Transcript music program download

Applications of
Cooperative Learning in
Music Method Courses
Designed for Preservice
Elementary Teachers
Presenters:
John Okley Egger, Ph.D.
Assistant Professor of Music/Director of Music Education
Indiana University-Purdue University Fort Wayne
&
Jennifer S. Shank, Ph.D.
Dean, College of Education & Chair of the Department of Music
Tennessee Technological University
Session will discuss:
• Theoretical foundations of Cooperative Learning
• Benefits of utilizing Cooperative Learning
• Effectively constructing Cooperative Learning Groups
• Project ideas for Instructors
Cooperative Learning
• Active Learning
• Cooperative learning “employs a structured form of small group problem
solving skills that incorporates the use of heterogeneous teams, maintains
individual accountability, promotes positive
interdependence, instills
group processing, and sharpens social and leadership skills” (Millis &
Cottell, 1998, p.12).
Characteristics
• Johnson & Johnson (1990), state 5 Important characteristics are essential
in cooperative learning.
• Clearly perceived positive interdependence.
• Considerable promotive (face-to-face) interaction.
• Felt personal responsibility (individual accountability) to achieve the
group’s goals.
• Frequent use of relevant interpersonal and small-group skills.
• Periodic and regular group processing (p. 27).
Selected Types of
Cooperative Learning
 The Jigsaw Method
 Student Teams-Achievement Division
 Group Investigation
Preservice Elementary
Teachers
 Elementary Education Majors
 Diverse Background
 Previous musical experiences can have a positive effect
on teacher’s willingness to advocate for music in the
elementary curriculum (Berke & Colwell, 2004; Giles &
Frego, 2004).
 Low confidence in integrating music in academic subjects
(Berke & Colwell, 2004).
Music Method Course
 Ability to increase confidence through active music
making (Auh, 2004; Berke & Colwell, 2004).
 Ability to increase confidence through cooperative
learning (Hwong, Caswell, Johnson, & Johnson, 1992;
Egger, 2014).
Constructing Cooperative
Learning Environments
 What are the concepts you want the students to
comprehend?
 Organize students into heterogeneous groups:
 Survey
 Background Information
Survey Questions
Survey Questions Cont…
Survey Questions Cont…
Project Ideas
 Theme Based Learning Project (3rd Grade “Solar System”)
 Small Ensembles
 Lesson Plan Building & Microteaching
 Create Mock Program (5th Grade Civil War)
 Songs
 Stories
 Dances
 Literature Project
 10 Children’s Stories Appropriate for Grade Level
 Create Musical Component
References
Auh, M. (2004). Changes in perception of confidence in teaching music by preservice
the Council for Research in Music Education, 161/162, 11-18.
students. Bulletin of
Berke, M., & Colwell, C. M. (2004). Integration of music in the elementary curriculum:
Perceptions of preservice elementary education majors. Update: Applications of
Research in Music Education, 23, 22.33.
Egger, J. O. (2014). The effects of a cooperative learning environment on preservice elementary teachers’
interest in and the application of music into core academic subjects (Unpublished doctoral
dissertation). University of Kentucky, Lexington, KY.
Giles, A. M., & Frego, R. J. E. (2004). An inventory of music activities used by elementary
classroom teachers: An exploratory study. Update: Applications of Research in Music
Education, 22(13), 13-22.
Hwong, N. C., Caswell, A., Johnson, D. W., & Johnson, R. T. (1992). Effects of cooperative and
individualistic learning in prospective elementary teachers’ music achievement
and attitudes. The Journal of Social Psychology. 133(1), 53-64.
Johnson, D. W., & Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan
(Ed.), Cooperative learning: Theory and research. (pp.23-37). New York, NY: Praeger
Publishers.
Millis, B. J., & Cottell, P. G. (1998). Cooperative learning for higher education faculty. Phoenix,
AZ: American Council on Education/Oryx.
Contact Information
John Okley Egger
[email protected]
Jennifer S. Shank
[email protected]