Listen and learn: Snapshot Snapshots are a pairing of two 20 minute presentations followed by a 5 minute Q & A.
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I view my work as an educator to be passionate about the discipline and to share that enthusiasm with my students. Depending on the level of the course, the musical complexity at the beginning of the term may be simpler, delivered in smaller chunks, with opportunities for application and rehearsal to build student confidence. The activities often take place in small groups, especially for non-music major courses to reduce anxiety of music note reading, singing, or whatever intimidates typical non-majors. Learners are encouraged to connect whatever we discuss to their world. If we discuss line and melody, then I want a students to reflect on a melody that they remember.
It has been a very emotional experience for students discussing the melodies or lyrics of songs played at funerals or weddings over the past few years of family members. Through the sharing of their understandings, and asking questions about melody can do or sound like, we all get to explore musical links to YouTube of crazy performances and wildly amazing sounds! A community of learners develops despite being “remote” or “distanced learners” as defined by the University. We are more likely closer as a cohesive group of students than many face-to-face class students by the end.
The new learning about melody attached to a vivid experience in the student’s life – and they understand how it could sound, move, or act because of all the ways their peers answered in the discussion forum. Students crowd sourced their peers to create an answer of what "melody" is and can do in music. Now they remember melody and we can move to the next element of music the next week. Feedback to students is primarily in the discussion forum, yet some in private (constructive criticism).
I encourage students to use their strengths to listen and think critically about questions to ask and how their respond to peers’ questions as well. The quality of questions is praised in the course, yet great answers are equally coveted in a class poll each week. The use of exotic, classic, and even music examples featuring the professor made it into the course as favorite themes! This evidences much more research on the student behalf than reading and posting a reflection. It became FUN! The students had agency, took control over their learning & were inspired. What more can a teacher ask for in an online course?
Question-driven classroom - 10 minutes
Creation of discussion forums for students - 10 minutes
Grading rubrics and feedback to students - 5 minutes
Q&A - 5 minutes
Glantz, E., Gamrat, C., Lenze, L., & Bardzell, J. (2021). Improved Student Engagement in Higher Education’s Next Normal. EDUCAUSE.
Jackson, S. H. (2019). Student Questions: A Path to Engagement and Social Presence in the Online Classroom. Journal of Educators Online, 16(1), 1-7.
Kahn, P., Everinton, L., Kelm, K., Reid, I., & Watkins, F. (2016). Understanding student engagement in online learning environments: The role of reflexivity. Education Tech Research Development, 65, 203-218.
Mandernach, B. J. (2020). 10 Strategies to Foster Engagement and Participation in Your Asynchronous Online Course. Magna Publications. Maxwell, J. C. (2014). Good Leaders Ask Great Questions. Time Warner Trade Publishing.
Piscitelli, S. (2018). Student Motivation: Practical Strategies that Will Increate Engagement, Learning & Persistence. Magna Publications.
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