Labuta, J.A., & Smith, D.A. (1997). Music education: Historical contexts and perspectives. Upper Saddle River, NJ: Prentice Hall.  Pages 89, 98-100.

 

SUMMARIZE:

CH. 5 – Music Teaching (portions of this chapter)

Ø       Preparation for Teaching (page 89)

·         Introduction

-          Some start by deciding how/what to teach, rather than what the students will learn – bad

-          Research has shown that teaching is best when based upon desired outcomes

-          Instructional linkage between teachers/students is important because it is how the teachers figure out what works best for the students to learn

-          Evaluative/behavioral linkage is also important because it shows what the students have learned and how effective the teaching was

·         Instructional Goals and Objectives

-          Goals stated, general or specific, based upon the age, group, content, etc.

-          Instructional goals are general, in curriculum resources, etc.

-          Instructional objectives, however, are more specific – specific aspects or characteristics (content)

Ø       Assessing Teaching and Learning (page 98-100)

·         Formulation Behavioral Objectives

-          Behavioral goals deal more with actual outcome and learning

-          They also allow teachers to determine what the students have actually learned

-          Good ones have five parts:

·         Description of learner

·         Observable, measurable behavior

·         Specific content or subject matter

·         Conditions under which new or modified behaviors will be demonstrated

·         Specific standards or criteria to be used for assessment

-          Learner description explains group of students to which objective(s) apply

-          Overt behaviors, those which can be easily described and observed, and described

-          Content applies to subject matter – actual “stuff” they will learn

-          Conditions – materials, equipment, restrictions, etc.

-          Performance standard shows level of expected achievement

·         Number/proportion/percentage expected to answer correctly on test, etc.

·         Time limit

·         Performance accuracy, similarity to model, etc.

·         Mastery (by third attempt, etc.)

-          This is crucial to students learning and feeling like they are accomplishing something

-          Encourages continue improvement in teaching and in learning

 

DISCUSS:

This is important because it gives practical advice to the beginning of a lesson plan.  In fact, it does more that just help with lesson plans – it gives guidelines for setting up a class before school even starts.  This could be very useful to me in the future.  While I suppose I “agree” with this section, I will remember this stuff when I have to sit dwon and create a plan for my class for the year/semester some day.