BLOG 3 .WHICH TRAINING COURSES WOULD YOU LIKE TO HAVE ACCESS TO AS A TEACHER? WHY? WHICH IS , IN YOUR OPINION, THE BEST WAY TO SHARE GOOD PRACTICE AMONGST TEACHING PROFESSIONALS?WHY?

BLOG3 : WHICH TRAINING COURSES WOULD YOU LIKE TO HAVE ACCESS TO AS A TEACHER? WHY? WHICH IS , IN YOUR OPINION, THE BEST WAY TO SHARE GOOD PRACTICE AMONGST TEACHING PROFESSIONALS?WHY?

 

The question is how could I be more effective as a Music Teacher for my students and how could I implement my task.

Nowadays , we must be prepared to do our best with the  students  because the society is changing and the needs of our students too. Therefore we have to attend their needs. Knowing their expectations and working through it. It becomes a necessity to enhance our communicative skills.

The best practice can only be developed through a consideration of relevant theory and research. As teachers in Higher Education we are all involved in a crosscurricular way being in touch  with other professionals .

Reflective practice is an essential component .It is a synonymous of best practice. Moreover intrinsic motivation and professional awareness. Engaging in a review of our activities and working in order to recycle, create, plan and innovate our methodology . The teaching-learning process needs to be more explicit and structured.

Research discipline helps us to implement our work as well as sharing values , intentions and knowledge. These values are transmitted and adapted through levels of political and society structures.

I would like to focus on CEFIRE ESPECÍFIC EN ENSENYAMENTS ARTÍSTICS and COORDINACIÓ DE PROGRAMES EUROPEUS as for example Erasmus+ for Teachers (promoting professional mobility, cross curricular actions , ICT projects and cooperative work among different countries through key actions (dissemination and exploitation).

Fortunately the CONSELLERIA supports all this formative courses. So, I would choose three main training courses :

1.CAP A L’ÈXIT ESCOLAR A TRAVÉS DE LA MÚSICA.PROESO.GRUP INSTRUMENTAL DE PROFESSORS DE MÚSICA DE LA COMUNITAT VALENCIANA AMB ALUMNAT. It involves teachers and students.We usually share materials , knowledge and practice.

2.COMENIUS. It is about a cultural exchange among teachers and students  from different countries. I worked in IES Juan de Garay and they applied this International Program . Moreover they gave value incorporating Music and Poetry to the activities.Sharing knowledge and experiences.

3.I would suggest the next one : ICT resources through CLIL methodology in Musical Education.

In my opinion, the best way to share good practice amongst teaching professionals  is the cooperative and collaborative work between teachers , educative authorities and personal management. In fact , all the Educative Communicative should be involved in this issue .Moreover, it becomes a great objective to become an active member of a Musical Project (PROESO  or COM SONA L'ESO )as a Group of Experts. It means creating communities of practice and working with projects.

 

 

BLOG 2 : IF YOU WERE NOT LIMITED BY THE DEMANDS OF THE NATIONAL/REGIONAL CURRICULUM, WHAT WOULD YOU SAY IS THE MOST IMPORTANT THING YOU WOULD TEACH YOUR STUDENTS ABOUT YOUR SUBJECT IN A CLIL CONTEXT?HOW DO YOU ASSESS THEIR LEARNIG?

Teaching how to read a score using the Elements of the Music : Intensity, Duration, Pitch and Timbre . Moreover in a higher level the other musical elements as musical form , texture and melody.It would be the most important thing in my subject in order to prepare my students to be musicians in the future or at least giving them the opportunity.

So , taking into account the four Cs Framework : content, cognition , communication(language of learning , language for learning and language through learning) and culture , I would plan my subject as follows :

SUBJECT : MUSIC.

LEVEL: 3^rd COURSE OF SECONDARY SCHOOL.

CLIL PERSPECTIVE.

0.Warm-up :

• Studying the musical background of my students.
• Reviewing the key vocabulary and  language structures from 2nd course of Secondary School. 

1.Contents:

• Knowing  the main language structures related to music subject for this level .
• Knowing the key vocabulary necessary for this level.
• The Qualities/Elements of the music:pitch, intensity, duration and timbre.
• The Elements of the music Melody,Musical Form, Musical Texture and Harmony   in order to analyze compositions of different stages.
• Knowing the main features of the different stages of the music: origins, Middle Age,Renaissance, Baroque, Classicism, Romanticism , New Ages and XX Century.
• Teaching  through using technologies  and using its for creating their own compositions.

2.Cognition:

           Learning by doing and discovering by themselves.

Fostering  student's awareness of the elements of the music , composition and stages of the history of the music.

Processing and applying the information.

           Researching and investigating.

3.Communication:

Language of Learning: the obligatory content , key words , language expressions, making sure that they achieve the main basic competences (digital , linguistic , mathematic , social and cultural, learning to learn)

Language for Learning: cognition language skills and strategies.

Language through Learning: culture  and new languages emerged.

4.Culture:

Making clear the magnitude of  the social function of the music in our Culture.

Making clear the diversity , tolerance and respect to their mates performances.

Working with projects . Cooperative work is essential in the classroom and outside the school interacting with other students from other schools. For instance, PROESO or COM SONA L’ESO.

Organizing a FINAL TASK  between all the students of the same school like a LIPDUB or a FLASHMOB.It involves teachers and students.

Participating in local events.

Promoting the interaction.

Learning in context.

Promoting active learning.

 

ASSESSMENT

Taking into account the assessment as a process of teaching-learning I usually evaluate In Secondary School through three parts : diagnostic , formative and summative.(Coyle)

DIAGNOSTIC: What they know before starting the course?

SUMMATIVE:

Contents 40%(testing vocabulary key , language structures and concepts)thorugh summative tests.

Procedures 40%(reading musical notes10%, reading rhythms10% , playing different scores20%)

FORMATIVE:

Attitude 20%(collaboration in projects PROESO , cooperative attitude with his/her mates, tolerance and respect the other performances).

On the other hand for these situations in which I have to teach in English I would add at the end 75% for Content and 25% for Language2

 

PROESO performing in ADDA ALACANT.

 

(SUMMATIVE TEST AND RUBRIC IN MY PORTFOLIO UNIT 4 )

PROESO PROJECT: MUSIC TEACHERS OF THE CV WITH STUDENTS PERFORMING TOGHETHER.

www.Proeso.org)

TAKING INTO ACCOUNT MY PERSONAL TEACHING CONTEXT WHAT WOULD BE THE ADVANTAGES AND DISADVANTAGES OF USING THE ELP WITH MY GROUPS

The ELP is developed by the Council of Europe .The decisive impetus to develop the ELP came from  the Rüschlikon Symposium of 1991 in collaboration with the Swiss Conference of Cantonal Directors of Education.Between 1998 and 2000 versions of ELP were developed and piloted in fifteen member states of the Council of Europe.The Swiss pilot project served as an indispensable reference for all the pilot projects.It was related to the CEFR and included detailed self-assessment checklists for the five communicative activities(Listening , Reading , Writing, Speaking Interaction and Speaking Production) at all six reference levels(A1,A2,B1,B2,C1,C2)

The ELP has three parts : Language Passaport , Language Biography and a Dossier.The ELP has two main functions: reporting and pedagogical.IT was no doubt that the seminars should focus more on the ELP’s pedagogical function than on its reporting function.Reporting function refers to the certificates and diplomas by presenting additional information about the owner’s language learning experience.Moreover it concretes evidences of a second foreign language proficiency and achievements.Pedagogical function is the practice of learners autonomy and the use of ICT in the second and foreign language learning.It takes place outside as well as inside formal education.The two functions merge in the ongoing process of self-assessment that is fundamental to make effective the ELP use through a set of learning target/goals and the evaluation of the process.

From my experience the main advantages of using the ELP would be :

1.It promotes and facilitates cooperation among  Educational Institutions in different countries.

2.It provides a mutual recognition of Language Qualifications.

3.It guarantees transparency and coherence in Language Learning in Europe.

4.It is designed to promote plurilingualism and Language Learning in Europe.
5.It increases  the self-assessment awareness through a set of  targets (I cant/I can't) in the five different skills (reading, writing, listening , speaking production and speaking interaction) at the different levels A1,A2,B1,B2,C1,C2 depending on the level of your student.

 6.It fosters the development of learner autonomy.

7.It improves your communicative skills.

8.It motivates to continue studying languages managing life long learning.

9.It implements your possibilities of making your own linguistic profile in order to find a job.

10.Fostering self-assessment awareness.

11.There is a version to make it accessible from whatever place.

12.It is for you. It is NOT imposed.It is your property.

13.It fosters the mobility of teachers and students around Europe.

14.It refers to a reflective work.

15.It develops a standard language.Unity in diversity.

16.It fosters critical thinking.

On the other hand, we could talk about some disadvantages of the ELP:

1.It implies Universities and Administration in order to train the teachers to use the ELP in a correct way.Teachers need to be trained in recycling and participating in methodogical courses from the CONSELLERIA.

2.Using ELP could/should be extended to other disciplines.

3.The teacher has to be a guide instead of the person who knows all the contents.

4.It means to increase the responsibility and autonomy of the student.Many times , it is not easy.

5.The criteria of self-assessment of the students could not be the same of the criteria from the teacher and European Framework.

6.Educative Centers have to apply for ELP to the CONSELLERIA after being asked to the CONSELL ESCOLAR .The School Committee must grant permission before it is enforced.

7.Educative Inspection will guarantee the normal and correct use of the ELP .

8.The CONSELLERIA will organize sessions for sharing experiences especially in the e-PEL(+14) ELP.

In conclusion teaching through the ELP can be an enriching experience for learning to learn and to make the students more aware of their assessment .