Key issues from reading that have influenced my thinking

I like the new taxonomy of educational objectives found on page 47.

The from lower to higher order the objectives are: Remember, Understand, Apply, Analyze, Evaluate, and Create. I took this order into consideration while designing my two projects this week. Using these objectives is helping me to think creatively as an educator.

Some old undergraduate assignments had me asking questions like "how can I get my clarinetists to remember to sit up straight?" or "How can I get my 8th graders to be able to recite the Bb scale?" (again, the whole idea of teaching as manipulation that I mention earlier in my blog).
Through my MUSIC MOVES US project I am encouraging my students to use a medium they may not be familiar with to draw relationships between music that might be new to them in an unfamiliar culture. First they analyze different videos and then apply the information. Thinking in terms of connection will also probably help them to be able to recall the information since they will be able to draw up the memory of a context and then fill in the blanks

I like the idea of literacy found on page 49. What does musical literacy look like in the 21st century? Reading and writing music is part of it but my guess is that the majority of people in the world do not read or write standard notation. A literate 21st century musician is one that can act and think independently, is aware of music and its facets, and is productive.

I like the idea of higher-order questions found on page 115. The authors say that these kinds of questions need to be a “regular part of the learning experience. (115)” These are questions that help the student to compare, analyze, evaluate and expand.

The authors mention that while the students are doing their work they may become stumped and come ask the instructor for help. Instead of giving the answer the teacher can guide the students thinking through higher-order questions. It dawned on me that an instructor of mine has been instructing me in this way for quite some time. It was quite frustrating at first (and still is sometimes) because I was used to just getting answers. After awhile I got used to it and got into the habit of using higher order questions as a part of my self-dialogue.

There are several teaching dispositions that arise from the idea of higher order questions.

1. Patience – the instructor has to be patient because the student may need more time to figure out a problem or grasp a concept.
2. Creativity – the teacher has to quickly come up with higher order questions that guide student perception rather than simply “get them to do stuff”
3. humility – the educator must be humble and not be rushing to show how they are masterminds of a certain subject.



I like the idea of higher order questions found on page