Although receiving feedback may be difficult for some, as a lifelong learner I value feedback from colleagues and peers within my professional practice. This week I explored my innovative learning experience and reviewed feedback from my peers from multiple perspectives. I also provided feedback from multiple lenses including UDL and intersectionality. Looking at learning experiences from two lenses was a valuable experience because it allowed me to consider components that I most likely would not have considered. For example, UDL and intersectionality lenses allowed me to provide feedback when considering multiple forms of inequality and representing and meeting the needs of all learners when designing a learning experience. On the other hand, receiving feedback regarding UDL and intersectionality allowed me to analyze my own learning experience to ensure all learners are represented with their learning needs in mind. Without the valuable feedback from my peers, I would not have made necessary changes to create a meaningful learning experience. My learning experience includes learners creating and recording a song using Makey Makey. Students are creating to LEARN! I want my innovative technology to provide students with STEAM learning experiences. Therefore, students have the freedom to create and design a unique guitar to create and record their song. I want to engage students with the content, each other, and the outside world, which provides students with opportunities to share their learning by recording their end product. My UDL reviewer, complimented the fact that students will be collaborating to create and design their own learning. To strengthen my learning plan, I changed the grouping to smaller groups and incorporated stations. My intersectionality reviewer gave feedback from an Emergent Bilingual Students (EBS) lens and suggested vocabulary as a learning goal, which I also implemented. When considering Emergent Bilingual Students, vocabulary is critical for learning and understanding. Key vocabulary terms include USB cables, Alligator clips, wires, guitar, pitch, melody, and collaboration. I also added a rubric to make scoring easier as well as providing student's guidance on how they will be accessed. Check out my drafted version below with feedback from a UDL and intersectionality perspective! One suggestion that I did not change was the type of instrument students would be creating. Although Makey Makey does provide options to create other musical instruments and giving freedom to have choice would align with UDL, I want students to create a guitar for a few reasons. In my experiences, the other instruments involve attaching clips to objects which produce a sound and it is fairly simple. When creating a guitar students have to physically take the time to create and design a guitar and cut it out of cardboard. Students will still be provided with choice when creating the guitar and it will allow students the freedom to express their creativity. Kelman (2020) mentions how living in a digital world has transformed how students learn and acquire music skills, which is why she has been motivated to change her music lessons as a music teacher. I agree with Kelman that music class can be transformed to fit the needs of students living in this digital world. Therefore, providing students with STEAM activities that fosters collaboration and making will prepare our students for the future. Yelon (2010) argues that the goal is to provide learners with real-world performance tasks and how learning objectives can fit into a real world activity. This innovative learning experience allows students to use real world problems-solving skills and collaboration to create a guitar and use innovative technology to create an end product of a song. I hope my Innovative Learning Plan can inspire educators to incorporate innovative technology to prepare our students for the ever changing digital world in which we live. Check out my final revised version below! References:
DeVoursney J. (2020). Makey Makey Guitar. [image]. DeVoursney J. (2020). Innovative Learning Plan. [image]. Screenshot. Kelman K. (2020). Entrepreneurial Music Education: Professional Learning in Schools and the Industry. Cham: Springer International Publishing. https://link-springer-com.proxy2.cl.msu.edu/content/pdf/10.1007%2F978-3-030-37129-6.pdf Labez J. (2020). Makey Makey. [image].ETC Educational Technology Connection. https://www.etchkshop.com/products/makey-makey Martinez M. & McGrath D. (2014). Deeper learning : How eight innovative public schools are transforming education in the twenty-first century. https://ebookcentral-proquest-com.proxy2.cl.msu.edu Yelon S. L. (2001). Goal-directed instructional design: A practical guide to instructional planning for teachers and trainers [Video]. Michigan State University Media Space. https://mediaspace.msu.edu/media/Secret+of+Instructional+design/1_0cbt3v51 Comments are closed.
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