1 Cornell University Flipping the Classroom: The Midwest Clinic - PDF document

Flipping the Classroom: The Midwest Clinic Practical Application in the Ensemble Rehearsal 12/18/2015 What is a flipped classroom?  Students gain initial knowledge before each class, and class time is used to PowerPoint presentation, course evaluation assimilate, process, and apply that knowledge. form, and presentation handout available on: www.cuwinds.com Please scroll down to flipped classroom tab. Flipping the Classroom Practical Application in the Ensemble Rehearsal Dr. James Spinazzola, Cornell University Flipped Classroom: Rationale Essential Elements  Frees the instructor from the traditional lecture model.  Students gain first exposure to new material prior to class.  Lecture videos, PowerPoint presentations, etc.  By presenting foundational knowledge through various sources and technologies, the instructor is able to cater to a variety of learning styles.  Pre-class preparation is incentivized.  Students immediately apply the knowledge gained outside of class, correct errors  Worksheets, quizzes, etc. or misconceptions, and deepen their understanding while the information is fresh.  In-class activities focus on higher-level cognition.  Often includes a peer instruction component.  Group discussion Exam averages in a Genetic Diseases course University of Missouri - Columbia Flipped Classroom & Constructivism  Not entirely new  Primary innovation: today’s technology & pre-class information  In-class activities based on constructivist learning theory  Founded on Piaget’s theory of cognitive development  Classroom characteristics  Activities are interactive and student centered; authentic student-student & student-teacher discussion  Teacher = coach/facilitator/consultant  Democratic environment Stone, B. (2012) Flip your classroom to increase active learning and student engagement. 28th Annual Conference on Distance Teaching and Learning, Madison, Wisconsin. http://www.uwex.edu/disted/conference/Resource_library/ proceedings/56511_2012.pdf Dr. James Spinazzola 1 Cornell University

Flipping the Classroom: The Midwest Clinic Practical Application in the Ensemble Rehearsal 12/18/2015 Cornell Wind Symphony Why flip an ensemble rehearsal? Flipped Classroom Experiment  Population & rehearsal schedule  Every rehearsal should ideally be a flipped classroom.  Learn essential elements of the part outside of class  Initial plan: One flipped module in each of two rehearsal periods  Elements of the preparation of one piece is flipped; other music is prepared traditionally  Actively participate in class:  Revised: Second rehearsal period included flipped elements for all music  Assimilate information  Correct errors & misconceptions  Period 1: 5 weeks  Listen  Percy Grainger, Colonial Song  Collaborate  Period 2: 5 weeks  What is active learning in the context of an ensemble rehearsal?  Igor Stravinsky, Symphonies of Wind Instruments (1947)  Energy & focus: out of the stand  Vincent Persichetti, Symphony No. 6, movement 4  Patrick Williams, An American Concerto , selected passages for soloists & small groups General Goals Learning Outcomes  Help students become independent musicians.  Students will be able to:  Recognize the conceptual difference between practicing and rehearsing.  Create an even ensemble preparation curve.  Relate their individual part to the full score, and synthesize numerous musical events.  Emphasize process over product.  Critically evaluate their performance, and identify and prioritize areas in need of  Gain better understanding of individual student competencies. improvement: balance, blend, dynamic contrast, etc.  Break down, analyze, and interpret complex passages.  Lead students to assume a higher level of personal responsibility for their part.  Identify information that leads to an informed interpretation of a piece of music.  Equip students with information necessary to develop an informed interpretation.  Foster a more collaborative rehearsal culture. Composer Biography Essential Elements: Pre-Rehearsal Information  Panopto lecture videos  Lecture capture software; works on multiple platforms and integrates with PowerPoint  Composer biographies  Lecture/demonstrations: technique and musicianship Dr. James Spinazzola 2 Cornell University

Flipping the Classroom: The Midwest Clinic Practical Application in the Ensemble Rehearsal 12/18/2015 Blackboard Content Page Essential Elements: Pre-Rehearsal Information  Blackboard (content & discussion platform)  “One-stop shopping” for all flipped classroom materials  Panopto lecture videos  Curated recordings  Print materials: full score, related articles, etc. Essential Elements: Pre-Rehearsal Information & Peer Instruction  Rehearsal blog on ensemble website  Used to stimulate conversation about the music, and post rehearsal footage accompanied by questions designed to focus students’ attention. Cornell Wind Symphony: 9-1-15 blog entry Incentivizing Pre-Class Preparation  1-2 min. Panopto video  Help the students understand how this will improve their learning experience.  More productivity outside of rehearsal = more active participation in rehearsal  Pre-class learning = more thorough understanding of the music  Peer discussion & evaluation = more collaboration  This is not busywork.  Accountability: points/grades  Clearly articulated plan for every rehearsal, distributed in advance  Statistics tracking on Blackboard Dr. James Spinazzola 3 Cornell University

Flipping the Classroom: The Midwest Clinic Practical Application in the Ensemble Rehearsal 12/18/2015 Incentivizing Pre-Class Preparation Incentivizing Pre-Class Preparation  Selected students were asked to submit recordings via the ensemble blog email. I  “Kleibergrams” responded with written comments, and optionally asked for another submission.  Pithy comments & suggestions written on index cards & placed on students’ stands before  James, Here's the recording of Nate and me playing the duet from Williams 1. - Chris rehearsal.  Hi Chris & Nate, Thanks for sending your recording. It's off to a good start, but it needs considerable improvement. Please re-record and send it before noon on Thursday.  Continue to work with a metronome. (Try putting it on 2 & 4 – harder, but it really helps.)  Careful not to rush into the second bar, or to drag the following 16ths.  Last 4 notes: da, da, da, dot.  Chris: Please try to play a more uniform gliss between Eb and E in m.74.  Nate: Technique in the last two bars... Peer Instruction: In Class Peer Instruction: Out of Class  In-class peer discussion & evaluation module  Sectionals: one 60 minute meeting every two weeks  Notes:  Perform the portion of the work chosen by the instructor to be addressed (3 minutes)  Attendance must be reported and enforced.  Students analyze the performance in their sections (1 min.)  Results varied according to the leadership and musical abilities of the section leader.  Section representatives report and the issues are prioritized (instructor mediates) (2 min.)  Weekends were the only viable option.  Selection is performed again, and optionally recording for the rehearsal blog (3 min.)  Ensemble rehearsal blog  Instructor feedback (2 min.)  Student response was positive.  Limited productivity in initial experiences; needs modeling and repetition. Student Feedback Formative Assessment How much did the following materials help your learning? Used during the learning process to monitor student attainment. (Given mid-semester, after first concert.) Very little help  Continually evaluate student performance No help at all A lot of help No opinion Some help  Ensemble rehearsal recordings N/A  Individual and small group recordings  Assess student understanding 68% 35% 3% 5%   Monitor discussion on ensemble blog (essentially journal entries) Repertoire recordings  Consider student feedback on various learning activities. Panopto videos: composer 8% 32% 50% 5% 5% biography  Mid-semester and final student evaluation forms Panopto videos: technique & 32% 50% 5% 3% 8% musicianship Ensemble rehearsal 68% 35%  1% 5% recordings 5% 49% 30% 8% 5% Blog & online discussion Dr. James Spinazzola 4 Cornell University