a lot of prep work to create the videos BEFORE the students come?
A: Yes, lots of prep work. Because I’m a bit neurotic, I created my own videos using the same instruments/materials that the students will be using – for consistency. I’m sure there are thousands of videos out there that will be useful for your context.
Q: What platform did you use and why?
A: I used Seesaw as my platform. I initially thought about using Google Classroom; however, due to the time constraints and the fact that the students ALREADY had experience with Seesaw, it was a better choice for us.
Q: What were the cons during your project?
A: (1) Having a strong enough wifi connection for the whole class. (2) Students complained about not being able to hear themselves play because of the person next to them – it’s more of a space issue. In the future, I would probably split the group to where some students can be spread out in different areas of the room while I worked with the other half and then switch halfway through the class period.
Here is my IB PYP Music unit plan (based on the UbD framework).
ISTE Standards for Educators:
1 LEARNER: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators: 1a Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
2 LEADER: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators: 2c Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
4 COLLABORATOR: Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators: 4b Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
5 DESIGNER: Educators design authentic, learner-driven activities and environments that recognise and accommodate learner variability. Educators: 5a Use technology to create, adapt and personalise learning experiences that foster independent learning and accommodate learner differences and needs.
Even with our limitations (time) during this project, I felt as though we made a positive shift in our learning environment. Because the students provided feedback about the flipped classroom setting, moving forward, I would like to have a happy mix of our “traditional” Orff approach and the flipped classroom approach. I DO miss being part of the musical discoveries when we learn something new. At least in the flipped setting, we can use our technology for review and/or extended activities. Uh oh. I think I’m on to something. . .
Special thanks to @Shazahmed for putting up with my antics and @YasmeenMunshi for lending an ear during carpool. And thank YOU, Coetail, for being a part of my learning journey!