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Professional Growth Presentation 5/20/15
Transcript of Professional Growth Presentation 5/20/15
Maintains equitable and inclusive learning environments that maximize academic achievement for all students. Adheres to legal and ethical obligations for identification and referral, etc. of English Learners and Special Populations students. Differentiates instruction for both groups and individuals based on identified student needs.
The 5 steps of Inquiry:
Plan of Action
Plan for Future Action
Professional Development through Inquiry
Focus: Vaca Pena Middle School choral students
Professional Growth Presentation
by Colby Hawkins
Semester long course; 120 students over the past two years
Never had an ELL student in my VPMS classes
One student with a 504 plan who required a teacher’s aid
Several students with IEPs
no ELLs, no students with 504 plans, and one student with an IEP
Context of Teaching
Context of Teaching
Professional Development through Inquiry
Growth in Pedagogy
While participating in BTSA, I have had the privilege of teaching five choral classes.
Conclusion of Context of Teaching
CSTP 1 and 4 areas of strengths and weaknesses.
Maintains effective learning environments, curricular planning supports student learning, lesson design engages and supports all students in learning, assessment informs instruction and supports achievement, teacher demonstrates growth as a professional educator.
After BTSA, each year I now develop an overarching
curriculum and rough lesson plan for every
#1) Problem Identification
Provides instant feedback on who is really learning in your classroom. Students may be assessed anonymously and by name. You can create your own quizzes. It's accessible to any student with a cell phone, tablet, or computer.
Allows for assessing student learning,
helps teachers review and better their
teaching, provides instant feedback,
and, like Edmodo, allows you to post
your assessments online and have
students complete them anywhere,
Question and Answers
Growth in Universal Access
Questions from the Panel
Context of Teaching
Students range from Below Basic to Advanced in their English and Math standardized tests.
To meet needs of all students and differentiate instruction
as section leaders for their peer voice groups. Their responsibilities include
Leading discussions, passing off student’s flash card quizzes, and holding rehearsals outside of class time.
These students also
complete quizzes and activities of more complexity
that I use at the high school level.
students at the high school level direct and accompany performance pieces.
students are challenged to become 'Proficient' learners by:
Watching recorded lectures and class videos at home
to review the material at their
Learning solfege hand signs to help
learners grasp abstract musical concepts such as blending and pitch
Completing quizzes and homework at their own pace
-so long as assignments are completed prior to each grading quarter’s deadline.
Made a choice on an area to improve...what was my
#2) Create a Plan of Action
#3) Data Collection
#4) Data Analysis
#5) Plan for Future Action
It is common for music educators to place the emphasis of their curriculum on performance. I use the acronym, 'PLUC," to guide my curriculum development, which sums up California's current state standards for the performing arts.
State Content Standards for Performing Arts: http://www.cde.ca.gov/be/st/ss/muproficient.asp
Maintain a well managed classroom that promotes student well being. Strategically choose instructional strategies to match content and student learning needs.
Fluent, critical user of technology to support student learning.
With the aid of grants and donations I've built up a Piano Lab to teach all choir students fundamental piano skills; satisfying state content standards of learning to play an instrument
I have 'flipped' my classroom.
See wcw.schoolloop.com/ColbyHawkins for flipped classroom videos/lectures.
I use Edmodo.com, Socrative.com, and Remind.com to engage students in and outside the classroom,
check for student understanding, assess students, self reflect on my teaching and strategies, and to help create unified
Edmodo.com = censored/monitored Facebook for classrooms, students have profiles, I can poll them, assess them, they can post about class related topics in and outside of class. This helps build a sense of community in which students get to know their peers and feel more comfortable then in class taking safe risks and going outside their comfort zones to progress and succeed.
Socrative.com: "Pull out your cell phones" - a phrase my students love to hear! They are then immediately assessed via anonymous and signed tests so I can not only gauge real time student understanding but also gauge the effectiveness of my teaching and see if I need to go back and better teach or review a particular topic.
Twice annually I attend with my students honor choir weekends and performances in which professors and university directors teach the best students in the State and I get to sit back, take notes, and then implement these new and wonderful instructional strategies in my classroom!
Dr. Lynne Gackle from Baylor University directing 2015 All-State CA Women's choir.
Choir managers speech to students-add to my beginning of semester: set behavior and punctual expectations re: cell phones, arrival time, pencils, water. Define what "we" do and who "we" are.
Room set up: Sop 1 alto 2 alto 1 sop 2
Warm up: 1-2-3-4-5-4-3-2-1 connected lip buzz, no stopping and continuously modulating with the piano.
Vowels are created internally rather than externally. Sing "ee" "oh" and notice what changes-the tongue. Why unify vowels rather than 30-100 different ways of saying "oo." Unifying vowels positively effects intonation. See voice recording.
Trumpet analogy. Bell on the end of the instrument does what? Amplifies the sound. As we sing, form our own bell by pursing our lips to amplify our sound.
"Nnn...eeee....nnn...neh....nnn...nah...nnn...noh...nnn...noo. Then nee, neh, nah, noh, noo. See voice recording.
1,3,5,8....cres...78987654321. Nee, nee, nee, neeEEEEE, NEEeeeeeeeee.
In Latin there is no diphthong "oh." There is no h in hodie. It's odieh.
Dr. Galen Darrough from the University of Colorado directing the CA All-State Men’s Choir
Older gentleman, less charismatic than Dr. Gackle. How does he run an effective rehearsal and manage the classroom?
Dr Gackle claps to stop the singing, Dr. Galen says 'shh' and makes a closing conducting gesture.
Both directors snap to set initial tempo or to change tempo.
Set expectation early: "we'd like to have the entire program memorized."
Instructs with inflection, quick speaking pace, accents for emphasis on certain words.
"Bring Him Home"
- "Don't sing louder than the piano, please."
Sitting down for first song, stood up students for second song.
Voice over critiques "even softer" -, "too loud tenors."
- in between a song
"Please get out your music out as fast as you can."
Jamaican song rough run - see voice memo
"Biggest problem we're having right now is we're not looking up." - referring to him giving them their cues and directions as their conductor.
Positive, jumpy personality; forgiving.
Rough run of coucaracha -see voice memo.
- stay positive: "You're going to do a great job on this piece, men."
CSTP 1 and 4 Areas of Strength:
1.2 Connecting with students prior knowledge
1.3 Connecting subject to real life contexts
1.6 Monitoring student learning
CST 1 and 4 Areas for Growth:
4.3 Developing short/long term goals and a
sequencing of lesson plans.
4.2 Articulating goals for student learners.
1.1 Using student knowledge to engage in learning.
"4.3 Developing short/long term goals and a sequencing of lesson plans"
I wanted to incorporate music literacy/theory into my curriculum to better meet the needs of my students and raise the bar for music literacy
Music literacy is often avoided in public school
choir classrooms. The emphasis is often placed on performance rather than composing, reading, listening, and arranging music.
I am passionate about helping students be musically literate (able to read and write music)
in addition to performing. To achieve student success, I utilized a long and short term instruction plan to develop students' reading abilities.
Example of effectiveness:
J.K., an 8th grade student, was struggling to understand 'key signatures' and their relevance to every day singing.
After watching a 'flipped class' video twice at J.K.'s own speed, being able to pause and rewind at his discretion, he came to class the next day with an understanding of key signatures and a greater appreciation for composition and the music we rehearse as demonstrated by his attitude and a comment he shared during class discussion.
For example: M.A. posted on the class wall, "anyone interested in seeing a movie tonight" and many of her new classmates went and built a stronger bond which has served us by creating a more friendly and effective classroom environment.
5 min bell ringer discussions on integrity, honesty, positivity, gossip, and bullying
J.B. - character development lessons in choir have made a lasting impact in her life
Several bullied students have confided in me and conflicts have been resolved.
ELL, IEP, and 504 Plan Students
The class pre-assessment average score was 35%. The class average post assessment score increased to 76%.
dream writing activity
16 measure composition project
A Need for Music Literacy in Public Schools
Collaborate more with colleagues to help ELLs and those with 504 Plans.
16 measure solos/free mini voice lessons
Differentiating Instruction to Meet Needs of ELLs, 504 Plan Students, IEP Plan Students, and basic to advanced learners.
In my advanced choir course at WCW High School, I observed a strong variety of student ability and skill levels on the piano.
To tailor my teaching to fit the needs of a wide variety of students I asked them for their input, via Socrative.com, on how to make class time more interesting and effective.
After analyzing student responses I
Advanced piano students
volunteered to walk around and assist by
giving individuals one-on-one instruction
piano students were provided with "Alfred's Adult Piano Course" textbooks and
taught in a small group setting
by our assistant director, Mrs. Hawkins in a separate room.
Beginning piano students were taught in a group setting
by myself with the aid of an
which showed my fingers on a projector screen as I played along with them in their exercises and songs.
The student who progressed most was awarded
"Student of the Week"
and contact was made via Edmodo.com with all parents and students congratulating the student.. .
Student morale and participation visibly and immediately improved as evidenced by formative and cumulative assessments.
Students felt empowered, knowing they had a choice on how to make the most use of their time.
Students of various backgrounds and skill sets were taught at their particular level of complexity
and challenged to progress to the next level-
progress was emphasized over perfection
Each week I modify the following week's lesson plans based on self reflection, data collection and analysis of student work, and to best meet the needs of my basic, proficient, advanced, 504, ELL, and IEP students.
Each day I'm open to changing my lesson plan and goals to meet the specific needs of my classes and students. For example, one week during exam testing I noticed my students were tired and stressed so I put down my plans and we did relaxation and Yoga deep breathing exercises and talked about how to ease anxiety and stress-applying these techniques to overcoming stage fright as well as life outside of school.
Evidence of growth in multiple CSTP areas.
Example: Changing history units this year
to fit my students' demands for performance
on Tour to Florida.
Plan for future growth:
1) Continue participating in collaboration meetings with my department and mentor teachers and professors.
2) Implement cutting edge techniques gleaned from biannual honor choir events.
3) Participate and continue to lead PD sessions when called upon.
4) Continue working on overcoming the need to "be liked by everyone" and instead have my motivation be a students' long term educational and personal growth.
Continue using the 5 steps of the Inquiry Process
to self-reflect, identify classroom or personal
problems, make an action plan, collect and analyze data, and implement plans for future growth.
Students assess themselves
by holding up the number
of fingers they believe accurately depict their position on the performance ready chart.
Before we sing I show students the goals I have for them that day. Some days I ask them to set goals: where would you like your section or the class to be on this chart and by what specific date? How are we going to get there?