This study examined student engagement in choral activities through observations of a 7th grade class over 10 lessons. The researcher developed a measurement tool called the Choral Typology to categorize activities as either Type A (teacher-directed, single-dimensional) or Type B (student-directed, multi-dimensional). Findings showed that Type B activities yielded higher student engagement across all categories, with gains of 9-18% compared to Type A. Activities involving peer interaction, movement, novelty, imagery and competition saw maximum participation. The researcher concludes that future lessons should incorporate more multi-dimensional, creative activities to engage all students and increase understanding.
This quasi experimental research involved two classes of students of a public junior high school in Sumedang. The aim is to discover if the use of song in teaching English can improve listening ability.
Teaching Biology in the 21st century: Perspectives and initiatives of student...Jomar Aban
This research was intended to collect and analyze sufficient data to understand the perspectives and initiatives of students and instructors, who served as respondents, regarding different Biology teaching strategies in DMMMSU-NLUC College of Education. Six commonly used and widely accepted teaching strategies in Biology were studied: cooperative learning, inquiry-based method, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. These teaching strategies were also evaluated when respondents were grouped to various demographic data. Mean averages of the variables were computed and were compared using t-test, ANOVA (one factor), and ANOVA (two factor). Comparison among means with significant differences was computed using Tukey’s test. It was found that those instructors with higher educational attainment, greater number of hours of seminars, and more access to web and journal references attended tend to have greater initiative to utilize various teaching strategies in Biology. Although the result is not statistically significant, it can be noted that student-based teaching strategies were more accepted than teacher-based methods of instruction in the context of students’ perspectives. The extent of initiative of the different teaching strategies were also observed to be based on the tenure, teaching experience and age of respondents wherein those that have been more tenure in the teaching profession still greatly prefer the lecture method in teaching Biology, however, those who are new in teaching and those included in the younger generation prefer to use cooperative, inquiry-based and project-based method. Higher GPA was noted on students who perceive that their instructors utilize student-centered approach.
HOW TO CITE: Aban, J. L. (2015). Teaching Biology in the 21st century: Perspectives and initiatives of students and instructors at the DMMMSU-NLUC College of Education. 50th Annual National Convention & Scientific Sessions by the Biology Teachers Association of the Philippines (BIOTA – Philippines, Inc.), Ateneo de Manila University. April 9-11, 2015.
This quasi experimental research involved two classes of students of a public junior high school in Sumedang. The aim is to discover if the use of song in teaching English can improve listening ability.
Teaching Biology in the 21st century: Perspectives and initiatives of student...Jomar Aban
This research was intended to collect and analyze sufficient data to understand the perspectives and initiatives of students and instructors, who served as respondents, regarding different Biology teaching strategies in DMMMSU-NLUC College of Education. Six commonly used and widely accepted teaching strategies in Biology were studied: cooperative learning, inquiry-based method, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. These teaching strategies were also evaluated when respondents were grouped to various demographic data. Mean averages of the variables were computed and were compared using t-test, ANOVA (one factor), and ANOVA (two factor). Comparison among means with significant differences was computed using Tukey’s test. It was found that those instructors with higher educational attainment, greater number of hours of seminars, and more access to web and journal references attended tend to have greater initiative to utilize various teaching strategies in Biology. Although the result is not statistically significant, it can be noted that student-based teaching strategies were more accepted than teacher-based methods of instruction in the context of students’ perspectives. The extent of initiative of the different teaching strategies were also observed to be based on the tenure, teaching experience and age of respondents wherein those that have been more tenure in the teaching profession still greatly prefer the lecture method in teaching Biology, however, those who are new in teaching and those included in the younger generation prefer to use cooperative, inquiry-based and project-based method. Higher GPA was noted on students who perceive that their instructors utilize student-centered approach.
HOW TO CITE: Aban, J. L. (2015). Teaching Biology in the 21st century: Perspectives and initiatives of students and instructors at the DMMMSU-NLUC College of Education. 50th Annual National Convention & Scientific Sessions by the Biology Teachers Association of the Philippines (BIOTA – Philippines, Inc.), Ateneo de Manila University. April 9-11, 2015.
Understanding learner diversity for calicut 24 5-2018andrewkannittayil
This presentation elaborates the importance of Understanding the Learner Diversity which is a
slight adaptation of John Hattie's Visible Learning. The presentation not only gives an idea about
learner diversity but also explains about Precision Teaching Probes etc.
Paraeducators as Co-Teachers: A Fantasy or Reality? by Dr. Ann Nevin and Jacqueline Thousand
From the 2009 National Resource Center for Paraprofessionals Conference.
Other Approaches (Teaching Approach, Strategy, Method and Technique)Ezr Acelar
for EDUC 205 (Principles of Teaching 1) class
covers topics such as Blended Learning, Reflective Teaching/Learning, Metacognitive Approach, Constructivist Approach and Integrated Approach.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Unison singing is the most valuable resource available to choral conductors and the most neglected, partly because conductors want to have the mass sound produced by mixed singing groups. The full chorus unison produces a very strong sound, flexible and adapts itself to almost any type of music.
Understanding learner diversity for calicut 24 5-2018andrewkannittayil
This presentation elaborates the importance of Understanding the Learner Diversity which is a
slight adaptation of John Hattie's Visible Learning. The presentation not only gives an idea about
learner diversity but also explains about Precision Teaching Probes etc.
Paraeducators as Co-Teachers: A Fantasy or Reality? by Dr. Ann Nevin and Jacqueline Thousand
From the 2009 National Resource Center for Paraprofessionals Conference.
Other Approaches (Teaching Approach, Strategy, Method and Technique)Ezr Acelar
for EDUC 205 (Principles of Teaching 1) class
covers topics such as Blended Learning, Reflective Teaching/Learning, Metacognitive Approach, Constructivist Approach and Integrated Approach.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Unison singing is the most valuable resource available to choral conductors and the most neglected, partly because conductors want to have the mass sound produced by mixed singing groups. The full chorus unison produces a very strong sound, flexible and adapts itself to almost any type of music.
Sing-a-bration 2012: Joy of Singing Elementary | Choral Sheet MusicPender's Music Co.
Sing-a-bration 2012: Joy of Singing Elementary | Choral Sheet Music -- A Choral Sheet Music Reading Workshop event sponsored by Pender's Music Co. (Friday, July 13th, 2012 | Lewisville Convention Center, Lewisville, TX). Clinicians: Mark Brymer · Roger Emerson · Mac Huff · John Jacobson · Cristi Cary Miller (Hal Leonard). Scroll through the interactive slideshow and click on sheet music titles or cover images to: listen to audio files; view sample pages; add to your Pender's Music Co. Wish List or Shopping Cart. (audio and sample pages where available). Note: Not responsible for publisher prices increases or change in availability.
Choir students are able to develop a more refined perception of the vocal tradition they participate in by understanding the root of the tradition. The beauty, of the inspiration, and the important changes created Sacred and Secular music sung by choirs and in choral environments. This is the first of a series of lessons used at Garfield High School in Seattle
A Brief History of Music Education in AmericaBrian Ebie
This presentation briefly examines the growth of music education in American educational systems, with an emphasis on singing schools and the transition to choral programs and general music appreciation courses. The presentation concludes with a birdseye view of the trends and developments in music education during the 20th century, including various Education Acts, NCLB, Common Core, and the role of the arts--specifically music--in those legislative educational policies.
This project is about a research study applied in a second level EFL course at a university in Tunja. The study examines the listening performance of students throughout the development of six workshops based on the songs.
Pumping Up Disadvantaged Students!!!
This session will focus on using evidence-based strategies to help educators engage students to increasestudent achievement. The session encompasses chants, raps, songs, and movements that can be integrated into the Common Core. Dr. Isler will show participants how to engage any disadvantaged learner and make instruction rigorous and relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. Students’ Engagement in Choral Activities Action Research project Dr. Adriana Janse van Rensburg
2. “ Action research involves teachers identifying a school-based topic or problem to study, collecting and analyzing information to solve or understand a teaching problem or helping teachers understand aspects of their practice. Action research is educative, focuses on teachers and schools, focuses on problems of practice, and aims at improving practice.” (Gay & Airasian, 2003, p.262). Action Research
3. Description of the problem Aim of the study Study domain and time frame Background Methodology Findings Discussion Conclusion Format
4. When are middle school students most engaged in the choral lesson? How can the choral lesson components be designed to maximize student engagement and thereby, student learning? Are there guidelines the choral teacher could use as he/she prepares the curriculum or plans a lesson? Description of the problem
5. Main Objective The main objective of this study is to describe the nature and extent of student engagement in a variety of choral lesson activities. Aim of the study
6. whether and to what extent the engagement in choral lesson activities are determined by the activity level (single or multi-dimensional) and/or task complexity. establishing the quality of the engagement, i.e. the success and quality of the task performed which could indicate peak experience, or “flow” (Csiksentmihalyi, 1990) for the student. implications for developing choral lesson plans and designing choral activities that could direct teaching and learning for the middle school student. Secondary aims
7. Students in 7th grade The participation and engagement of a single 7th grade class in choral activities as presented in a series of 10 consecutive choral lessons within a single middle school The observation of the selected class over the time period of one month at alternate day intervals totaling the 10 lessons of approximately 45 to 50 minutes per lesson Study domain
8. General observations on the choral lesson and typical activities within the lesson were made. The nature of these activities are examined and discussed with respect to their activity level, complexity level and cognitive/kinesthetic demand. Methodology
9. A measuring tool, The Choral Typology, was developed that identified selected tasks across the spectrum of choral lesson activities, viz. listening, aural, theory, sight reading, learning new repertoire, rehearsing known repertoire. Two or more activities were selected to represent the category. The activities were presented to the class and the teacher observed student engagement by counting students as they engaged, or attempted to engage, in the activity. The data was recorded, documented and graphed.
10. Type A Activities Teacher directed Single-dimensional Mainly visual and aural mode Type B Activities Student directed Multi-dimensional Visual, aural, kinesthetic, interpersonal Choral Typology
11. Choral activities delineation y-axis Warm-ups vocalizations theory aural x-axis Type A activities Type B activities sight reading learning new repertoire rehearsing known repertoire
12. Type A and Type B activitiese.g. Warm-ups TYPE A TYPE B Solfege scale: Students standing, singing solfege scale. Triads: singing d,m,s. Solfege scale: students singing solfege scale including arm movements demonstrating pitch or Curwen hand signs. Triads: students in a circle, singing activity includes big ball=doh, medium sized ball = me and small ball = soh. Passing the ball, group and individual d,m,s responses.
20. and 11% in rehearsing known repertoire. The most dominant categories reflecting the greatest gains are new repertoire and sight reading. The overall student engagement of this chorus following Type A activities only averages 82% (average student presence N=17.5). In contrast, the overall student engagement for this chorus following a Type B activities only lesson averages 95%, an overall improvement of 13%.
27. And warm-ups (93%), all of the Type B variety. The least favorite activities were warm-ups of the Type A variety (77%) and sight-reading Type A (77%). The lowest scores for any activity on any given day was warm-ups Type A (62%) student engagement, followed by sight-reading Type A (68% and again at 69%) student engagement.
29. Maximum participation occurred in tongue-twister or catchy words type warm-ups, e.g. Peter Piper and “the tip of the tongue, the teeth, the lips”. Also, warm-ups that involve some form of playfulness involving peers e.g. singing Hey you, who me, yes you while pointing to someone, then to self and then pointing randomly at three friends. Notable was that students would sing the solfege scale (N=19) at 78.9% engagement, but the same scale with Curwen hand signs added resulted in 94.7% participation. Discussion THEORY WARM - UPS Activities that involved a competitive factor garnered much enthusiasm and maximum participation. Red team vs. Blue team games involved speed drills on note values, packing out rhythms with rhythm cards, etc. Much enthusiasm to perform Speech Chorus songs using words as opposed to rhythmic notation exercises on time names (ta, ti-ti). Rhythmic patterns that involved a sound effect on a rest e.g. “s” on the quarter rest, whisper “top hat” on the half rest or “z-z-z” on the whole rest, was enthusiastically received with 100% participation on a straightforward rhythm pattern.
30. One of the most significant contributions this research project can make is in the area of lesson plan design and, selection of instructional activities to the middle school choral teacher. Future lesson activity design should include creative, interesting, challenging, multi-dimensional activities that result in greater student engagement. Conclusion
31. Specific indicators to include: quicker tempi, catchy/tongue-twister type words, elements of play (fun hand signs, pointing), peer involvement, effects (such as novel sound effects, unexpected sounds, body percussion) with the voice, manipulatives (cards, paddles, balls), competition, speed, imagery, and a generally fast paced lesson. Activities that include kinesthetic involvement and the imagination should be included in future lessons as they resulted in more student engagement. Warm-ups with hand or arm movement, imagery (puppet on a string, rotate your listening “antennae”) are particularly successful. Use of image and metaphor are perceived as a form of fun, or a pretend game.
32. This action research project has shown that preparation and implementation of challenging, interesting and creative musical experiences can significantly increase student engagement. In designing future lessons it should also be kept in mind that engaging students in thinking and analyzing is equally as important as singing.
33. Learners vary and learning styles vary. Future lessons should include activities of the multi-dimensional type to engage ALL students. The music is the ultimate product, but performing it with understanding is the ultimate goal, therefore a wide-spectrum, multi-dimensional activity level should be observed in lessons as it provides “understanding” opportunity for the maximum number of students.