The feedback I received on the project was mostly positive. Overall, my peers were impressed with the website design, quality of the lesson plans, and the clear section organization.

Section II received mostly good reviews—with the exception of the following: Adding specificity to the needs analysis post, standardizing the rubrics, and adding specificity to the project’s requirements—all will help elevate the project. Moreover, a few educators suggested I add a dynamic evaluation section to input their findings—pre and post implementation—so that their information can be used to improve the project.

For evaluation, we used Kirkpatrick’s four level model. Students were evaluated on (1) reactions, (2) learning, (3) transfer, and (4) results. Using the questionnaires in the evaluation post we found that 82% of the learners enjoyed the instructional material, 89% of the students increased their knowledge while only 37% of learners felt that they could transfer this knowledge in their real-world environments. 92% of the students received an “A” ranking or higher.

The lesson plans presented in section III have their strengths and weaknesses. The instructional material is clear and has a high level of structure. While this structure aides in the flow of instruction, it might also hinder aspects of learner creativity.

Additionally, the ID in section II needs to address constructivism at a higher level of awareness. For example, although 92% scored high on their finals, we don’t know if that equates to long term creative inspiration and artistic endeavor: we need to measure this aspect during future implementations.

We also need to address the results of our evaluations. On the first level, we need to address why 18% of the learners did not enjoy the material. What can we do differently to change this in the future? Moreover, what can we change in the design that will enable a higher level of learner (environmental) transference?

In conclusion, I am excited to move forward with this multi-media geared curriculum. Music and computers are two exciting disciplines that most young learners are eager to get their feet wet in. With the right amount of passion, motivation, structure, and evaluations, we can make a difference with this content.

Reflective Analysis No Comments December 5th, 2009

Overview

I asked four peers—one music instructor, two computer instructors, and a Touro IT student—to evaluate the project. I gave them the choice of either evaluating individual blog posts—by commenting on the blog itself—or the whole project. Two peers decided to comment on individual blog posts and the other two decided to evaluate the entire project.

Individual Blog Evaluations

Dan Wix—Computer Instructor

Dan and I worked together at MLK Art and Technology high school in NYC.

Dan evaluated the Rubric Posts in Section II:

I love the fact that you have a redo section. It is definitely more positive then a zero point value, which gives the students the idea that they can learn and grow. However all the rubrics need to be consistent. Point values, look, and how they are arranged. You can win or lose a class with inconsistency. If one has a redo, all should have a redo, otherwise they’ll feel that some parts are less important then others and you’ll see that in their work.

Dan also evaluated the Needs Analysis Post in Section II:

The details should be apparent in this. You might want to identify that when assessing the needs, itemizing and listing every possible cost and current piece of equipment will ensure the program is picked up.

Dan’s Rubric comment was helpful. Since I developed the curriculum’s units at different points in the project, the consistency was not quite there. This will be addressed in future project implementations

Dan’s Needs Analysis comment was also helpful. I decided to back to those original posts in Section I and add the specific monetary costs to each application. This will make it easier for educators to decide if it’s the right application for their learning environments.

Ben Metzger—Music Instructor

Ben and I worked together at Queens Gateway to Health Sciences building their after-school music program.

Ben evaluated the Reason Lesson 2 post in section III.

I usually load the drums up in this order, bass drum, snare drum, hi hat. Kinda the way you’d be playing 2 and 4 in songs most of the time, and then keeping subdivision with hi hat, just my opinion, it’s easier to grasp programming—vis-a-vis physically playing the drums that way with an emphasis from the bass drum up.

Ben’s insight regarding drum programming organization was helpful. This will be addressed in future lesson implementation.

Umbrella Project Evaluations:

Todd Connell – IT Coordinator – Levittown School District

Todd and I worked together as IT consultants. Todd has been working in education since 2002.

The project seems like a good fit for my district. It would give our music and computer instructors incentive to work more collaboratively. The resources listed in the project are not a problem as we already have most of the application in our computer and music labs. I enjoyed section II, particularly the instructional analysis posts. The objectives are clear and concise and the diagrams are easy to read. The rubrics posts are well thought out.

Overall, the only challenge I see in implementation is time. The music and computer instructors have somewhat of a structured curriculum already designed. Since this project is—at a minimum—two weeks long, well, in order to fit it in within the school year, we would have to shift things around a bit. Also due to the critical thinking level that the project requires I recommend a higher grade level than what is recommended.

Todd made a solid point about the amount of time the project takes in relationship to the recommended grade level. I agree the  umbrella  project could also be geared toward a higher grade level; however, I think 9th grade is also appropriate.

Tatyana Neverova—Touro Classmate

I think that the use of modern technology in the classroom is very helpful to the way in which students interpret information. Teachers can provide them with many resources and programs to brush up on the material, which they learn in a creative way. The programs presented seem appropriate for use by the students, and are guaranteed to keep them excited throughout the learning process.

The Reason and Scratch lessons are developed very well. The instructor uses student’s prerequisite knowledge about the sound and waves to introduce them to analog and digital recording. During the lessons activity an instructor successfully creates the sets of instructions helping students to make associations that aid in learning. It includes the use of images, computer screen shots, fragments of PowerPoint presentations, and video lessons from the YouTube. The lesson’s instructions are very well organized, consecutive and seem like they are developed for the appropriate age group of 9th graders.

I think this is a realistic project and can be implemented into curriculum in every NYC public school.

Peer Evaluations No Comments December 2nd, 2009

Level 1 – Attitude survey

Lesson Evaluation

Lesson Name__________________                                 Date________

Use the following key to answer these questions

4      I agree with this statement

3.     I agree with this statement if there were some minor changes in the lesson

2.     I would agree with this statement if there were some major changes in the lesson

1.     I would never agree with this statement

______ The subject of this lesson was interesting

______ The PowerPoint presentation was very interesting for this lesson

______ The activities used in the lesson were interesting.

______ The class assignment used in the lesson was interesting.

Please give some suggestions for making this lesson more interesting:

____________________________________________________________________ ____________________________________________________________________

Level 2 – Rubric Assessment

To determine if the students have learned, the Rubrics in section II need to be gathered after each step in the ID.

Level 3 – Transfer Survey

Lesson Transfer Evaluation

Lesson Name__________________                                 Date________

Using a scale of 1-10 (with 10 being the highest level of agreement and 1 being the lowest level) please rate the following questions:

______ The techniques I learned in this lesson are applicable outside of the classroom.

______ The techniques I learned in this lesson can be utilized in other subjects.

______ The techniques I learned in this lesson have given me career path insight.

Level 4 – Measuring the bottom line

After the students have finished their umbrella projects the following can be measured:

Have their grades increased or decreased  from the previous project?

If so by how much?

How many student’s received an “A” how many a “B” and how many received a “C?”

Evaluation No Comments December 1st, 2009