Group+E

A link to the overview of the Executive Summary (Due Date 3/3/09)
Group E Planning Space (back to EDC 665)

Group will meet Monday nights at 7PM (Pacific Time) in Skype
 * Meeting Time/Place**

NOTES: narrow down EQs, and focus. Stage interaction or question scheduling. EQ's that have less of a concrete answer - allow for more of a perspective.

Overarching Goal: learn Diatonic Music Theory (check standards).

Learning Activity: A small group of students will create or modify an existing short piece that uses a Western Theory cadence to end the piece.

Ideas about content - find blogs or stories to read that line up with the goals of the LA and the EQ's that need to be answered.

EQ's answered in Forum discussions or google groups.

Software: finale notepad, sibelius first, http://www.musescore.org/
 * EQ: Why is it important to have an understanding of the structure of the music? How does this help the creative process?
 * EQ: Why is the V (five) chord important, and how can correct use help your piece of music?

Assessment of learners: do the finished pieces or fragments conform to existing Western theory ideas of diatonic progression? Assessment of activity: did the learners learn new information or feel like the activity solidified their understanding of music theory? Is this knowledge that they feel that they can carry on though the rest of their musical lives?

Planning for EMAIL communication for Learning Activity
Greetings Cadre XI,

We are your Group Educators and would like for you to join our learning adventure! You will fine tune an existing piece of music with your current group. To begin this learning adventure click here to watch a brief overview.

Have fun! Group Educators

Planning space for curriculum development
Program/Curricula Design Activity

Goal

• Apply your knowledge and strengths as a teacher more broadly to the design of a course/program/curriculum and select the appropriate learning and teaching tools (including technology) to foster success.

Due Date

• Final design report: April 6, 2009

Process

Each team will design a course, program, or curriculum that includes the learning activity the team presented. This broader course, program, or curriculum can be set in any environment (K12, HE, or Corporate/Government) and should represent an authentic opportunity or challenge.

The course, program or curriculum must include the following components:

• Course, program or curriculum setting, including relevant student demographic information (this does not have to be real data although must represent an authentic situation) • Broader course, program or curriculum goal(s) • Intended learning outcomes • Map of outcomes across learning components • Plan for learner assessment • Educational/Instructional technologies selected to support learning activities as well as methodology for selection • Plan for course, program or curriculum assessment (including technologies to be used)

The team will turn in one design paper, of no more than twelve pages in length, which discusses the above components. In addition, the team will resubmit the executive summary of the learning activity with an additional section that provides recommendations for future improvement, as collected in the reflective discussions.