(FlipCamp 2013) “Well, it feels like it’s been a week.”
FlipCamp Music Theory 2013: Charleston Southern University Continue reading (FlipCamp 2013) “Well, it feels like it’s been a week.”
Month: June 2013
2013 Session proposal: Flip 101
What is the inverted classroom? What variety of methods exist for flipping a class like music theory? What are some “best practices” that those experienced in the inverted class have found? This session will talk through basic definitions and techniques, for the benefit of those new to the flipped classroom. As we discuss, we will … Continue reading 2013 Session proposal: Flip 101
2013 Session Proposal: Optimal Experience, Self-Determination Theory, Video Games & Music Theory Pedagogy (A Future Dissertation)
This open discussion session will include an introduction to two theories of psychology that are fueling my budding dissertation topic: Csikszentmihalyi’s Flow Theory and Deci & Ryan’s Self-Determination Theory. My initial interest in both theories came from a desire to understand video game design and how it might be applied to undergraduate music theory curriculum. For … Continue reading 2013 Session Proposal: Optimal Experience, Self-Determination Theory, Video Games & Music Theory Pedagogy (A Future Dissertation)
2013 Session Proposal: Creating a Conceptual Workshop
The pedagogical techniques offered in Don Finkel’s book Teaching With Your Mouth Shut (2000) attempt to democratize responsibility for learning, rather than treat the teacher as all-knowing authority figure. This session will focus on the creation and application of a conceptual workshop or “blueprint for learning,” a technique set forth in Finkel’s book. This technique … Continue reading 2013 Session Proposal: Creating a Conceptual Workshop
2013 Session Proposal: My Professor Ate my Homework!? In-class meetings under the flipped model
This talk session will explore a variety of in-class models that become possible when the majority of information delivery gets moved out of class time. We will explore some of the common in-class activities that have been effective and consider some other possible experiments and ideas that are particularly relevant to studying music. Continue reading 2013 Session Proposal: My Professor Ate my Homework!? In-class meetings under the flipped model
2013 Session Proposal: Pads, Pods, and Apps
This session considers the role of mobile technology in and out of the music theory classroom. I will share and demonstrate several applications and activities from my music theory, musicianship, and music appreciation courses, including peer analysis, campus/community fieldwork, performance simulation, and tutorial production. The rapid expansion of tablet use in primary and secondary education … Continue reading 2013 Session Proposal: Pads, Pods, and Apps
2013 Session proposal: Promoting musical fluency
This will be a “flipped” session on a topic primarily centered on aural skills pedagogy. Before the session, please read my blog post, “Promoting musical fluency -or- Why I de-emphasize sight-singing and dictation in class.” During the first half (roughly) of this session, we will discuss the issues raised in this post: chiefly, the difference … Continue reading 2013 Session proposal: Promoting musical fluency
2013 Session Proposal: Just-in-Time Teaching in the music theory classroom
Just-in-Time Teaching (JiTT) makes a lesson more efficient by engaging students outside of class so that their feedback may be used to tailor the in-class experience. Typically, JiTT achieves this through the use of online exercises that students complete in preparation for class. The instructor surveys the responses prior to class, and tailors the lesson … Continue reading 2013 Session Proposal: Just-in-Time Teaching in the music theory classroom
2013 Session proposal: Inquiry-based flipping
In my “Introduction to the inverted classroom,” I present to my students an inquiry-based approach to flipping. Based on Ramsay Mussalam’s explore–flip–apply model, I frequently give my students active work to do before they read a chapter or watch a screencast on the topic. Inquiry or analysis begins the process, rather than information delivery. In … Continue reading 2013 Session proposal: Inquiry-based flipping
2013 Session proposal: Flipping student assessment
The flipped classroom largely replaces the active instructor with the active student. Instead of the instructor delivering content to passive students, students are the active participants with instructors observing and directing that activity. In-class activity is not all that we can “flip.” Assessment is also typically an activity of the instructor that is directed towards … Continue reading 2013 Session proposal: Flipping student assessment
Engaging Students 2015 