Wednesday, December 10, 2008
Period 7 - Eport meeting (12/10/08)
Mike Verastro gave an outstanding presentation on SMARTMUSIC. This amazing software allows the music department to objectively assess student progress and performance. After seeing the presentation I think most of us in the room wanted to become music teachers. This software will be very useful for students creating e-portfolios because they will be able to upload digital copies of their performances. In his presentation Mike also included how the use of this software would "fit" into ERICK. One question that comes to mind - When students use this software, are they really Information Processors?
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8 comments:
Students listen to their performance, assess it for mistakes, strategize how they can be corrected and then must decide if the recorded example is of a quality worthy of submission to the instructor. I think this is compelling evidence of students as information processor. What do you think?
I was not there for Mike's presentation, but as you say, Jereme, the artifact and process sound compelling. It does sound as if this is evidence of "Information Processor" and "Knowledgeable Person."
Q: what are the course objectives that this artifact and process address?
Thought: we should structure the first part (morning?) of the March PD day around teacher "show and tells." This project should be shared with the entire cohort.
Great presentation, Mike, and thanks, Rob, for raising a question I was thinking about, too. Duke, I understand Jereme's point, which makes me wonder about the Information processor strand (http://www.swindsor.k12.ct.us/highschool/main_office/pdfs/schoolwide_rubrics.pdf).
I was to understand it as a skill that would feature the musician, in this case, actively searching for and using other information relevant to his task. For example, s/he might use the resources embedded in SmartMusic itself, in order to analyze his own performance...or some such. I hadn't thought of the strand as "reading one's own performances." After all, I think we are moving more toward the idea of student as "content,right?" I do wonder, though, if the assignment might be advanced if a "search component" were added at some point during the unit/year. Moreover, might it be even more effective to assign students in small groups to help each other with those connected seraches...to collaborate? (...another strand for another posted comment!)
I think that the idea of other students being able to listen, collaborate & comment could be very effective.
In art, critique is such an important part of our studio experience. The advanced art blog option allows students to continue to help each other create and make decisions through online critique.
Mike's presentation clearly demonstrates the ERICK principle of 'effective communicator' as students strive to demonstrate and perfect their musical expertise.
OK, but Jereme's Q was whether this artifact was compelling evidence for "Information Processor": "identifies, clarifies, and describes the issues and the problem; search strategies for information gathering; assessment of information; interpretation and synthesis of information; and citing of information gathered."
In this music assignment, the students "listen to their performance, assess it for mistakes, strategize how it can be corrected and then decide if it is a quality submission."
Are the students identifying the issue/problem and gathering information? They are clearly assessing, but I don't see the synthesis of info. I guess I've always seen the “Info Processor” learning expectation as "research based." That's also why I asked about the course objective the assignment is meeting.
I agree with Ed's comment,regarding the artifact not completely fitting into the gathering information component of ERICK. Students are gathering information through instruction research, and practice. The SMARTMUSIC program seems to me to be more of a performance based assessment tool where they can analyze their work and use the program as a means to collaborate with their peers and instructors. Is there a way to program lessons into SMARTMUSIC?
I wasn't there for the presentation, however, I am wondering as a result of reading the thread...what is the working definition of an information processor? If I was to find a similar program to use in the Spanish classroom, where the students could self-asses with pronunciation and accent, that would be a great investment, and I think it would fit into ERICK in several places...but you may have to think abstractly a little bit.
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