The Value of Prerequisites:
A Link between Understanding and Progression
Vicki Baard & Ted Watts
Macquarie University
e-journal of Business Education & Scholarship of Teaching
Vol. 2, Iss. 1, 2008
Summary- Lynn Barnsback
CTCH 602 Spring 2009
“The concept of progression which focuses on the advances in students learning over time is important for planning the structure of a curriculum.”
The article reviews the need for and use of prerequisites in regard to student understanding and progression. I choose to review this since I intend to teach a required course in a business school and wondered about the reasoning and research behind required prerequisites.
Prerequisites are a gate keeping tool, allowing for a minimum level of understanding that prepares students to take advanced subjects. At least this is how administrators and instructors view them. Students often question them, wondering why they must study something “not directly part of their major”. Most schools aim to have students learning over time and with progression, prerequisite coursed help fulfill that goal.
Baard & Watts studied Accounting/Finance majors taking a Principals of Finance course, a second year finance course, when Business Statistics was not made a pre-requisite for them. The study was done in Australia
They were able to conduct the survey on four years worth of grades by Accounting/Finance majors. The Statistics course is not required yet at the school, is only offered during one semester, and students are able to enroll into the program mid year, with some taking the Statistics class along with the Principals of Finance. Other students have an exception from the course. As a result there is data available on grades for students having taken the class, and others who have not. They broke the data out by average marks by sex, those who received exemptions, those without exemptions, those who completed the Statistics class and those who did not. The students who had completed the Business Statistics classes received the best grades. The students given exemptions for prior experience at other institutions also received good grades, though not as high.
The results showed that “performance in Business Statistics is useful in predicting performance in Principles of Finance”. They supported the claim that Business Statistics should be adapted as a pre-requisite for Principles of Finance. It concurs with previous studies for intermediate accounting students who also passed a prerequisite class and did better than other students in the accounting class. “Discipline-specific prerequisites provide students with a minimum level of understanding required to undertake advanced subjects and improve student’s chance of success”. While not studied specifically, it appears that prerequisites reduce the “risk of failure in advanced” subjects, thus helping students to learn and progress through their university careers.
After reading this journal, I feel armed with the statement “studies show that prerequisites help you do better in your major” and can say it to my students with conviction. Progression in learning is fundamental and will lead to their ultimate success.
Tuesday, April 28, 2009
Saturday, April 25, 2009
Course Preparation Assignments: A Strategy for Creating Discussion-Based Courses
Author(s): David Yamane
Source: Teaching Sociology, Vol. 34, No. 3 (Jul., 2006), pp. 236-248
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/20058490
Naliyah’s Blog
The article discusses the idea of Course Preparation Assignments, which prepare the students to have class discussions. The focus is on creating a discussion-based course (even for large classes) where the professor leads, facilitates, and coordinates discussions instead of always lecturing.
The author argues that the way to have a successful discussion-course is by having structured discussions. In order to do this students must have read and thought about course material prior to class. The author says that this can be done through course preparation assignments (CPA’s) in which students must read and then think about a specific chapter or section of the textbook and complete “a written response to a question or problem the assignment sets up” prior to class (pg. 238).
The CPA’s have the same structure: (1) an introductory statement, (2) an objective for the assignment, (3) some background information relevant to the topic (if appropriate or necessary), and (4) the writing assignment itself” (pg. 238). The author warns that CPA’s have to be based off of authentic questions and that their cannot be one right answer. You have to be prepared for a bit of uncertainty when doing this because discussions can lead many places which you may not have anticipated.
In class, the author suggests first having students work in small discussion groups before having the larger class discussion. The author requires students to bring copies of their CPA’s to class with them and grades them on credit/no credit basis.
EXAMPLE of Author’s CPA (pgs. 247-248)
Chapter 12 Course Preparation Assignment: Hypothesis on Racial Inequality in America
Introduction: Still an American Dilemma?
In 1944, Swedish sociologist Gunnar Myrdal published a landmark study of American race relations. He maintained that the
principles of equality at the heart of the U.S. Constitution clashed with the unequal treatment of African Americans which he observed historically and at the time he was writing. This, for Myrdal, was An American Dilemma (the title of his famous book).
While the position of African-Americans (and other racial minorities) has improved since then, inequalities remain. These inequalities are of great interest to sociologists.
Objective
To describe and analyze the causes of racial inequality in the contemporary United States.
Background
Consider the following data from the U.S. Census Bureau for 2001:
Median Family Income Percent of White Income
Whites $47,041 100
Blacks $29,939 64
Assignment
1. Read Chapter 12 of the textbook on racial inequality to familiarize yourself with its forms, causes, and consequences.
2. Generate at least five testable hypotheses you believe might account for the differences in income given above. In other words, the differences in income are your dependent variable. What are the independent variables? Note: Start with the hypotheses you think are most important or plausible; then go on to list rival hypotheses that you think are less important or less plausible and would therefore want to test and disprove as a sociologist. Remember: since you want to generate testable hypotheses, you need to be as specific as possible in formulating answers (pgs. 247-248).
This idea of a discussion-based course can be implemented in almost any discipline or even job-training arena which makes CPA’s a great technique to hone.
Source: Teaching Sociology, Vol. 34, No. 3 (Jul., 2006), pp. 236-248
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/20058490
Naliyah’s Blog
The article discusses the idea of Course Preparation Assignments, which prepare the students to have class discussions. The focus is on creating a discussion-based course (even for large classes) where the professor leads, facilitates, and coordinates discussions instead of always lecturing.
The author argues that the way to have a successful discussion-course is by having structured discussions. In order to do this students must have read and thought about course material prior to class. The author says that this can be done through course preparation assignments (CPA’s) in which students must read and then think about a specific chapter or section of the textbook and complete “a written response to a question or problem the assignment sets up” prior to class (pg. 238).
The CPA’s have the same structure: (1) an introductory statement, (2) an objective for the assignment, (3) some background information relevant to the topic (if appropriate or necessary), and (4) the writing assignment itself” (pg. 238). The author warns that CPA’s have to be based off of authentic questions and that their cannot be one right answer. You have to be prepared for a bit of uncertainty when doing this because discussions can lead many places which you may not have anticipated.
In class, the author suggests first having students work in small discussion groups before having the larger class discussion. The author requires students to bring copies of their CPA’s to class with them and grades them on credit/no credit basis.
EXAMPLE of Author’s CPA (pgs. 247-248)
Chapter 12 Course Preparation Assignment: Hypothesis on Racial Inequality in America
Introduction: Still an American Dilemma?
In 1944, Swedish sociologist Gunnar Myrdal published a landmark study of American race relations. He maintained that the
principles of equality at the heart of the U.S. Constitution clashed with the unequal treatment of African Americans which he observed historically and at the time he was writing. This, for Myrdal, was An American Dilemma (the title of his famous book).
While the position of African-Americans (and other racial minorities) has improved since then, inequalities remain. These inequalities are of great interest to sociologists.
Objective
To describe and analyze the causes of racial inequality in the contemporary United States.
Background
Consider the following data from the U.S. Census Bureau for 2001:
Median Family Income Percent of White Income
Whites $47,041 100
Blacks $29,939 64
Assignment
1. Read Chapter 12 of the textbook on racial inequality to familiarize yourself with its forms, causes, and consequences.
2. Generate at least five testable hypotheses you believe might account for the differences in income given above. In other words, the differences in income are your dependent variable. What are the independent variables? Note: Start with the hypotheses you think are most important or plausible; then go on to list rival hypotheses that you think are less important or less plausible and would therefore want to test and disprove as a sociologist. Remember: since you want to generate testable hypotheses, you need to be as specific as possible in formulating answers (pgs. 247-248).
This idea of a discussion-based course can be implemented in almost any discipline or even job-training arena which makes CPA’s a great technique to hone.
Wednesday, April 22, 2009
The Inclusion of Disability in Introductory Sociology Textbooks
Author(s): Diane E. Taub and Patricia L. Fanflik
Source: Teaching Sociology, Vol. 28, No. 1 (Jan., 2000), pp. 12-23
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/1319418
Naliyah’s Blog
The authors argue that sociology is a discipline often used to highlight diversity and inclusion. However, one area that is often overlooked is that of physical differences in ability. The authors did content analysis of 25 textbooks from 1996-1998 examining them for “textual representation of disability and pictorial depiction of individuals with disabilities” (pg. 12). They identified two major themes: “disability as a defining social characteristic and disability as a basis for minority group membership” (pg. 12). The authors then discuss how individuals with disabilities might be portrayed in a more comprehensive manner. Some of their suggestions include: integrating photos of people with visible disabilities throughout texts rather than just in specific chapters where disability is discussed, not labeling captions of photos with words such as “crippled, blind” instead of calling people disabled, referring to them as “people who have disabilities,” having class discussions around the ways in which people with disabilities are active agents in countering challenges instead of painting them as victims of discrimination, discussing the range of disabilities one may have such as those that are not visible to include things such as mental illness.
This is a very important subject. Not simply for people taking sociology courses, but in advocating for us to educate able-bodied people about those who differ from themselves. I remember my professor in community college specifically having conversations with us about needing to hear from the perspectives of our classmates who were not able-bodied and to understand that not all of their situations were the same.
For instance, one of our classmates had cerebral palsy; he could not control his body and was in a wheel chair. He would drool and his head would lean off to one side while his arm would be upright with his wrist bent (in the fashion people often imitate when making fun of someone they call “retarded”). He could not speak and had a computer where he typed his answers which the computer than spoke aloud to the class.
By all appearances, people would assume he was mentally handicap. However, it couldn’t have been farther from the truth. He was a brilliant man who had absolutely no form of retardation; his body simply couldn’t do what he wanted it to. With the help of his computer and personal aid he wrote a story for a class paper (which he gave all of us) about his life and how people assume he is retarded. I have NEVER looked at people who are not able bodied the same way. I now understand that each person has very different experiences, needs, circumstances and that you cannot assume anything about the person and their intellectual capabilities by appearance.
I had another friend at the school, who had a less severe form of cerebral palsy. She could talk and function a little more independently, but still told me of what it was like to be 30 years old and still look like a kid and have her mom constantly in her life (as if she were still a child) unable to live as an adult.
What I learned from those classmates was the importance of educating others about the variety of challenges and differences they face. I also saw that we have so much we can gain from those who are not able-bodied and therefore must make sure they are not shut out of our learning and work environments nor our social arenas. This means that we must take an active role in accommodating and including students who are not able-bodied, just as we would someone who is a non- native English speaker or someone who has test anxiety. So when we talk about diversity we must make sure not to leave out those individuals so often forgotten about. Their stories are just as important as any other individuals’.
Source: Teaching Sociology, Vol. 28, No. 1 (Jan., 2000), pp. 12-23
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/1319418
Naliyah’s Blog
The authors argue that sociology is a discipline often used to highlight diversity and inclusion. However, one area that is often overlooked is that of physical differences in ability. The authors did content analysis of 25 textbooks from 1996-1998 examining them for “textual representation of disability and pictorial depiction of individuals with disabilities” (pg. 12). They identified two major themes: “disability as a defining social characteristic and disability as a basis for minority group membership” (pg. 12). The authors then discuss how individuals with disabilities might be portrayed in a more comprehensive manner. Some of their suggestions include: integrating photos of people with visible disabilities throughout texts rather than just in specific chapters where disability is discussed, not labeling captions of photos with words such as “crippled, blind” instead of calling people disabled, referring to them as “people who have disabilities,” having class discussions around the ways in which people with disabilities are active agents in countering challenges instead of painting them as victims of discrimination, discussing the range of disabilities one may have such as those that are not visible to include things such as mental illness.
This is a very important subject. Not simply for people taking sociology courses, but in advocating for us to educate able-bodied people about those who differ from themselves. I remember my professor in community college specifically having conversations with us about needing to hear from the perspectives of our classmates who were not able-bodied and to understand that not all of their situations were the same.
For instance, one of our classmates had cerebral palsy; he could not control his body and was in a wheel chair. He would drool and his head would lean off to one side while his arm would be upright with his wrist bent (in the fashion people often imitate when making fun of someone they call “retarded”). He could not speak and had a computer where he typed his answers which the computer than spoke aloud to the class.
By all appearances, people would assume he was mentally handicap. However, it couldn’t have been farther from the truth. He was a brilliant man who had absolutely no form of retardation; his body simply couldn’t do what he wanted it to. With the help of his computer and personal aid he wrote a story for a class paper (which he gave all of us) about his life and how people assume he is retarded. I have NEVER looked at people who are not able bodied the same way. I now understand that each person has very different experiences, needs, circumstances and that you cannot assume anything about the person and their intellectual capabilities by appearance.
I had another friend at the school, who had a less severe form of cerebral palsy. She could talk and function a little more independently, but still told me of what it was like to be 30 years old and still look like a kid and have her mom constantly in her life (as if she were still a child) unable to live as an adult.
What I learned from those classmates was the importance of educating others about the variety of challenges and differences they face. I also saw that we have so much we can gain from those who are not able-bodied and therefore must make sure they are not shut out of our learning and work environments nor our social arenas. This means that we must take an active role in accommodating and including students who are not able-bodied, just as we would someone who is a non- native English speaker or someone who has test anxiety. So when we talk about diversity we must make sure not to leave out those individuals so often forgotten about. Their stories are just as important as any other individuals’.
College teaching; Just in time teaching
This article in the Spring 2009 issue of College Teaching suggests that teachers communicate with students before class with two questions about the reading for the class; "What was the most difficult part of the reading?" and "What was the most interesting part of the reading?" or "What was the most relevant to you in the cless reading?". When students respond with specifics the instructor can address the students questions more effectively during the class. Students can write to a class blog or a site on blackboard before class to let the instructor know what problems they had with the material for class. Instructors are then able to effectively address students questions during the class encouraging a deeper understanding of the material before leaving one topic and moving to another.
This methodology was executed for a physics class and it was found that the grades improved overall when students used the class bolg to respond to questions on the class material.
This methodology was executed for a physics class and it was found that the grades improved overall when students used the class bolg to respond to questions on the class material.
Wednesday, April 15, 2009
Brief In-class Role Play- CTCH 602
Brief In-class Role Plays:
An Experiential Teaching Tool Targeted to Generation Y Students
Jane Z. Sojka
Mark S.B. Fish
Marketing Education Review
Volume 18, Number 1 (Spring 2008)
Blog: Lynn Barnsback
Generation Y is the largest group of business educated students in history. They are three times the size of Gen X. It is worthwhile to consider their value orientation and adapt teaching tools for them. According to Fontczak & Kelly (2000) “Effective learning occurs when students are more actively involved with an experience then reflect on that experience”. This is called experiential learning. Its benefits include: increased enthusiasm, increased performance on assignments, higher levels of learning, improvements in critical thinking & problem solving.
Role playing, a time honored teaching tool, is frequently used in business classes, specifically selling. While role playing does achieve many of the above mentioned benefits of experiential learning, it can be complicated and time consuming. The authors contend that Gen Y has shortened attention spans and “learn best from situations that are both interactive and entertaining and prefers a personalized approach.” They describe them as fast paced multitaskers who are used to “sound bites”. They believe that short activities are more likely to keep their attention. Gen Y is also immersed in “real-life” experiences like no generation before with reality TV and the 24/7 interactivity of the internet. To work with these unique characteristics, the authors worked on a program of Brief In class Role Plays (BIRPs). It is an adaptation of a traditional tool to these new learning styles allowing a student to make a personal connection to a concept being taught.
The BIRPs are based on real situations for sales representatives. Advantages of the BIRP is that it can be read quickly, (they are only a paragraph or two long), read in class, and multiple issues can be reviewed because of the limited time commitment. They are a quick way to add discussion topics not found in the text. A reality TV type of situation makes them “fun”. Because they are “bare bones” the students can personalize them and improvise. . The authors also suggest having the students create a BIRP as an assignment after interviewing a sales representative. BIRPs focus on the unexpected, “What would you do” situation. They allow students to think and consider their actions and reactions to a situation
The method of evaluation was minimal. Student evaluations of the class were used. Students were asked to identify what helped them learn and 46% commented specifically on the BIRPs. They feel that while the students can “ apply class knowledge to real world personal observation” they believe further study is necessary so they can better understand what students did learn and what about the BIRPs was educational. Also, that while Gen Y make like the shorter version, the longer traditional Role Play might be better suited to some topics.
I liked the article and its ideas. I believe the BIRPs are a good teaching tool because of time constraints both in and out of the classroom. These could be employed periodically. They can be used as time permits throughout the semester. They also might be a helpful tool prompting students to participate in the class in meaningful ways.
An Experiential Teaching Tool Targeted to Generation Y Students
Jane Z. Sojka
Mark S.B. Fish
Marketing Education Review
Volume 18, Number 1 (Spring 2008)
Blog: Lynn Barnsback
Generation Y is the largest group of business educated students in history. They are three times the size of Gen X. It is worthwhile to consider their value orientation and adapt teaching tools for them. According to Fontczak & Kelly (2000) “Effective learning occurs when students are more actively involved with an experience then reflect on that experience”. This is called experiential learning. Its benefits include: increased enthusiasm, increased performance on assignments, higher levels of learning, improvements in critical thinking & problem solving.
Role playing, a time honored teaching tool, is frequently used in business classes, specifically selling. While role playing does achieve many of the above mentioned benefits of experiential learning, it can be complicated and time consuming. The authors contend that Gen Y has shortened attention spans and “learn best from situations that are both interactive and entertaining and prefers a personalized approach.” They describe them as fast paced multitaskers who are used to “sound bites”. They believe that short activities are more likely to keep their attention. Gen Y is also immersed in “real-life” experiences like no generation before with reality TV and the 24/7 interactivity of the internet. To work with these unique characteristics, the authors worked on a program of Brief In class Role Plays (BIRPs). It is an adaptation of a traditional tool to these new learning styles allowing a student to make a personal connection to a concept being taught.
The BIRPs are based on real situations for sales representatives. Advantages of the BIRP is that it can be read quickly, (they are only a paragraph or two long), read in class, and multiple issues can be reviewed because of the limited time commitment. They are a quick way to add discussion topics not found in the text. A reality TV type of situation makes them “fun”. Because they are “bare bones” the students can personalize them and improvise. . The authors also suggest having the students create a BIRP as an assignment after interviewing a sales representative. BIRPs focus on the unexpected, “What would you do” situation. They allow students to think and consider their actions and reactions to a situation
The method of evaluation was minimal. Student evaluations of the class were used. Students were asked to identify what helped them learn and 46% commented specifically on the BIRPs. They feel that while the students can “ apply class knowledge to real world personal observation” they believe further study is necessary so they can better understand what students did learn and what about the BIRPs was educational. Also, that while Gen Y make like the shorter version, the longer traditional Role Play might be better suited to some topics.
I liked the article and its ideas. I believe the BIRPs are a good teaching tool because of time constraints both in and out of the classroom. These could be employed periodically. They can be used as time permits throughout the semester. They also might be a helpful tool prompting students to participate in the class in meaningful ways.
Waste Is Our Business, Inc.: The importance of non-financial information in the audit planning process: case study
The article is from the Journal of Accounting Education, Sept 2008. The article is typical for this journal because it discusses the use of case studies in developing analysis and critical thinking skills in studemts. The purpose of the case study is to have the students consider information outside of the financial statements when performing an audit. Too often the focus of an audit ,from a students perspective, is on the financial statements and not on anecdotal information. Sometimes the most relevant information is gained by having conversations with staff and management. These conversations will give you insight into the culture of a company, how they value their employees, how they regard their customers and vendors and the company’s management style. For additional information, auditors will also ask to see the code of ethics for a company and will ask employees if they are aware that the company has a code of ethics and if so, have they read it or do they know where they can find it to read. Auditors also review the minutes of Board meetings and look for articles in the paper to gain additional information about the company and its business dealings.
Students studying accounting will have to take a course in auditing and gain an understanding of the audit planning and process . If they are not currently employed in the field of accounting and have not had the opportunity to be involved in an audit these case studies will serve as a good learning tool about how an audit is conducted. The business cases presented as examples usually have a twist where someone in the company is presenting information that is potentially misleading and possibly fraudulent in nature. Students are confronted with conflicting facts and figures and must map out how to determine what exactly is wrong with the corporate picture as presented. This certainly helps the students develop critical thinking and analysis skills that they will have to rely on as a professional.
The students who worked on this case study gave this a good rating in so far as achieving the stated learning objectives. It is difficult to determine the best methods for teaching certain subjects in accounting. Educators should continue to share their experiences so as a community we can have more resources to develop a diverse and challenging curriculum for accounting students.
Students studying accounting will have to take a course in auditing and gain an understanding of the audit planning and process . If they are not currently employed in the field of accounting and have not had the opportunity to be involved in an audit these case studies will serve as a good learning tool about how an audit is conducted. The business cases presented as examples usually have a twist where someone in the company is presenting information that is potentially misleading and possibly fraudulent in nature. Students are confronted with conflicting facts and figures and must map out how to determine what exactly is wrong with the corporate picture as presented. This certainly helps the students develop critical thinking and analysis skills that they will have to rely on as a professional.
The students who worked on this case study gave this a good rating in so far as achieving the stated learning objectives. It is difficult to determine the best methods for teaching certain subjects in accounting. Educators should continue to share their experiences so as a community we can have more resources to develop a diverse and challenging curriculum for accounting students.
Monday, April 13, 2009
Yoga within the Music Studio
By Evelyn Lee Soen
The Journal of National Music Teachers Association
August/September 2004
I subscribed this magazine for 6 years and believed that I faithfully went through all the articles before I became a mom. This article I chose to report was published in 2004, so no excuse for that.
I first learned yoga in 2000 and practiced until I began to have a different life style. Sometimes I was too tired to bring my yoga mat to the floor. When my hands were free from my babies, I just wanted to rest or clean the house more than anything before they needed me. I'd often say to myself that I'll just practice the breathing technique instead of the whole 45 minute ritual. And it's been pretty much like that since 2005.
When I read this article, I thought of myself as a former piano teacher, who once incorporated yoga during regular piano lessons and summer camps. I started to teach students yoga after I noticed health benefit and improvements in my posture and muscle tension. Students found it interesting and they also liked to stretch their body before and after their lessons.
The author, Soen was motivated to incorporate yoga in her studio when she noticed her students were feeling too tired, sleepy or lack of concentration. I also tried small talk, a short game or sight reading, and it seemed to help students somewhat to think of music. However, while their mind might be able to shift to the present, their bodies were far from ready to play an instrument. Their back was tense from carrying a heavy backpack, their legs and arms were too tired from their extra school activities... and the list went on and on.
Soen had the same problems with her students. She thought that asking students to play scale and arpeggios before playing their pieces may not help them. Thus she began her search to help her students and found the answer in her own yoga practice. She believed that yoga can be another tool for music teachers to help students in their attempt to unlock and liberate the capacity to play an instrument. She chose the simplest poses that can be practiced while sitting or standing. She says that teachers can choose one or two poses for each lesson according to the student's age and length of the lesson. She believes that the added benefit to the teacher is a better transition and relaxed time between students.
When I added a little yoga session in my regular lesson, my students seemed to enjoy the time. So the summer of 2002, I designed a 6-week summer piano lessons with yoga, and it became one of my students' favorite summer camp themes. I asked students to do yoga before and after they practice at home so they could actually feel relaxed as they play music.
The benefits of yoga practice are well known. Many musicians also practice yoga and they get benefits from it. But not many of them teach yoga for their students. I believe that even a simple breathing technique and stretching can change the learning environment. It helps with performance anxiety, muscle tension, and it also can prevent injuries many musicians experience.
As I prepare to be in the teaching scene again, I often think about my former students -the students I taught when I was in my early 20's, in my late 20's and the students I taught in my 30's. I wonder where they are now and where they stand musically. I wonder if they ever think of the lessons they had with me and remember the life lessons I tried to teach them: music does not exist in the manuscript papers; music is in the place where you can truly think, hear, feel and sing. It doesn't have to be "note-perfect" because it becomes art when you become true to yourself as you play. Music learning can be fun, different and effective when a teacher's little personal touches are added. I know I'll remember that when I stand in front of the older kids.
The Journal of National Music Teachers Association
August/September 2004
I subscribed this magazine for 6 years and believed that I faithfully went through all the articles before I became a mom. This article I chose to report was published in 2004, so no excuse for that.
I first learned yoga in 2000 and practiced until I began to have a different life style. Sometimes I was too tired to bring my yoga mat to the floor. When my hands were free from my babies, I just wanted to rest or clean the house more than anything before they needed me. I'd often say to myself that I'll just practice the breathing technique instead of the whole 45 minute ritual. And it's been pretty much like that since 2005.
When I read this article, I thought of myself as a former piano teacher, who once incorporated yoga during regular piano lessons and summer camps. I started to teach students yoga after I noticed health benefit and improvements in my posture and muscle tension. Students found it interesting and they also liked to stretch their body before and after their lessons.
The author, Soen was motivated to incorporate yoga in her studio when she noticed her students were feeling too tired, sleepy or lack of concentration. I also tried small talk, a short game or sight reading, and it seemed to help students somewhat to think of music. However, while their mind might be able to shift to the present, their bodies were far from ready to play an instrument. Their back was tense from carrying a heavy backpack, their legs and arms were too tired from their extra school activities... and the list went on and on.
Soen had the same problems with her students. She thought that asking students to play scale and arpeggios before playing their pieces may not help them. Thus she began her search to help her students and found the answer in her own yoga practice. She believed that yoga can be another tool for music teachers to help students in their attempt to unlock and liberate the capacity to play an instrument. She chose the simplest poses that can be practiced while sitting or standing. She says that teachers can choose one or two poses for each lesson according to the student's age and length of the lesson. She believes that the added benefit to the teacher is a better transition and relaxed time between students.
When I added a little yoga session in my regular lesson, my students seemed to enjoy the time. So the summer of 2002, I designed a 6-week summer piano lessons with yoga, and it became one of my students' favorite summer camp themes. I asked students to do yoga before and after they practice at home so they could actually feel relaxed as they play music.
The benefits of yoga practice are well known. Many musicians also practice yoga and they get benefits from it. But not many of them teach yoga for their students. I believe that even a simple breathing technique and stretching can change the learning environment. It helps with performance anxiety, muscle tension, and it also can prevent injuries many musicians experience.
As I prepare to be in the teaching scene again, I often think about my former students -the students I taught when I was in my early 20's, in my late 20's and the students I taught in my 30's. I wonder where they are now and where they stand musically. I wonder if they ever think of the lessons they had with me and remember the life lessons I tried to teach them: music does not exist in the manuscript papers; music is in the place where you can truly think, hear, feel and sing. It doesn't have to be "note-perfect" because it becomes art when you become true to yourself as you play. Music learning can be fun, different and effective when a teacher's little personal touches are added. I know I'll remember that when I stand in front of the older kids.
Responses to courses on Inequality
Davis, Nancy J. (1992). Teaching about Inequality: Student Resistance, Paralysis, and Rage. Teaching Sociology. 20(3) 232-238.
In this article the author addresses three basic classroom responses to discussions of systematic inequality in American life. This subject can be touchy in a culture that socializes its young to view inequality as a natural division between winners and losers, and the result of a fair competition for resources. The three class types and some strategies are listed below.
The resistance class: This class resists the idea of stratification as a societal trait, and clings to the idea of a meritocracy.
You must find ways for them to report on inequality themselves. You ranting about it will be seen as political correctness, and the forcing of your “opinions” upon them. The author recommends such writing assignments as “Imagine if you were born the other gender” to highlight the impact gender stratification has on everyone’s life. You must find a way to shift the reporting of the inequality to the students.
The paralyzed class:
This class is usually the result of providing little or no historical context when discussing inequality. If the present is not discussed in the historical context of previous social change, students will correctly feel paralyzed. Students need to be presented with realistic ways in which they can make a difference. This is similar to the idea presented in the doom and gloom article.
The enraged class:
Anger can be a gift to help motivate students to get involved; however rage can also lead to reductionist (and therefore not sociological) thinking. Capitalism, white racism, patriarchy, or heterosexism can be seen as THE problem in the world, and not one dimension of stratification.
These enraged classes can become uncomfortable for students that feel silenced, uncomfortable, or attacked. Anonymous essays can be read and discussed; this separates the idea from the student.
Sunday, April 12, 2009
The Time is Right
The Time is Right - A Syllabus Assessment Program for the U.S.
by Scott McBride Smith
The Journal of Music Teachers National Association
August/September 2004
You want to take a private music lesson. And your teacher tells you that you are required to take national standard music exams and you must pass in order to study music. You thought you just wanted to learn the instrument and have some fun. But tests? What are are we talking about here?
I found an interesting fact I never knew about Canadian and other countries' music education as I read this article. In Canada, there is a high-quality nationwide curriculum and assessment program to encourage music students to achieve a superior level of musical accomplishment. We are not talking about only public music education. It's about all music education system includes private lesson. More eye-opening facts are coming up. So keep scrolling!
In Canada, a student may receive academic credit for his or her private music study; his or her parents can deduct the examination fee from their tax bills as an educational expense. If you want to be a flute major at a Canadian university or school of music, you'll have to be a pretty good pianist. Good grades are going to be needed in music theory, ear training, sight singing, sight reading, pitch recall and rhythm recognition prior to your entrance to the school. Canadian schools won't even consider you for admission if you don't already have those accomplishments, no matter what your instrument.
Besides Canada, the author adds England and Australia for the countries with excellent national evaluation programs. Those countries run several national standard programs to lead students to higher level of learning music. Now the author wonders why the U.S. does not offer nationwide syllabus examination system despite of large population of music learners. He addresses why we need such programs for our music education system. He gives some thoughts for music educators in the U.S. The list is following:
by Scott McBride Smith
The Journal of Music Teachers National Association
August/September 2004
You want to take a private music lesson. And your teacher tells you that you are required to take national standard music exams and you must pass in order to study music. You thought you just wanted to learn the instrument and have some fun. But tests? What are are we talking about here?
I found an interesting fact I never knew about Canadian and other countries' music education as I read this article. In Canada, there is a high-quality nationwide curriculum and assessment program to encourage music students to achieve a superior level of musical accomplishment. We are not talking about only public music education. It's about all music education system includes private lesson. More eye-opening facts are coming up. So keep scrolling!
In Canada, a student may receive academic credit for his or her private music study; his or her parents can deduct the examination fee from their tax bills as an educational expense. If you want to be a flute major at a Canadian university or school of music, you'll have to be a pretty good pianist. Good grades are going to be needed in music theory, ear training, sight singing, sight reading, pitch recall and rhythm recognition prior to your entrance to the school. Canadian schools won't even consider you for admission if you don't already have those accomplishments, no matter what your instrument.
Besides Canada, the author adds England and Australia for the countries with excellent national evaluation programs. Those countries run several national standard programs to lead students to higher level of learning music. Now the author wonders why the U.S. does not offer nationwide syllabus examination system despite of large population of music learners. He addresses why we need such programs for our music education system. He gives some thoughts for music educators in the U.S. The list is following:
- Establishing a fair, but challenging, standard to motivate students especially young and less-motivated.
- Developing a curriculum that trains students for a lifetime of music making. In this curriculum, it needs to include pain-free, efficient practice technique, music history, music theory, harmony, and sight reading and playing.
- Choosing well-qualified adjudicators and working with them to ensure a uniform criterion of judgement.
- Agreeing to act together to set standards for the kind of teaching we do and to educate the public about them.
- Working to challenge our students to reach a high standard, the very best of which each is capable.
- Accepting the fact that professional fee
- Participating in a program that is user friendly and does not make unreasonable demands on participants and organizers.
Smith believes that the countries with national curriculum program encourage and challenge students to study music with more serious manner. He also says that the students study music longer and they reach a higher level of musical accomplishment. He continues that a study in Canada demonstrated that students who participate in such examinations, on average, almost two years longer than the normal students.
Does the U.S. have such a program? The answer is Yes, but they are not like the programs in England or Canada. Smith believes that music education can be more effective through its assessment program and it needs to be formalized and spreaded to all music learners. I agree with Smith's view, yet I think the program needs to be user friendly and gives the learners positive impact at the same time. Yes, examinations help students because when we have something to work for, we work a lot harder. So do we need this? Yes. If we want music study to be a respected, educationally valid part of every student's life study. And I believe that when students take art education more seriously, they also will be able to learn and earn the benefits the art education offers.A Great Assignment for Social Class
Tynes, Sheryl.(2001) Bringing Social Class Home: The Social Class Genealogy and Poverty Lunch Projects. Teaching Sociology. 29(3) 286-298.
(1) the social class of their parents (one or both) and grandparents (e.g., jobs, education, home ownership, etc.);
(2) government programs that provide/provided economic benefits to their family or them- selves (e.g., agricultural subsidies, the GI Bill, VA home loans, college loans, tax credits, food stamps, etc.);
(3) the timing and details of the student's first childhood memory of messages/awareness of social class;
(4) the timing and details of their first childhood memories of messages/awareness of race.
I believe this assignment lets students practice applying the sociological imagination, highlights the important role of social policy in social mobility, and illustrates the socialization process surrounding both social class and race.
Saturday, April 11, 2009
"Just What is Sociology?"
The View from the Community College
NANCY WENDLANDT STEIN
Normandale Community College
-Naliyah’s Blog
The article looks at how university and community college settings differ when it comes to conceptualizing and teaching sociology. Wendlandt-Stein notes that while university settings are the most common and sought after ones, it is of use to compare them with community colleges which are becoming increasingly popular and thus may be the first contact undergraduates have with sociology. The author says that university systems tend to be similar across the board in the U.S. but community colleges vary quite dramatically in their organizations from state to state. Due to the diversity in the community college systems it is not possible to generalize the study to all community colleges. For the study Wendlandt-Stein chose a single case in Minnesota in which she contrasts the community college system in Minnesota with the University of Minnesota. In the study she attempts to show the similarities and differences between the systems and the “role and problems of teaching sociology and maintaining discipline boundaries in each setting” (pg. 16).
She begins with a discussion of what sociology is, arguing that there is not a clear definition of sociology. Thus, by having blurred definitions of the discipline, it is hard to draw boundaries as to what “is uniquely sociological” versus what “is not uniquely sociological” and what will be taught in courses.
Some of the differences explored in the article between the university and community college include “organizational factors including administrative structure and curriculum, faculty role expectations, and student Characteristics” (22).
The author concludes that regardless of organizational differences there does not seem to be much, if anything, that inhibits a sociologist at a community college from “teaching the same course with the same orientation and expectation as his university colleagues” (pg. 33). She makes that point that many introduction courses at universities are actually taught by advanced graduate students and thus it is quite possible that faculty at community colleges once taught similar courses in university settings during their graduate tenure. Ultimately, Wendlandt-Stein says that the similarity both community college and university students share is that upon completion of an introductory course in sociology they are both still unclear about what the boundaries of sociology are.
One thing we must be careful of is accepting the notion that universities are somehow better equipped to teach sociology simply because of their status. Clearly a large difference between a community college and university is how the departments are structured (community college less formal versus hierarchy of university, often the universities are going to have much more money, better resources and facilities and faculty who are actively publishing. However, that does not necessitate better teaching. In fact, it can mean less time for preparation of teaching especially when the university professor’s performance is more highly rated on their ability to publish widely and bring in money. Therefore it would seem quite possible that community college professors, with their smaller class sizes and community focus, would likely have the perfect atmosphere for building and maintaining relationships with students. It is also likely that such professors would have an emphasis on teaching scholarship versus notoriety in the sociological realm through publications.
NANCY WENDLANDT STEIN
Normandale Community College
-Naliyah’s Blog
The article looks at how university and community college settings differ when it comes to conceptualizing and teaching sociology. Wendlandt-Stein notes that while university settings are the most common and sought after ones, it is of use to compare them with community colleges which are becoming increasingly popular and thus may be the first contact undergraduates have with sociology. The author says that university systems tend to be similar across the board in the U.S. but community colleges vary quite dramatically in their organizations from state to state. Due to the diversity in the community college systems it is not possible to generalize the study to all community colleges. For the study Wendlandt-Stein chose a single case in Minnesota in which she contrasts the community college system in Minnesota with the University of Minnesota. In the study she attempts to show the similarities and differences between the systems and the “role and problems of teaching sociology and maintaining discipline boundaries in each setting” (pg. 16).
She begins with a discussion of what sociology is, arguing that there is not a clear definition of sociology. Thus, by having blurred definitions of the discipline, it is hard to draw boundaries as to what “is uniquely sociological” versus what “is not uniquely sociological” and what will be taught in courses.
Some of the differences explored in the article between the university and community college include “organizational factors including administrative structure and curriculum, faculty role expectations, and student Characteristics” (22).
The author concludes that regardless of organizational differences there does not seem to be much, if anything, that inhibits a sociologist at a community college from “teaching the same course with the same orientation and expectation as his university colleagues” (pg. 33). She makes that point that many introduction courses at universities are actually taught by advanced graduate students and thus it is quite possible that faculty at community colleges once taught similar courses in university settings during their graduate tenure. Ultimately, Wendlandt-Stein says that the similarity both community college and university students share is that upon completion of an introductory course in sociology they are both still unclear about what the boundaries of sociology are.
One thing we must be careful of is accepting the notion that universities are somehow better equipped to teach sociology simply because of their status. Clearly a large difference between a community college and university is how the departments are structured (community college less formal versus hierarchy of university, often the universities are going to have much more money, better resources and facilities and faculty who are actively publishing. However, that does not necessitate better teaching. In fact, it can mean less time for preparation of teaching especially when the university professor’s performance is more highly rated on their ability to publish widely and bring in money. Therefore it would seem quite possible that community college professors, with their smaller class sizes and community focus, would likely have the perfect atmosphere for building and maintaining relationships with students. It is also likely that such professors would have an emphasis on teaching scholarship versus notoriety in the sociological realm through publications.
Wednesday, April 8, 2009
Curriculum of MBA Programs From the Perspective of Brand Managers' Professional Needs
Evaluating and Designing the Brand Management Curriculum of MBA Programs from the Perspective of Brand Managers’ Professional Needs
Ram Herstein, Arie Totem & Lirit Ables Rivin
Marketing Education Review
Volume 18, Number 2
Summer 2008
Lynn Barnsback -CTCH 602
The article is dealing with the very old institution of Brand Management and the suggestion that many MBA graduates are not prepared to apply the material to the work. Also that companies, in their desire to have quarterly profit increases have lost site of the long term goals of Brand Management.
The authors put forth the following two main issues with Brand Managers:
Short term management of brands and timer “milking” in order to make a quick and liquid profit
The tendency among brand managers to view the consumer as a nuisance rather than as a principal factor in the companies marketing activity
The knowledge and skills needed by brand managers today to apply long term visions needs to be evaluated. A change from “classic brand management to brand leadership management” (Asker & Joachimsthaler 2000) must occur to address the future challenges. The rest of the study really does address the first issue and how to make an academic change and what it might be.
There is a disconnect in MBA students who learn finance, production, legal issues and life cycle analysis and the real world needs of Brand Managers who need to be creative, sensitive to market changes and have the ability to “ act in an independent, inner directed way to adopt product lines and come up with novel marketing trends”.
Their study has two main objectives: (1) Characterize the main skills required of a Brand Manager (2) Design better Brand Management curriculum for MBA’s. In order to do this they had 200 Brand Mangers from three different product categories complete a survey. They rated the importance of 23 managerial skills and reviewed a list of the 20 most common marketing course titles (undergraduate and graduate) and asked to rate these also. The most important skills according to the study were: innovativeness, decision-making skills; ability to identify consumer needs; project management skills; verbal expression & entrepreneurship. Only one of these factors is directly related to marketing, most deal with general management issues. The second part of the study, the course titles, reviewed what were perceived as most important are the core marketing courses of Strategy and Consumer Behavior. Creativity and advertising classes were next. These specialized courses had high standards of deviation so they were apparently very important to some and not to highly rated for others.
Academics train the brand managers of the future. They need to know and understand the skills needed advanced managerial skills are the most important this study showed. Communication and risk management skills are also prized. According to the authors “the brand manager’s role in the organization must be based on more general managerial skills and less on marketing skills.” This corroborated with other studies findings that they cited. They did not go any further in evaluating how education can achieve this.
The study of courses reveled the two most important are the Marketing Strategy and Consumer Behavioral. I find this as no surprise since they are the corner stone of all programs. The Brand Managers also ranked Creativity in Marketing very high. It is not a commonly found course some leading business schools do offer it. Apparently this should be made available to more students, especially since it can prepare them to be more innovative in a competitive and saturated market. New Product Development courses scored well, leading the authors to further summarize that education should move from the study of the Marketing Mix to one that includes creating different brands. These four courses should have more emphasis placed on them and be integrated into the classical marketing courses. Further study is suggested, including a Gap Analysis.
I felt the premise of this study was interesting; however I am not sure if the survey was the best possible tool. In-depth interviews, a more costly and time consuming approach for sure, might have provided more specific insight. The fact that two classical courses ranked high is not necessarily indicative of their importance, it could be that all brand managers take these courses, were impressed by them and everyone just marked them high as a result of knowledge of the course. The statistical analysis was very in-depth and I was unable to review it with a critical eye. The authors did a fine job making their argument for the disconnect between the study of marketing and the job functions of brand management. I felt their study did little to help or provide information for the changes they said were needed.
Ram Herstein, Arie Totem & Lirit Ables Rivin
Marketing Education Review
Volume 18, Number 2
Summer 2008
Lynn Barnsback -CTCH 602
The article is dealing with the very old institution of Brand Management and the suggestion that many MBA graduates are not prepared to apply the material to the work. Also that companies, in their desire to have quarterly profit increases have lost site of the long term goals of Brand Management.
The authors put forth the following two main issues with Brand Managers:
Short term management of brands and timer “milking” in order to make a quick and liquid profit
The tendency among brand managers to view the consumer as a nuisance rather than as a principal factor in the companies marketing activity
The knowledge and skills needed by brand managers today to apply long term visions needs to be evaluated. A change from “classic brand management to brand leadership management” (Asker & Joachimsthaler 2000) must occur to address the future challenges. The rest of the study really does address the first issue and how to make an academic change and what it might be.
There is a disconnect in MBA students who learn finance, production, legal issues and life cycle analysis and the real world needs of Brand Managers who need to be creative, sensitive to market changes and have the ability to “ act in an independent, inner directed way to adopt product lines and come up with novel marketing trends”.
Their study has two main objectives: (1) Characterize the main skills required of a Brand Manager (2) Design better Brand Management curriculum for MBA’s. In order to do this they had 200 Brand Mangers from three different product categories complete a survey. They rated the importance of 23 managerial skills and reviewed a list of the 20 most common marketing course titles (undergraduate and graduate) and asked to rate these also. The most important skills according to the study were: innovativeness, decision-making skills; ability to identify consumer needs; project management skills; verbal expression & entrepreneurship. Only one of these factors is directly related to marketing, most deal with general management issues. The second part of the study, the course titles, reviewed what were perceived as most important are the core marketing courses of Strategy and Consumer Behavior. Creativity and advertising classes were next. These specialized courses had high standards of deviation so they were apparently very important to some and not to highly rated for others.
Academics train the brand managers of the future. They need to know and understand the skills needed advanced managerial skills are the most important this study showed. Communication and risk management skills are also prized. According to the authors “the brand manager’s role in the organization must be based on more general managerial skills and less on marketing skills.” This corroborated with other studies findings that they cited. They did not go any further in evaluating how education can achieve this.
The study of courses reveled the two most important are the Marketing Strategy and Consumer Behavioral. I find this as no surprise since they are the corner stone of all programs. The Brand Managers also ranked Creativity in Marketing very high. It is not a commonly found course some leading business schools do offer it. Apparently this should be made available to more students, especially since it can prepare them to be more innovative in a competitive and saturated market. New Product Development courses scored well, leading the authors to further summarize that education should move from the study of the Marketing Mix to one that includes creating different brands. These four courses should have more emphasis placed on them and be integrated into the classical marketing courses. Further study is suggested, including a Gap Analysis.
I felt the premise of this study was interesting; however I am not sure if the survey was the best possible tool. In-depth interviews, a more costly and time consuming approach for sure, might have provided more specific insight. The fact that two classical courses ranked high is not necessarily indicative of their importance, it could be that all brand managers take these courses, were impressed by them and everyone just marked them high as a result of knowledge of the course. The statistical analysis was very in-depth and I was unable to review it with a critical eye. The authors did a fine job making their argument for the disconnect between the study of marketing and the job functions of brand management. I felt their study did little to help or provide information for the changes they said were needed.
Monday, April 6, 2009
The Cartoon Society: Using "The Simpsons" to Teach and Learn Sociology
Stephen J. Scanlan and Seth L. Feinberg
Teaching Sociology, Vol. 28, No. 2 (Apr., 2000), pp. 127-139
Published by: American Sociological Association
I chose this article because it is an interesting way of incorporating popular culture into sociology courses as a means of reinforcing concepts. The authors argue that, “The animated television series, The Simpsons, can be particularly effective for illustrating sociological themes and encouraging critical thinking among today's undergraduates. Borrowing from Mills (1959), The Simpsons complements teaching philosophies that stress applying the sociological imagination to the observation of everyday life” (pg.127).
The model suggested by the authors is to show clips or episodes of the Simpsons in class, which illustrate the social issues and/or concepts (such as sexism, current political issues, racism) that you are currently covering, and then engage students in critical dialogues. The authors argue that by utilizing this method students are able to effectively grasp course material and apply it beyond the classroom.
I like this idea because it can create an atmosphere where students will want to have a discussion and also removes sensitive/personal topics from the students. Through the show, such topics can be discussed without referencing personal situations. For example, students can attack what they saw in the show without attacking classmates while still recognizing how such topics relate to their daily-lived experiences.
This exercise can also be done with other TV series. During undergrad my professor utilized the popularity of Law and Order by having us watch episodes and analyze what occurred doing write-ups, which related to our criminology course. In fact, a whole course could be done around a particular TV series. However there are a couple of obstacles such as making sure all students have access to the programs, which may mean that they would have to be shown in class. Another obstacle mentioned by the authors is that the satirical humor and stereotypes in the Simpsons (or others shows) are addressed. One suggestion they have is giving students the task of identifying stereotypes in the show and writing a paragraph about each stereotype and how it can be damaging to particular groups.
-Naliyah
Teaching Sociology, Vol. 28, No. 2 (Apr., 2000), pp. 127-139
Published by: American Sociological Association
I chose this article because it is an interesting way of incorporating popular culture into sociology courses as a means of reinforcing concepts. The authors argue that, “The animated television series, The Simpsons, can be particularly effective for illustrating sociological themes and encouraging critical thinking among today's undergraduates. Borrowing from Mills (1959), The Simpsons complements teaching philosophies that stress applying the sociological imagination to the observation of everyday life” (pg.127).
The model suggested by the authors is to show clips or episodes of the Simpsons in class, which illustrate the social issues and/or concepts (such as sexism, current political issues, racism) that you are currently covering, and then engage students in critical dialogues. The authors argue that by utilizing this method students are able to effectively grasp course material and apply it beyond the classroom.
I like this idea because it can create an atmosphere where students will want to have a discussion and also removes sensitive/personal topics from the students. Through the show, such topics can be discussed without referencing personal situations. For example, students can attack what they saw in the show without attacking classmates while still recognizing how such topics relate to their daily-lived experiences.
This exercise can also be done with other TV series. During undergrad my professor utilized the popularity of Law and Order by having us watch episodes and analyze what occurred doing write-ups, which related to our criminology course. In fact, a whole course could be done around a particular TV series. However there are a couple of obstacles such as making sure all students have access to the programs, which may mean that they would have to be shown in class. Another obstacle mentioned by the authors is that the satirical humor and stereotypes in the Simpsons (or others shows) are addressed. One suggestion they have is giving students the task of identifying stereotypes in the show and writing a paragraph about each stereotype and how it can be damaging to particular groups.
-Naliyah
Saturday, April 4, 2009
The Importance of Accounting Education Research
Reading this article verified to me that I am on the right track in taking education courses at GMU to prepare me for a career in teaching.
The author address the fact that there are very few articles published that address the teaching of accounting. I have noticed this in my reading as well noticing that journal articles usually address what is lacking in student education for accounting but no article addresses how to incorporate these ideas into the classroom. What would be more useful is for educators to be reflective and evaluate and research their teaching methods and share best practices among accounting educators. This reflective practice and sharing the outcomes would be beneficial to students and accounting educators as well. If graduate students were to have the benefit of this research and knowlege they might be better equiped to face the demands of teaching and facilitating their students’ learning.
Currently, colleges do not require faculty training in pedagogy or encourage faculty to undertake research into their own teaching practices but, this is changing because business schools want their programs to be highly-rated for all aspects of their education progreams including part-time and distance learning. To be more competitve and in order achieve that rating business schools are focusing on faculty teaching skills. This focus towards teaching excellence applies to all those who teach from new graduate students to more seasoned faculty.
The article reminds us that there are distinct differences between education for occupation and education through occupation. This reflects two different approaches to education and should be considered by accounting educators when they are considering their lecture materials, constructing their syllabus and designing classwork.
As a student of education I can see the benefit of researching accounting education. My current course of education is very beneficial but, as I progress, I would like to know that my teaching approach and practices are effective for student learning. Staying current on best practices and methods in accounting education, having a better understanding of the diverse student population and their learning needs would be far more benefical to me than simply learning how to put together a lecture in PowerPoint.
The author address the fact that there are very few articles published that address the teaching of accounting. I have noticed this in my reading as well noticing that journal articles usually address what is lacking in student education for accounting but no article addresses how to incorporate these ideas into the classroom. What would be more useful is for educators to be reflective and evaluate and research their teaching methods and share best practices among accounting educators. This reflective practice and sharing the outcomes would be beneficial to students and accounting educators as well. If graduate students were to have the benefit of this research and knowlege they might be better equiped to face the demands of teaching and facilitating their students’ learning.
Currently, colleges do not require faculty training in pedagogy or encourage faculty to undertake research into their own teaching practices but, this is changing because business schools want their programs to be highly-rated for all aspects of their education progreams including part-time and distance learning. To be more competitve and in order achieve that rating business schools are focusing on faculty teaching skills. This focus towards teaching excellence applies to all those who teach from new graduate students to more seasoned faculty.
The article reminds us that there are distinct differences between education for occupation and education through occupation. This reflects two different approaches to education and should be considered by accounting educators when they are considering their lecture materials, constructing their syllabus and designing classwork.
As a student of education I can see the benefit of researching accounting education. My current course of education is very beneficial but, as I progress, I would like to know that my teaching approach and practices are effective for student learning. Staying current on best practices and methods in accounting education, having a better understanding of the diverse student population and their learning needs would be far more benefical to me than simply learning how to put together a lecture in PowerPoint.
Mapping Music: Some Simple Strategies to Help Students Learn
Journal of Music Teachers National Association: October/November 2006
Author Rebecca Schockly is professor of piano pedagogy at the University of Minnesota and has given lectures about mapping music. I chose her article to report because I believe mapping is one of the most useful and effective teaching and learning tools in music.
Music mapping helps students memorize music more efficiently. According to professor schockly, mapping can be used at any stage of learning, whether for gaining an overview of a piece, or as a practice tool for solving specific problems. I find it very useful for my own practicing and learning because I get more broad sense in analyzing music. The unique ingredient is diagramming the main features of a piece and using this diagram as a "map" for learning the music. I've seen a student from my professor's studio actually used that strategy when she played in repertoire class last year. Memorization was most challenging work for her and she made this "map" with only numbers and words and used it as a score. And it worked!
Professor Schokly says that mapping process can begin as early as the first time they hear a piece or even after playing through it once. Every student is different, so it is crucial for teachers to use their own judgment to decide just what kind of challenge is best for them.
Everyone sees different things in the music and has different ways of remembering them.
So the basic approach can be adapted in many ways to suit individual learning styles and teaching situations. In private setting, more detailed and personalized mapping process can be possible because of its unique learning setting. But it also can work out great in groups because students will bring each of their individualized maps into the class so that the teacher and students will have the window to see and learn each other's learning process.
The author also points out that mapping can reduce the risk of overuse injuries. Working away from the instrument engages the mind more than the muscles, and it can clarify without physical strain the musical structure in the learner's mind. And she also says that mental practice also develops the ability to imagine and recall the sound, feeling or visual experience of playing a piece. A person like myself (with synesthesia) can also use texture, color, even smell to feel and imagine(or visualize) music.
I think it is a very effective teaching tool. Once this technique is learned, students will be able to analyze and memorize music easier. Music simply does not come to our ears and get recorded. It has go through hundreds of repetitive process in order to memorize one piece. Showing the different paths of learning can be gratifying for both students and the teacher.
Author Rebecca Schockly is professor of piano pedagogy at the University of Minnesota and has given lectures about mapping music. I chose her article to report because I believe mapping is one of the most useful and effective teaching and learning tools in music.
Music mapping helps students memorize music more efficiently. According to professor schockly, mapping can be used at any stage of learning, whether for gaining an overview of a piece, or as a practice tool for solving specific problems. I find it very useful for my own practicing and learning because I get more broad sense in analyzing music. The unique ingredient is diagramming the main features of a piece and using this diagram as a "map" for learning the music. I've seen a student from my professor's studio actually used that strategy when she played in repertoire class last year. Memorization was most challenging work for her and she made this "map" with only numbers and words and used it as a score. And it worked!
Professor Schokly says that mapping process can begin as early as the first time they hear a piece or even after playing through it once. Every student is different, so it is crucial for teachers to use their own judgment to decide just what kind of challenge is best for them.
Everyone sees different things in the music and has different ways of remembering them.
So the basic approach can be adapted in many ways to suit individual learning styles and teaching situations. In private setting, more detailed and personalized mapping process can be possible because of its unique learning setting. But it also can work out great in groups because students will bring each of their individualized maps into the class so that the teacher and students will have the window to see and learn each other's learning process.
The author also points out that mapping can reduce the risk of overuse injuries. Working away from the instrument engages the mind more than the muscles, and it can clarify without physical strain the musical structure in the learner's mind. And she also says that mental practice also develops the ability to imagine and recall the sound, feeling or visual experience of playing a piece. A person like myself (with synesthesia) can also use texture, color, even smell to feel and imagine(or visualize) music.
I think it is a very effective teaching tool. Once this technique is learned, students will be able to analyze and memorize music easier. Music simply does not come to our ears and get recorded. It has go through hundreds of repetitive process in order to memorize one piece. Showing the different paths of learning can be gratifying for both students and the teacher.
Friday, April 3, 2009
Are (Piano) Students Really Different Today?
Music Teachers National Association: October/November 2006
"Are (piano) students really different today?"
"Yes. And we all are different today. "
Most of us would agree that the answer to this question is definitely "yes." The world changes very quickly and each of us adapts to these changes in our own way. What does this "change" mean to the teaching professionals? What do they mean personally to us as teachers and to the students that we teach on a regular basis? These changes should serve as catalyst for each of us to examine our teaching on a regular basis and then determine what adaptations are needed to effectively teach music to today's students.
Today's students seem busier than ever. With today's high speed social environment, the life simply demands people to stay in fast track all the time. People walk, run, and work with high-tech gadgets. We have "something" in our hands all the time whether it's a cell phone, i-phone, i-pod, computer keyboard. We constantly check e-mails, schedules, news, and so on. We no longer do one thing at a time. With technology, the entire world (so are we) expects things instantly. This need to have information so quickly is influencing students' attention spans and how they want to receive information in all learning situation. Such instant gratification makes it difficult for some students to practice the piano in an intelligent and patient manner.
E. L. Lancaster, who is well-known piano pedagogue, talks about how, we, teachers can help students to achieve their artistic goals through effective teaching ideas and materials.
The following list by the professor includes options for effective teaching.
"Are (piano) students really different today?"
"Yes. And we all are different today. "
Most of us would agree that the answer to this question is definitely "yes." The world changes very quickly and each of us adapts to these changes in our own way. What does this "change" mean to the teaching professionals? What do they mean personally to us as teachers and to the students that we teach on a regular basis? These changes should serve as catalyst for each of us to examine our teaching on a regular basis and then determine what adaptations are needed to effectively teach music to today's students.
Today's students seem busier than ever. With today's high speed social environment, the life simply demands people to stay in fast track all the time. People walk, run, and work with high-tech gadgets. We have "something" in our hands all the time whether it's a cell phone, i-phone, i-pod, computer keyboard. We constantly check e-mails, schedules, news, and so on. We no longer do one thing at a time. With technology, the entire world (so are we) expects things instantly. This need to have information so quickly is influencing students' attention spans and how they want to receive information in all learning situation. Such instant gratification makes it difficult for some students to practice the piano in an intelligent and patient manner.
E. L. Lancaster, who is well-known piano pedagogue, talks about how, we, teachers can help students to achieve their artistic goals through effective teaching ideas and materials.
The following list by the professor includes options for effective teaching.
- Choices: interesting repertoire selection beyond the traditional repertoire
- Musical style: expansion from current traditional repertoire and genre
- Teaching Listening: MP3, now i pods can help students to improve their artistic listening ability.
- Making connections: teach music by patterns, not in individual concept.
- Integrate learning: lead students to see that technique and functional skills are related.
- Make music fun and rewarding: it does not seem to happen in college level very often. Once they graduate high school, the fun and interesting environment in music class does not exist.
- Meet students where they are: subject matter in beginning methods need to be relevant to daily living.
- Make music fun and rewarding: we should be able to stimulate students' creative and artistic sides in fun and interesting learning environment.
- Make music social: organize groups for extra musical activities such as going concerts and giving performances.
- Incorporate technology into teaching: today's students grew up with high tech gadgets. Give them the tool, they'll do the rest.
- Performance venues: find venues for students to perform.
Yes, the world in which we live is changing quickly, and our students are different. They come from different backgrounds and expectations. Change is necessary; change is irreversible;change is difficult. How music fits into this changing world is the teaching profession's responsibility.
Let's meet the challenge with energy, enthusiasm, and new ideas!
Wednesday, April 1, 2009
CTCH 602- Wikis in the Classroom
Lynn Barnsback
CTCH 602
Spring 2009
Wikis in the Classroom: Opportunities and Challenges
John P. Workman, Jr.
Marketing Education Review, Volume 18 Number 1 (Spring 2008)
“When teaching a core curriculum class it is often a challenge to over come apathy & disconnect” (Shanahan, Hermans & Haytko 2006). In response to this situation the author introduced a Wiki project into a Principals of Marketing. The user generated content, developed over the course of the semester, was available online as marketing tool for the City of Omaha.
This idea came about to increase the student engagement. Since the majority of his students were non-marketing majors he felt this project he felt would appeal to them as well as help the marketing majors. It also met other goals; helping students communicate effectively, bring greater alignment across the instructors teaching research and service activities; helping student understand intellectual property & copyright laws.
The Project appears to be extremely well laid out and the author’s enthusiasm for the project is apparent. Students started off with a hand out summarizing editing commands. The wiki was set up so to the public could view it but only students could edit. They devoted 15 minutes per class to discussing the contributions. Each Class discussion about the wiki related to the chapter they were covering. For Example, the chapter on promotion created a discussion of user generated ads (Three 2007 Super Bowl ads had been done that way) and a logo design competition. It counted for 30% of their grades and the instructor tracked student edits. Individual students also provided lists of articles created, edits and uploaded photos, with narrative for the logic. This was used to establish whom to credit. The professor kept the momentum going by celebrating milestones (500th article) and reporting site traffic. He also arranged for the final presentation to be attended by various VP’s including the Omaha Convention and Visitors Bureau thus lending credence to the project.
He judged the success of the project based on the student questionnaire at courses end. He felt it was positively received, 70% said it was valuable, 81% had talked about it outside the classroom 97% wanted to see the site continue operation. The questionnaire also helped to understand how the students worked on the project with most of it occurring off campus indicating that the site access needed to remain open (IT had wanted to restrict it).
There were some comments by students who fled they missed out by not participating in a traditional Marketing Plan Project, something the author excused as an indication of problems with teaching innovations. Not enough information was provided to see if he is correct in this assumption, however, the point of a Marketing Plan is to learn the subject and it appears with the connections to each chapter that this goal was probably reached.
According to the instructor “The project does not seem beyond the technical abilities of most students.” He therefore felt that wikis could be used in different classes, and “provides a good basis for class discussion around content”. He also brings up the point of cumulative knowledge, expressing opinions and giving examples of wikis being used semester after semester to grow or being used across university boundaries to create true collaborative learning. He cites some challenges as well, the greatest of which is the time and technical expertise needed to manage the site. The author was pretty much on his own with little help from the university IT department. It seems that this would be a steep learning curve for the first time use that would improve after additional semester were completed. The second challenge is the time it took him to monitor the contributions and organize the content. The vandalism and verbal attacks that can occur with wikis were not a problem because of the restricted access.
The wikis do appear to “provide a unique opportunity for collaborative learning”. An instructor must be prepared to spend a substantial amount of extra time to develop, monitor, implement into curriculum, and cheerlead if necessary. I think making it an actual site recognized by the city lead to the success of the project, providing validation to the students. I am not sure if it is a good replacement for a Marketing Plan, and if it is worth the effort involved. It is however always a good idea to attempt to integrate new technology into the classroom if only to keep things fresh & relevant to the student body.
CTCH 602
Spring 2009
Wikis in the Classroom: Opportunities and Challenges
John P. Workman, Jr.
Marketing Education Review, Volume 18 Number 1 (Spring 2008)
“When teaching a core curriculum class it is often a challenge to over come apathy & disconnect” (Shanahan, Hermans & Haytko 2006). In response to this situation the author introduced a Wiki project into a Principals of Marketing. The user generated content, developed over the course of the semester, was available online as marketing tool for the City of Omaha.
This idea came about to increase the student engagement. Since the majority of his students were non-marketing majors he felt this project he felt would appeal to them as well as help the marketing majors. It also met other goals; helping students communicate effectively, bring greater alignment across the instructors teaching research and service activities; helping student understand intellectual property & copyright laws.
The Project appears to be extremely well laid out and the author’s enthusiasm for the project is apparent. Students started off with a hand out summarizing editing commands. The wiki was set up so to the public could view it but only students could edit. They devoted 15 minutes per class to discussing the contributions. Each Class discussion about the wiki related to the chapter they were covering. For Example, the chapter on promotion created a discussion of user generated ads (Three 2007 Super Bowl ads had been done that way) and a logo design competition. It counted for 30% of their grades and the instructor tracked student edits. Individual students also provided lists of articles created, edits and uploaded photos, with narrative for the logic. This was used to establish whom to credit. The professor kept the momentum going by celebrating milestones (500th article) and reporting site traffic. He also arranged for the final presentation to be attended by various VP’s including the Omaha Convention and Visitors Bureau thus lending credence to the project.
He judged the success of the project based on the student questionnaire at courses end. He felt it was positively received, 70% said it was valuable, 81% had talked about it outside the classroom 97% wanted to see the site continue operation. The questionnaire also helped to understand how the students worked on the project with most of it occurring off campus indicating that the site access needed to remain open (IT had wanted to restrict it).
There were some comments by students who fled they missed out by not participating in a traditional Marketing Plan Project, something the author excused as an indication of problems with teaching innovations. Not enough information was provided to see if he is correct in this assumption, however, the point of a Marketing Plan is to learn the subject and it appears with the connections to each chapter that this goal was probably reached.
According to the instructor “The project does not seem beyond the technical abilities of most students.” He therefore felt that wikis could be used in different classes, and “provides a good basis for class discussion around content”. He also brings up the point of cumulative knowledge, expressing opinions and giving examples of wikis being used semester after semester to grow or being used across university boundaries to create true collaborative learning. He cites some challenges as well, the greatest of which is the time and technical expertise needed to manage the site. The author was pretty much on his own with little help from the university IT department. It seems that this would be a steep learning curve for the first time use that would improve after additional semester were completed. The second challenge is the time it took him to monitor the contributions and organize the content. The vandalism and verbal attacks that can occur with wikis were not a problem because of the restricted access.
The wikis do appear to “provide a unique opportunity for collaborative learning”. An instructor must be prepared to spend a substantial amount of extra time to develop, monitor, implement into curriculum, and cheerlead if necessary. I think making it an actual site recognized by the city lead to the success of the project, providing validation to the students. I am not sure if it is a good replacement for a Marketing Plan, and if it is worth the effort involved. It is however always a good idea to attempt to integrate new technology into the classroom if only to keep things fresh & relevant to the student body.
Teaching about Crime
Byers, Bryan. (1993) Teaching about Judgments of Crime Seriousness
Teaching Sociology, 21(1) pp. 33-41
Since I am teaching about deviance and crime at this point in the semester, I browsed the teaching sociology journal for a relevant activity. I came across this article and although I don't have time to integrate it this semester, I plan on using it in my summer courses.
The article suggest starting an activity by writing 22 deviant behaviors (Some are crimes, some are not), and asking student to individually rank them by seriousness. The students are then split into groups and asked to negotiate and present one group consensus rating. The list is a little bit dated (1993), but the author does suggest modifying the list.
The exercise is supposed to help introduce the idea that deviance is socially constructed, and that perceptions of deviance very by society and even individuals with the class. I plan on adding corporate deviance that is legal (A CEO increasing their pay, while reducing worker's pay or benefits, Marketing of fast food to children, etc.) and using this activity to introduce how as a society we tend to focus on crime from below, more than crime from above.
Teaching Sociology, 21(1) pp. 33-41
Since I am teaching about deviance and crime at this point in the semester, I browsed the teaching sociology journal for a relevant activity. I came across this article and although I don't have time to integrate it this semester, I plan on using it in my summer courses.
The article suggest starting an activity by writing 22 deviant behaviors (Some are crimes, some are not), and asking student to individually rank them by seriousness. The students are then split into groups and asked to negotiate and present one group consensus rating. The list is a little bit dated (1993), but the author does suggest modifying the list.
The exercise is supposed to help introduce the idea that deviance is socially constructed, and that perceptions of deviance very by society and even individuals with the class. I plan on adding corporate deviance that is legal (A CEO increasing their pay, while reducing worker's pay or benefits, Marketing of fast food to children, etc.) and using this activity to introduce how as a society we tend to focus on crime from below, more than crime from above.
Tuesday, March 31, 2009
invisible baggage
This was a short but worthwhile artlcle that can serve as a reminder that we all have "invisible baggage" we carry around with us. When you consider the diverse population of each class we either teach or will be teaching it is probable that students have much more on their mind than what you are addressing in that classroom.
As teachers we will be making a connection with our students and if we encounter a student withproblems we have to be prepared to know the resources available at our colleges and universities to be able to direct students to get the help they need.
We also have to be prepared to handle difficult situations in the classroom. I recall one year when I was teaching religious ecucation to fifth graders one of the girls in the class was in a very bad sledding accident. I had to be able to anwser the student's questions about how she sick she was and it was important that I answered in a calm way not to upset the class. That was a difficult time for the class. What was most upsetting to the students was looking at her empty desk. One day I asked the students if we could change the classroom a bit. They all thought it would be a good idea and that's what we did. The small changes made a difference in the class and soon we were back in a routine.
What made that situation easier was that the fifth graders had their parents to speak to about their classmate. In a college setting that is not always the case. A teacher may be the only resource a student has to turn to. This could put a teacher in a difficult position and that is what I wonder about. If a situation arises, will I be able to provide the right guidance to the student and stay distant enough to be effective?
At the end of the article are three things the author believes we should practice...(1) be empathetic and kind without comprimising academic standards (2) be nonjudgemental and practice acceptance and (3) become familiar with campus and local resources. I think these are good guidelines to remember.
As teachers we will be making a connection with our students and if we encounter a student withproblems we have to be prepared to know the resources available at our colleges and universities to be able to direct students to get the help they need.
We also have to be prepared to handle difficult situations in the classroom. I recall one year when I was teaching religious ecucation to fifth graders one of the girls in the class was in a very bad sledding accident. I had to be able to anwser the student's questions about how she sick she was and it was important that I answered in a calm way not to upset the class. That was a difficult time for the class. What was most upsetting to the students was looking at her empty desk. One day I asked the students if we could change the classroom a bit. They all thought it would be a good idea and that's what we did. The small changes made a difference in the class and soon we were back in a routine.
What made that situation easier was that the fifth graders had their parents to speak to about their classmate. In a college setting that is not always the case. A teacher may be the only resource a student has to turn to. This could put a teacher in a difficult position and that is what I wonder about. If a situation arises, will I be able to provide the right guidance to the student and stay distant enough to be effective?
At the end of the article are three things the author believes we should practice...(1) be empathetic and kind without comprimising academic standards (2) be nonjudgemental and practice acceptance and (3) become familiar with campus and local resources. I think these are good guidelines to remember.
Monday, March 30, 2009
Making Theory Meaningful: The Student as Active Participant
Patricia M. Lengermann and Ruth A. Wallace
Teaching Sociology, Vol. 8, No. 2 (Jan., 1981), pp. 197-212
Published by: American Sociological Association
I chose the article because theory can be difficult to teach students. The article begins by discussing that most students taking sociological theory are in the class because it is a requirement. They argue that students often believe theory is boring and that by teaching through a lecture format where the students are passive, it reinforces their belief of theory as dreary and impractical.
The authors believe that the best way to show students the importance of theory is to start with something the students know well- their own experiences and situations “of deprivation, anxiety, stress, their own biographies and problems” (pg. 200). The authors then take students through a series of exercises, which allow students to realize the ways in which theory “makes personal biography and personal problems more meaningful” (pg 200). The authors state that, “the natural outcome of this exercise is that students realize the connection between their personal situation and the organization of society, between biography and structure” (pg. 200).
The authors’ goal is for students to see how theory links in with society and individuals’ personal experiences so that theory becomes meaningful to them. It is their hope that by students’ understanding theory and having the ability to critically apply it to their lives and society, that new theoretical insights will be had. The authors say that the goal of their theory courses is to teach students to how to detach “themselves from the mere experiencing of the ongoing process of life and to turn their attention consciously, formally, and analytically back on that process;” the authors call this “rational knowledge” and cite it as the main adaptive attribute of humans (some sociologists refer to this as reflexivity) (pg. 200). The authors state that sociological theory is the rational attempt of sociologists to reflect on and make sense of parts of the human social experience. By teaching theory to students as “a way of making sense of aspects of the human experience” and having students reflect on and analyze their own situations as relating to theory professors may be able to truly engage their classes in courses which are normally viewed as aloof and impractical in relation to daily life.
One of the most important techniques the authors state, as helping engage students, is to make theorists real people by teaching about their lives. A variety of activities are discussed as helping to accomplish this such as reading articles and books about theorists’ lives to writing letters to living theorists asking questions. Some of my best theory teachers greatly helped me and engaged my classmates during theory courses when they discussed the lives and times of theorists which allowed us to understand why they came up with their theories and what influenced them. It was also very interesting and helpful for us to know that most theorists and sociologists were trained in a variety of fields and were simply trying to solve problems when they created their theories- they weren’t simply a bunch of trained sociologists sitting around trying to be grand theorists. The broader application of this article is that it points out the importance of showing students how a course relates to their lives by taking concepts which seem abstract and showing students how they apply in current times directly to them or others around them.
Some of the other activities listed for getting students involved in theory courses are holding debates on theories, role playing theorists positions, take home essay questions (where students focus on specific events and look at what occurred before, after, and during the event analyzing it from several theoretical perspectives) and using examples from the media to illustrate sociological theory.
Teaching Sociology, Vol. 8, No. 2 (Jan., 1981), pp. 197-212
Published by: American Sociological Association
I chose the article because theory can be difficult to teach students. The article begins by discussing that most students taking sociological theory are in the class because it is a requirement. They argue that students often believe theory is boring and that by teaching through a lecture format where the students are passive, it reinforces their belief of theory as dreary and impractical.
The authors believe that the best way to show students the importance of theory is to start with something the students know well- their own experiences and situations “of deprivation, anxiety, stress, their own biographies and problems” (pg. 200). The authors then take students through a series of exercises, which allow students to realize the ways in which theory “makes personal biography and personal problems more meaningful” (pg 200). The authors state that, “the natural outcome of this exercise is that students realize the connection between their personal situation and the organization of society, between biography and structure” (pg. 200).
The authors’ goal is for students to see how theory links in with society and individuals’ personal experiences so that theory becomes meaningful to them. It is their hope that by students’ understanding theory and having the ability to critically apply it to their lives and society, that new theoretical insights will be had. The authors say that the goal of their theory courses is to teach students to how to detach “themselves from the mere experiencing of the ongoing process of life and to turn their attention consciously, formally, and analytically back on that process;” the authors call this “rational knowledge” and cite it as the main adaptive attribute of humans (some sociologists refer to this as reflexivity) (pg. 200). The authors state that sociological theory is the rational attempt of sociologists to reflect on and make sense of parts of the human social experience. By teaching theory to students as “a way of making sense of aspects of the human experience” and having students reflect on and analyze their own situations as relating to theory professors may be able to truly engage their classes in courses which are normally viewed as aloof and impractical in relation to daily life.
One of the most important techniques the authors state, as helping engage students, is to make theorists real people by teaching about their lives. A variety of activities are discussed as helping to accomplish this such as reading articles and books about theorists’ lives to writing letters to living theorists asking questions. Some of my best theory teachers greatly helped me and engaged my classmates during theory courses when they discussed the lives and times of theorists which allowed us to understand why they came up with their theories and what influenced them. It was also very interesting and helpful for us to know that most theorists and sociologists were trained in a variety of fields and were simply trying to solve problems when they created their theories- they weren’t simply a bunch of trained sociologists sitting around trying to be grand theorists. The broader application of this article is that it points out the importance of showing students how a course relates to their lives by taking concepts which seem abstract and showing students how they apply in current times directly to them or others around them.
Some of the other activities listed for getting students involved in theory courses are holding debates on theories, role playing theorists positions, take home essay questions (where students focus on specific events and look at what occurred before, after, and during the event analyzing it from several theoretical perspectives) and using examples from the media to illustrate sociological theory.
Friday, March 27, 2009
Interpersonal Teaching Style and Student Impression and formation
This article is from College Teaching Spring 2009. The premise of the article is that learning is a social process and the interpersonal skills of the instructor play a role in student learning. The basis for the article was a study that was conducted using 85 undergraduate students. Two different styles of instructors were video taped and students had to give their impressions on the instructors based solely on their demeanor. There were two styles of instructors; authoritative and authoritarian. An authoritarian instructor was described as appearing stiff, rarely making eye contact with students and has a general air of condensation. On the other hand the authoritative instructor is described as more at ease with the material and more comfortable with the students.
In making the video, the script remained constant but what changed was the eye contact that the instructor made with the students, verbal and vocal characteristics and mannerisms. The “authoritarian” instructor was stern, frowned, made little eye contact and tapped his pen on the podium. The authoritative instructor used a soft, varied tone of voice, smiled and made frequent eye contact. The “control” instructor read the material devoid of any emotion or character.
The results of the study rated the authoritative instructor more positively than the authoritarian instructor viewing the authoritative instructor as likely to be fair, accepting and calm. The students also thought that the authoritative instructor would be more likely to trust the student, have high expectations, be interested in the student and be available for help.
The study was conducted to gage immediate impressions that students have of their teachers. What we see is that from a short period of exposure the students were able to create an impression about an instructor that would most likely have an effect on their learning. Based on the results of the study it is possible that although an instructor may be well versed in the subject matter if the instructor conveys has high demands of the students and is stiff and condescending, this demeanor may have a negative impact on learning. The study also suggested that more research should be done on this phenomenon since these impressions may also lead to a self fulfilling prophecy in a students learning.
In making the video, the script remained constant but what changed was the eye contact that the instructor made with the students, verbal and vocal characteristics and mannerisms. The “authoritarian” instructor was stern, frowned, made little eye contact and tapped his pen on the podium. The authoritative instructor used a soft, varied tone of voice, smiled and made frequent eye contact. The “control” instructor read the material devoid of any emotion or character.
The results of the study rated the authoritative instructor more positively than the authoritarian instructor viewing the authoritative instructor as likely to be fair, accepting and calm. The students also thought that the authoritative instructor would be more likely to trust the student, have high expectations, be interested in the student and be available for help.
The study was conducted to gage immediate impressions that students have of their teachers. What we see is that from a short period of exposure the students were able to create an impression about an instructor that would most likely have an effect on their learning. Based on the results of the study it is possible that although an instructor may be well versed in the subject matter if the instructor conveys has high demands of the students and is stiff and condescending, this demeanor may have a negative impact on learning. The study also suggested that more research should be done on this phenomenon since these impressions may also lead to a self fulfilling prophecy in a students learning.
Thursday, March 26, 2009
early college high school
Promoting Early College, Inside Higher Ed., 26 March, 2009
This isn't an article from a teaching journal, but I did want to alert you to the early college high school movement and research emerging on it. The article discusses how at-risk high school students seem to benefit more from challenging academic work on college campuses than from on-site high school interventions. The programs generally involve students working towards and earning a two-year associate's degree at the same time as they are earning a high school diploma. You can find more information at the Early College High School Initiative.
Harvard University Press has also published a book on the subject: Minding the Gap: Why Integrating High School with College Makes Sense and How to Do It , Edited by Nancy Hoffman, Joel Vargas, Andrea Venezia, and Marc S. Miller
This isn't an article from a teaching journal, but I did want to alert you to the early college high school movement and research emerging on it. The article discusses how at-risk high school students seem to benefit more from challenging academic work on college campuses than from on-site high school interventions. The programs generally involve students working towards and earning a two-year associate's degree at the same time as they are earning a high school diploma. You can find more information at the Early College High School Initiative.
Harvard University Press has also published a book on the subject: Minding the Gap: Why Integrating High School with College Makes Sense and How to Do It , Edited by Nancy Hoffman, Joel Vargas, Andrea Venezia, and Marc S. Miller
Wednesday, March 25, 2009
CTCH 602 - Confessions of a Closet Teacher
Lynn Barnsback
CTCH 602 Spring 2009
Marketing Education Review – Volume 18 Number 2, Summer 2008
Confessions of a Closet Teacher
Doug Hoffman & Mike Palmquist
The title captured my attention. The article starts with a 12 step program style dialogue about teaching. It is cute and entertaining, a good beginning, but unfortunately not really for this article. The article segues from here into its proposed main question “… is there a relationship between increased research productivity and funding or would some business schools be better off funding quality education and student development to attract donors?”
The authors briefly discuss the race for rankings that some schools face, and that the research that produces grants is considred necessary. They argue that there are 500 plus schools not in the top 25 rankings and that the push to research might not be best there; “the shift towards emphasizing research is not cost free”. Some of these include library budgets, hardware/software, large class size, more research associates, increased use of adjuncts to allow faculty time to research. (This appears to be the link to the 12 step, Closet Teacher monologue.) They ask another question “Will there be a payoff that exceeds these costs”.
Next, there is a review of the reasons donor’s give, first showing a difference in endowments. Harvard has 11 billion over Yale, and 34 schools over the 1 billion mark. Some schools have as little as half a million. The point appears to be “the rich get richer” and that research may not drive that much with such great disparities. Reasons for endowments vary. One variable is the type of school it is; giving a large endowment to a small or public school can have a much greater impact on the institution and allow the public more access to the information and donations, grants especially, look at this. Donors also can get business schools named after them, or not (a group of alumni at University of Wisconsin Madison donated money so it would not be “branded” or named.) Reasons given by most were: attract better faculty, increase student scholarships, begin new programs, and “because it is an excellent education”.
The authors summarize that schools may not be giving donors what they want. “Taking the faculty out of the classroom and replacing them with adjuncts so the faculty can write” may not be what brings in the endowment money. That appears clear to me based on the information above however the authors “have a feeling that” the increased research that is required may not be providing the benefit the institutions suspect and may be costing schools much more instead. The arguments for their opinion should have been stronger here.
The article was very short, and although the closing argument was OK, they could have done a more in depth and through job of researching and reporting on this topic. It felt scattered, and could have been two or three different articles; What motivates Donors to Donate? What is the correlation between endowments and faculty research? And the article I really wanted to read, teaching for the love of it and avoiding or working the research trap. I would have to say, with the exception of some interesting tidbits about endowments, I learned very little.
CTCH 602 Spring 2009
Marketing Education Review – Volume 18 Number 2, Summer 2008
Confessions of a Closet Teacher
Doug Hoffman & Mike Palmquist
The title captured my attention. The article starts with a 12 step program style dialogue about teaching. It is cute and entertaining, a good beginning, but unfortunately not really for this article. The article segues from here into its proposed main question “… is there a relationship between increased research productivity and funding or would some business schools be better off funding quality education and student development to attract donors?”
The authors briefly discuss the race for rankings that some schools face, and that the research that produces grants is considred necessary. They argue that there are 500 plus schools not in the top 25 rankings and that the push to research might not be best there; “the shift towards emphasizing research is not cost free”. Some of these include library budgets, hardware/software, large class size, more research associates, increased use of adjuncts to allow faculty time to research. (This appears to be the link to the 12 step, Closet Teacher monologue.) They ask another question “Will there be a payoff that exceeds these costs”.
Next, there is a review of the reasons donor’s give, first showing a difference in endowments. Harvard has 11 billion over Yale, and 34 schools over the 1 billion mark. Some schools have as little as half a million. The point appears to be “the rich get richer” and that research may not drive that much with such great disparities. Reasons for endowments vary. One variable is the type of school it is; giving a large endowment to a small or public school can have a much greater impact on the institution and allow the public more access to the information and donations, grants especially, look at this. Donors also can get business schools named after them, or not (a group of alumni at University of Wisconsin Madison donated money so it would not be “branded” or named.) Reasons given by most were: attract better faculty, increase student scholarships, begin new programs, and “because it is an excellent education”.
The authors summarize that schools may not be giving donors what they want. “Taking the faculty out of the classroom and replacing them with adjuncts so the faculty can write” may not be what brings in the endowment money. That appears clear to me based on the information above however the authors “have a feeling that” the increased research that is required may not be providing the benefit the institutions suspect and may be costing schools much more instead. The arguments for their opinion should have been stronger here.
The article was very short, and although the closing argument was OK, they could have done a more in depth and through job of researching and reporting on this topic. It felt scattered, and could have been two or three different articles; What motivates Donors to Donate? What is the correlation between endowments and faculty research? And the article I really wanted to read, teaching for the love of it and avoiding or working the research trap. I would have to say, with the exception of some interesting tidbits about endowments, I learned very little.
Confronting the Social Context of the Classroom: Media Events, Shared Cultural Experience, and Student Response
Source: Teaching Sociology, Vol. 29, No. 4 (Oct., 2001), pp. 463-470
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/131894
I chose this article because it provides teaching techniques for incorporating current events into sociology courses, which is something I would like to do. I think it is important to discuss the things that are going on in the world which affect and interest students and to explain the events sociologically and have students attempt to explain them sociologically as well.
The article discusses one teachers attempt to bring a discussion of rape and media into the classroom and why it seemed to fail during one semester. The authors explained that because the media was blaming video games, music, popular culture etc. for the violent acts of youth students were particularly determined to defend music, games, and other things which might promote violence and to dismiss sociological arguments. Therefore the authors suggest that part of having successful discussions on current events involves discussing how and why the media frame news coverage in particular ways they state that their goal is: “Our goal is to encourage students to consider the ways in which the news, as a source of information, mediates between public events and personal knowledge. We hope that these exercises will demystify the news production process, and help students to reflect upon their personal responses to the media and to consider possible alternative readings of the social landscape” (pg. 468). The authors then provide three teaching techniques critical consumption, comparing media sources, and analyzing overall news coverage.
The first requires that students individually or in a group do a thorough analysis on a news article, which is over substantial interest to the class (a current event or something which pertains to the course topics). The student(s) would be required to answer questions such as:
“Who is making statements about the issue? Is the person an expert? A politician? An activist? A religious leader?
What are their qualifications?
Who might benefit from these statements?
Who might be harmed?
How do the statements characterize the group being discussed?
Are the group members characterized as victims, heroes, or deviants?
Does the discussion focus on individual or systemic explanations?
Does the discussion focus on individual or systemic solutions?
How else might the facts in the article be interpreted?”
The point of having students deconstruct news articles is to show them how people’s viewpoints are in part shaped by the “explanations and solutions” of prominent media figures.
The second teaching technique entails having students break into groups and giving them many articles on the same event from different media sources both mainstream and alternative and having them look at how the events/issues were covered differently and why. Why did one choose to interview someone while another interviewed someone else or presented the story differently? The point is for students to see the range of ways a single event can be covered and why or why not it would be beneficial for particular people/groups to present the news in those ways.
The final teaching exercise is for students to do content analysis on the overall coverage of a particular event and to then write a reflection paper “in response to the patterns found in the coverage:
Which stories were most prominent?
What point in the event was the coverage most extensive?
Which topics received the most space?
What are the consistencies across the coverage?
Are there missing pieces?”
The students can then present their findings to the class.
The importance of this article is that you can apply the teaching techniques to other course material such as having students modify the same types of questions to have students deconstruct an individual’s argument, research, theories etc. I think only by students deconstructing things themselves will they understand that some groups have a vested interest in presenting things a particular way and excluding some things all together which applies to what they are taught in school, what is in textbooks, mainstream music, mainstream art, news…(this to me was the most important part of the article- teaching students to critically think)
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/131894
I chose this article because it provides teaching techniques for incorporating current events into sociology courses, which is something I would like to do. I think it is important to discuss the things that are going on in the world which affect and interest students and to explain the events sociologically and have students attempt to explain them sociologically as well.
The article discusses one teachers attempt to bring a discussion of rape and media into the classroom and why it seemed to fail during one semester. The authors explained that because the media was blaming video games, music, popular culture etc. for the violent acts of youth students were particularly determined to defend music, games, and other things which might promote violence and to dismiss sociological arguments. Therefore the authors suggest that part of having successful discussions on current events involves discussing how and why the media frame news coverage in particular ways they state that their goal is: “Our goal is to encourage students to consider the ways in which the news, as a source of information, mediates between public events and personal knowledge. We hope that these exercises will demystify the news production process, and help students to reflect upon their personal responses to the media and to consider possible alternative readings of the social landscape” (pg. 468). The authors then provide three teaching techniques critical consumption, comparing media sources, and analyzing overall news coverage.
The first requires that students individually or in a group do a thorough analysis on a news article, which is over substantial interest to the class (a current event or something which pertains to the course topics). The student(s) would be required to answer questions such as:
“Who is making statements about the issue? Is the person an expert? A politician? An activist? A religious leader?
What are their qualifications?
Who might benefit from these statements?
Who might be harmed?
How do the statements characterize the group being discussed?
Are the group members characterized as victims, heroes, or deviants?
Does the discussion focus on individual or systemic explanations?
Does the discussion focus on individual or systemic solutions?
How else might the facts in the article be interpreted?”
The point of having students deconstruct news articles is to show them how people’s viewpoints are in part shaped by the “explanations and solutions” of prominent media figures.
The second teaching technique entails having students break into groups and giving them many articles on the same event from different media sources both mainstream and alternative and having them look at how the events/issues were covered differently and why. Why did one choose to interview someone while another interviewed someone else or presented the story differently? The point is for students to see the range of ways a single event can be covered and why or why not it would be beneficial for particular people/groups to present the news in those ways.
The final teaching exercise is for students to do content analysis on the overall coverage of a particular event and to then write a reflection paper “in response to the patterns found in the coverage:
Which stories were most prominent?
What point in the event was the coverage most extensive?
Which topics received the most space?
What are the consistencies across the coverage?
Are there missing pieces?”
The students can then present their findings to the class.
The importance of this article is that you can apply the teaching techniques to other course material such as having students modify the same types of questions to have students deconstruct an individual’s argument, research, theories etc. I think only by students deconstructing things themselves will they understand that some groups have a vested interest in presenting things a particular way and excluding some things all together which applies to what they are taught in school, what is in textbooks, mainstream music, mainstream art, news…(this to me was the most important part of the article- teaching students to critically think)
Teaching Human Sexuality
Sprecher, S. and Pocs, Ollie. (1987). Teaching Sexuality: Two Techniques for Personalizing the Large Class. Teaching Sociology. Vol. 15. No.3 pp. 268-272
Since the lesson plan that I am currently working on is focused on human sexuality, I thought I would review a relevant article for this week. However, the article was hit and miss. Two major drawbacks were that it was written for university professors lecturing 300 or more (My classes are capped at 50). The second drawback was that it was written for a professor teaching a human sexuality course (I am just teaching the topic briefly in an intro class). With that stated, it did offer some useful techniques.
First, it recommends re-action/application papers that are revised by the professor and returned throughout the semester weekly (in line with Bain's ideas of learning being a work in progress/providing student feedback). I have already decided to include weekly response papers i my sumer courses, however in larger course it can be incredibly time consuming. The Authors state that they address this problem in the abstract, however they just state that its really not that time consuming. My guess is that they both had TA's reviewing the paper's and providing feedback, which is fine but community college teachers do not have that luxury.
They also propose critical reading assignments. In this assignment students find their own article concerning sexuality and critically analyze it. What messages does it send? What does it assume? How is our cultural norms around sexuality represented in the article? etc. They aso mention doing a response paper topic on "How would you respond to someone close to you coming out of the closet", which I think would be a great discussion started.
Since the lesson plan that I am currently working on is focused on human sexuality, I thought I would review a relevant article for this week. However, the article was hit and miss. Two major drawbacks were that it was written for university professors lecturing 300 or more (My classes are capped at 50). The second drawback was that it was written for a professor teaching a human sexuality course (I am just teaching the topic briefly in an intro class). With that stated, it did offer some useful techniques.
First, it recommends re-action/application papers that are revised by the professor and returned throughout the semester weekly (in line with Bain's ideas of learning being a work in progress/providing student feedback). I have already decided to include weekly response papers i my sumer courses, however in larger course it can be incredibly time consuming. The Authors state that they address this problem in the abstract, however they just state that its really not that time consuming. My guess is that they both had TA's reviewing the paper's and providing feedback, which is fine but community college teachers do not have that luxury.
They also propose critical reading assignments. In this assignment students find their own article concerning sexuality and critically analyze it. What messages does it send? What does it assume? How is our cultural norms around sexuality represented in the article? etc. They aso mention doing a response paper topic on "How would you respond to someone close to you coming out of the closet", which I think would be a great discussion started.
Sunday, March 22, 2009
The Art of Listening with Depth, Uderstanding, Flow and Imagery
The Art of Listening with Depth, Understanding, Flow and Imagery
By Jessica Johnson and Midori Koga
From The Journal of Music Teachers National Association – Dec/Jan 2006/2007
“The notes I handle no better than many pianists. But the pauses between the notes – ah, that is where the art resides!” – Arthur Schnabel
Defining the concept of artistic listening is very difficult. Artistic listening is not necessarily the same thing as hearing. Anyone playing music or attending a concert maybe hearing sounds but may not be fully participating in the act of listening with depth, focus, intent and understanding.
The article I chose from the journal of Music Teachers National Association talks about the art of listening that helps musicians improve their performance ability and overall musicianship. When we teach music it is our goal to help our students, at every level of study, to achieve that elusive state of “artistic musicianship.” We focus on our attention to tone, rhythm, reading, technique, character, phrasing, dynamics, color, voicing, understanding of harmony and theory, and the list goes on. But how about listening?
Johnson and Koga point out that it is crucial to teach students about improving the ability of listening in order to help them to become independent musicians. It is because that when students are truly listening, they have the ultimate tool with which they may begin to make artistic choices for themselves and their musical interpretations.
In this article, the authors list several ways of developing and improving the students’ artistic listening ability as follow:
EXPLORATION OF SOUND POTENTIAL
Understanding the Piano: one must learn the design and the mechanics of the instrument in order to have awareness of the sound quality.
Guided Experimentation: exploration of less traditional sounds on the piano, such as plucking the strings and playing harmonies and clusters help the student become more familiar with the sound potential of the instrument. Improvisation also can be another tool.
LISTENING THROUGH CONTINUOUS MOTION
Continual Motion as a Tool to Sustain Line: learn to do an imperceptible motion that is only felt internally.
Continual Motion to Create an Undulating Rhythmic Pulse: learn the fact that rhythm channels the emotional surge which the music creates.
DEVELOPING AN AURAL IMAGE
Silently Hearing
Musical Understanding and Stylistic Awareness: understanding the historical context, stylistic components and compositional process of piece will help students develop a concept of sound and form intelligent and stylistic oral images.
Musical Imagery: by establishing the aural image and physical choreography prior to playing, the ear is the dominant guiding force in the musical process.
The authors have applied above exercises to their teaching and seen improvements from the students. They say that students were better able to feel music in larger phrases, develop their own concept of sound and connect with music on an emotional level.
According to the authors, developing artistic listening skills is a life-long pursuit that requires constant nurturing by the teacher. And they add: finding creative ways to explore the composite sound, to attend to continual nature of music via singing and movement and to develop an aural image all serve to strengthen a student’s ability to really listen to the sounds they are creating.
Composer Aaron Copland said that listening is a talent. He described the ideal listening would combine the preparation of the trained professional with the innocence of the intuitive amateur, and it also possesses the ability to lend one to the power of music.
While listening is a talent, it is teachers’ responsibility to teach and encourage students to reach their full potential in terms of their sensitivity to listening. And through this, the students will learn the true meaning of music making.
By Jessica Johnson and Midori Koga
From The Journal of Music Teachers National Association – Dec/Jan 2006/2007
“The notes I handle no better than many pianists. But the pauses between the notes – ah, that is where the art resides!” – Arthur Schnabel
Defining the concept of artistic listening is very difficult. Artistic listening is not necessarily the same thing as hearing. Anyone playing music or attending a concert maybe hearing sounds but may not be fully participating in the act of listening with depth, focus, intent and understanding.
The article I chose from the journal of Music Teachers National Association talks about the art of listening that helps musicians improve their performance ability and overall musicianship. When we teach music it is our goal to help our students, at every level of study, to achieve that elusive state of “artistic musicianship.” We focus on our attention to tone, rhythm, reading, technique, character, phrasing, dynamics, color, voicing, understanding of harmony and theory, and the list goes on. But how about listening?
Johnson and Koga point out that it is crucial to teach students about improving the ability of listening in order to help them to become independent musicians. It is because that when students are truly listening, they have the ultimate tool with which they may begin to make artistic choices for themselves and their musical interpretations.
In this article, the authors list several ways of developing and improving the students’ artistic listening ability as follow:
EXPLORATION OF SOUND POTENTIAL
Understanding the Piano: one must learn the design and the mechanics of the instrument in order to have awareness of the sound quality.
Guided Experimentation: exploration of less traditional sounds on the piano, such as plucking the strings and playing harmonies and clusters help the student become more familiar with the sound potential of the instrument. Improvisation also can be another tool.
LISTENING THROUGH CONTINUOUS MOTION
Continual Motion as a Tool to Sustain Line: learn to do an imperceptible motion that is only felt internally.
Continual Motion to Create an Undulating Rhythmic Pulse: learn the fact that rhythm channels the emotional surge which the music creates.
DEVELOPING AN AURAL IMAGE
Silently Hearing
Musical Understanding and Stylistic Awareness: understanding the historical context, stylistic components and compositional process of piece will help students develop a concept of sound and form intelligent and stylistic oral images.
Musical Imagery: by establishing the aural image and physical choreography prior to playing, the ear is the dominant guiding force in the musical process.
The authors have applied above exercises to their teaching and seen improvements from the students. They say that students were better able to feel music in larger phrases, develop their own concept of sound and connect with music on an emotional level.
According to the authors, developing artistic listening skills is a life-long pursuit that requires constant nurturing by the teacher. And they add: finding creative ways to explore the composite sound, to attend to continual nature of music via singing and movement and to develop an aural image all serve to strengthen a student’s ability to really listen to the sounds they are creating.
Composer Aaron Copland said that listening is a talent. He described the ideal listening would combine the preparation of the trained professional with the innocence of the intuitive amateur, and it also possesses the ability to lend one to the power of music.
While listening is a talent, it is teachers’ responsibility to teach and encourage students to reach their full potential in terms of their sensitivity to listening. And through this, the students will learn the true meaning of music making.
Wednesday, March 18, 2009
Overcoming "Doom and Gloom"
Johnson, B. (2005) Overcoming "Doom and Gloom": Empowering Students in Courses on Social Problems,
Injustice, and Inequality. Teaching Sociology, Vol. 33, No. 1. pp. 44-58
While I initially wanted to stick to strictly “Classroom activity” article, this article grabbed my attention. The author addresses the problematic tendency of sociologists to exaggerate the unchangeable state of social problems. As a sociologist, Johnson recognizes the need to discuss social problems as symptoms of deeper societal phenomena. However, he writes that too many sociology teachers come to only cover the deep roots of societal problems without discussing any solutions, or the successes of past campaigns against unjust societal institutions and practices. Even less sociology teachers are willing to spend class time discussing the individual actions that can be taken by the students to support or create needed structural changes. He outlines four kinds of common student responses to social problems courses;
Disengaged: "To tell you the truth, current events, politics, and the like just don't interest me. It's confusing, and if you try to worry too much about that stuff you just get depressed."
Do-gooder: "I don't know why we can't just work together and cooperate. We need to fo- cus on helping each other instead of fighting all the time."
Cynic: "There's no point in trying to fix the problem, because our society is so rotten to the core that you might as well say 'fuck it' and at least try to have some fun while you can."
Social Change Agent: "Each of us has the responsibility to inform ourself about the world's complex problems and do something about them."
All too often as teachers we strive to move the disengaged by simply driving home the importance and seriousness of a social injustice. We then outline the statistics supporting our claim, cover the theories of why those statistics are present, and maybe even cement the importance of the issue with a heart wrenching video. But then we just move on to the next social problem to be covered, or offer implausible or downright impossible solutions (i.e. Communist revolutions, eliminating gender norms, removing national boundaries, etc.) Even if we have successfully moved that disengaged student, we have framed the problem as insurmountable. Without any discussion of possible solutions students do one of three things; they move back to their previous state of disengagement. They become a paralyzed cynic, or they begin to lean on empty “do-gooder” statements that remove any personal responsibility outside of their own thoughts.
Johnson Moves on to outline that any discussion of a social problem should follow 5 steps; (1) identify the process through which social problems are constructed (How they are discussed, why we consider them a problem, (2) identify existence of the social problem (Studies that show it is real and not a cultural myth), (3) identify core causes of the social problem (for example over-consumption causing pollution, living in a consumer culture, etc.), (4) identify structural solutions to the social problem(changing of cultural norms around social status being based in consumption), and (5) identify individual actions that contribute to structural solutions (Beginning to lessen your own consumption, getting involved with local groups that are spreading information to others).
Sunday, March 15, 2009
Stratification on the Menu: Using Restaurant Menus to Examine Social Class(Naliyah blog 4)
By Wynne Wright & Elizabeth Ransom
Teaching Sociology Vol. 33, 2005 (July:310-316)
I chose to report on this article because I was interested in finding a good class exercise for my teaching assignment. I decided to do something related to social class and thought this was a very interesting way to look at and discuss such a concept. The authors believe that over the past two decades food has increasingly become an indication of “social class and cultural capital for a growing number of Americans.” They cite the numerous cooking shows, channels, and books that have become popularized in recent times. The point of the article is to outline a class exercise where students are given menus from various food venues and asked to rate the social class they believe the restaurant caters to based on the following questions:
“1. Are the prices easily accessible to a wide population?
2. Does the menu assume specialized knowledge (e.g., sauces, wines, foreign languages)? (i.e., cultural capital)
3. Are there numbered entrees or easy-to-read food names? How many entrees are offered?
4. Are photos of the food used or does the menu use other artistic images?”
The authors said their goal was for students to understand how restaurants (“everyday taken-for-granted institutions”) expose differences in class and to teach students how to identify such differences “through the analysis of culturally representative artifacts.” This is a really important activity because it makes students think about how things they never viewed as “class-based” or as discriminatory may actually be (in the way that they are set up). It can be a great activity to lead into talking about class inequality, class- consciousness, race, ethnicity and class, or the institutionalization of discrimination. It is an activity that can be using to begin a variety of discussions and/or introduce various concepts.
This is an exercise which is interesting and with which everyone can relate. We all eat food and we choose the food we eat based on different things, one of which is price. In our respective teaching fields it is important to pull in activities like this which are interesting, fun, and a little out of the ordinary. Such exercises reign in the student’s interest in the beginning because they are not the average class work, which then makes it much easier to convey important conceptual and theoretical information.
Teaching Sociology Vol. 33, 2005 (July:310-316)
I chose to report on this article because I was interested in finding a good class exercise for my teaching assignment. I decided to do something related to social class and thought this was a very interesting way to look at and discuss such a concept. The authors believe that over the past two decades food has increasingly become an indication of “social class and cultural capital for a growing number of Americans.” They cite the numerous cooking shows, channels, and books that have become popularized in recent times. The point of the article is to outline a class exercise where students are given menus from various food venues and asked to rate the social class they believe the restaurant caters to based on the following questions:
“1. Are the prices easily accessible to a wide population?
2. Does the menu assume specialized knowledge (e.g., sauces, wines, foreign languages)? (i.e., cultural capital)
3. Are there numbered entrees or easy-to-read food names? How many entrees are offered?
4. Are photos of the food used or does the menu use other artistic images?”
The authors said their goal was for students to understand how restaurants (“everyday taken-for-granted institutions”) expose differences in class and to teach students how to identify such differences “through the analysis of culturally representative artifacts.” This is a really important activity because it makes students think about how things they never viewed as “class-based” or as discriminatory may actually be (in the way that they are set up). It can be a great activity to lead into talking about class inequality, class- consciousness, race, ethnicity and class, or the institutionalization of discrimination. It is an activity that can be using to begin a variety of discussions and/or introduce various concepts.
This is an exercise which is interesting and with which everyone can relate. We all eat food and we choose the food we eat based on different things, one of which is price. In our respective teaching fields it is important to pull in activities like this which are interesting, fun, and a little out of the ordinary. Such exercises reign in the student’s interest in the beginning because they are not the average class work, which then makes it much easier to convey important conceptual and theoretical information.
Sunday, March 8, 2009
The Art of Training Teachers
The Art of Training Teachers
An Interview with Frances Larimer by Yeeseon Kwon
Clavier Magazine, February, 2002
The article I chose to report is an interview with Frances Larimer, who was one of the pioneers of piano pedagogy program in the U.S. I was intrigued by the title at first then I learned how one piano teacher’s passion and endeavor for teaching piano affected many areas of piano method last few decades.
When Frances Larimer began to teach piano after graduating from high school in the late 1940s the only help she found was from a few old books and methods, which I could easily relate to my own teaching experience in early 1990s. She put teaching aside for five years until she completed her master’s degree in performance at Northwestern University, where she eventually taught for several decades and created pedagogy programs for piano majors in graduate school.
She says in the interview that she learned about teaching piano primarily by trial and error and thought there should be an easier way for others to learn to teach. Her background was typical of most graduate piano majors in the 1950s in that one can perform, accompany, and play in chamber ensembles - not much difference compare to those years I've studied. She saw piano major students graduate without any skills in teaching and that motivated her to start a program in piano teacher training. She designed a program that emphasized teaching internships as well as coursework that covered how to structure lessons, diagnose playing problems, and evaluate materials and methods. From my point of view, even at this time, many students(including myself) do not realize the varied approaches for teaching students of different ages and performance levels. I also know that it is hard to understand these issues without taking a pedagogy course, teaching experience and going to music conferences and workshops. Until she helped Northwestern to launch its master’s program in pedagogy in 1972, and doctoral program in 1977, she endeavored to make the rest of the music faculty believe the importance of how organized and structuralized teaching method can affect students’ (future teachers’) learning. She believed that there are three major components that would work the pedagogy program succeed, and as result, she was able to execute the plan by practicing the following: study of the art of teaching, which includes among other learning to evaluate methods and teaching materials, developing diagnostic skills, and understanding teaching approaches; observing masters teachers at all levels of instruction; and taking part in supervised intern teaching. There are things that I liked about her approach of teaching: teaching should be comprehensive and include basic fundamentals for learning music at a pace that allows students to more than just play pieces. Theoretical information, some kind of creative work, and sightreading are also important. In addition, I also believe that supplementary materials should be interesting, with some educational value to prepare students for the masterworks.
Learning music is a hard work, yet it is quite enjoyable when it touches and moves one’s heart and soul. Teaching music is also a hard work. It requires one’s outstanding performance ability and experiecne, yet it truly shines when a teacher makes its learning process more inviting and exciting.
An Interview with Frances Larimer by Yeeseon Kwon
Clavier Magazine, February, 2002
The article I chose to report is an interview with Frances Larimer, who was one of the pioneers of piano pedagogy program in the U.S. I was intrigued by the title at first then I learned how one piano teacher’s passion and endeavor for teaching piano affected many areas of piano method last few decades.
When Frances Larimer began to teach piano after graduating from high school in the late 1940s the only help she found was from a few old books and methods, which I could easily relate to my own teaching experience in early 1990s. She put teaching aside for five years until she completed her master’s degree in performance at Northwestern University, where she eventually taught for several decades and created pedagogy programs for piano majors in graduate school.
She says in the interview that she learned about teaching piano primarily by trial and error and thought there should be an easier way for others to learn to teach. Her background was typical of most graduate piano majors in the 1950s in that one can perform, accompany, and play in chamber ensembles - not much difference compare to those years I've studied. She saw piano major students graduate without any skills in teaching and that motivated her to start a program in piano teacher training. She designed a program that emphasized teaching internships as well as coursework that covered how to structure lessons, diagnose playing problems, and evaluate materials and methods. From my point of view, even at this time, many students(including myself) do not realize the varied approaches for teaching students of different ages and performance levels. I also know that it is hard to understand these issues without taking a pedagogy course, teaching experience and going to music conferences and workshops. Until she helped Northwestern to launch its master’s program in pedagogy in 1972, and doctoral program in 1977, she endeavored to make the rest of the music faculty believe the importance of how organized and structuralized teaching method can affect students’ (future teachers’) learning. She believed that there are three major components that would work the pedagogy program succeed, and as result, she was able to execute the plan by practicing the following: study of the art of teaching, which includes among other learning to evaluate methods and teaching materials, developing diagnostic skills, and understanding teaching approaches; observing masters teachers at all levels of instruction; and taking part in supervised intern teaching. There are things that I liked about her approach of teaching: teaching should be comprehensive and include basic fundamentals for learning music at a pace that allows students to more than just play pieces. Theoretical information, some kind of creative work, and sightreading are also important. In addition, I also believe that supplementary materials should be interesting, with some educational value to prepare students for the masterworks.
Learning music is a hard work, yet it is quite enjoyable when it touches and moves one’s heart and soul. Teaching music is also a hard work. It requires one’s outstanding performance ability and experiecne, yet it truly shines when a teacher makes its learning process more inviting and exciting.
Thursday, March 5, 2009
Golden Duck Awards
Lynn Barnsback
CTCH 602
Spring 2009
Journal Article
Marketing Education Review
Volume 18, Number 1 Spring 2008
Golden Duck Awards: An Interactive Game to Facilitate Class Participation
Barbara Ross Wooldridge
The article explains the use of an actual Golden Duck, and a competition designed to help marketing professors encourage more and better class participation. The Author cites that “participation is frequently posited as an “active learning” strategy to engage students in the class (Dallimore et al 2006). ….Yet, studies have shown that the college classroom tends to be a spectator sport for students with professors speaking approximately 80% of the time”. Most of the syllabus I read appeared to have programs, usually class participation points, to help elevate the problem of ill prepared and under enthusiastic students. It is clearly a problem.
Wooldridge’ premise with this simple “Game” is that “competition can motivate students to maximize performance”. The Golden Duck is just that, a statue of a Duck that a student can win at semesters end. A smaller rubber duck is used during class, passed from student to student but only with “DUCK worthy” participation. Student add more context to their answer-just get the duck. At the end of class they vote for the best contributor and who gets to take the rubber duck home. At the end of the course, the students vote for the overall best contributor who then gets the larger duck statue, runners up receives the smaller rubber versions. Note, she does not give any points for participation; the Duck is the only motivator.
The Duck works best with classes for 25-40 students and used in classes that are primarily lectures. If class preparation slacks off, the Duck may “not want to play” and it is not used. This tactic can usually get the class to improve the quality of the participation.
The Author feels this is a successful tactic based upon the following information. 1. Her static’s that student’s participation increased from 30 to 95%. 2. The “Duck” also shows up in her evaluations as a favorite component of the class- spurring students into participation sometimes just so someone else does not get to win it. 3. Her evaluation scores have also improved although her course content remains the same. 4. After the course has concluded the Duck lives on. Former students will mail her ducks, bring the duck to other classes for luck and even travel with it.
The most important part of the Golden Ducks powers however are that it gets students to better prepare for and actively participate in class. They become better critical thinkers because they want to evaluate or argue a point and determine duck worthiness. Not to be overlooked, it allows the students to have some fun.
CTCH 602
Spring 2009
Journal Article
Marketing Education Review
Volume 18, Number 1 Spring 2008
Golden Duck Awards: An Interactive Game to Facilitate Class Participation
Barbara Ross Wooldridge
The article explains the use of an actual Golden Duck, and a competition designed to help marketing professors encourage more and better class participation. The Author cites that “participation is frequently posited as an “active learning” strategy to engage students in the class (Dallimore et al 2006). ….Yet, studies have shown that the college classroom tends to be a spectator sport for students with professors speaking approximately 80% of the time”. Most of the syllabus I read appeared to have programs, usually class participation points, to help elevate the problem of ill prepared and under enthusiastic students. It is clearly a problem.
Wooldridge’ premise with this simple “Game” is that “competition can motivate students to maximize performance”. The Golden Duck is just that, a statue of a Duck that a student can win at semesters end. A smaller rubber duck is used during class, passed from student to student but only with “DUCK worthy” participation. Student add more context to their answer-just get the duck. At the end of class they vote for the best contributor and who gets to take the rubber duck home. At the end of the course, the students vote for the overall best contributor who then gets the larger duck statue, runners up receives the smaller rubber versions. Note, she does not give any points for participation; the Duck is the only motivator.
The Duck works best with classes for 25-40 students and used in classes that are primarily lectures. If class preparation slacks off, the Duck may “not want to play” and it is not used. This tactic can usually get the class to improve the quality of the participation.
The Author feels this is a successful tactic based upon the following information. 1. Her static’s that student’s participation increased from 30 to 95%. 2. The “Duck” also shows up in her evaluations as a favorite component of the class- spurring students into participation sometimes just so someone else does not get to win it. 3. Her evaluation scores have also improved although her course content remains the same. 4. After the course has concluded the Duck lives on. Former students will mail her ducks, bring the duck to other classes for luck and even travel with it.
The most important part of the Golden Ducks powers however are that it gets students to better prepare for and actively participate in class. They become better critical thinkers because they want to evaluate or argue a point and determine duck worthiness. Not to be overlooked, it allows the students to have some fun.
Wednesday, March 4, 2009
Teaching Sociology From Everyday Life
Burkart, Julia. Teaching Sociology From Everyday Life. Teaching Sociology. Vol. 19 (No.2). April 1991. Pages 260-263
This is a really good overview of how to get sociological concepts across to intro students using their shared experience of “college student”. After reading Naliyah’s post, I wanted to find something that fit into the “Concept teaching” model. I agree that attempting to teach "the facts" about another culture can be counterproductive and lead to stereotyping. I encountered this while teaching stratification and the Caste system, the textbook skimmed over the caste system in India and gave the impression that this was a backwards and exotic tradition. Instead of highlighting that social stratification is present in every society, just in different forms, students learned about the “evilness” of the caste system. This could lead to cultural insensitivity and justify preconceived notions of another society, which is the exact opposite of what we are attempting to accomplish.
So what examples do you use? I found this article as a good starting point. It highlights using the students’ everyday lives to exemplify the concepts that you are presenting. In order to get across the idea of bureaucracies the author offers the following questions;
"If you are a work-study student, how are your hours translated into a check?" "How are class sizes controlled during registration?" "How do I know this class will fit into this room?" "How does this room get cleaned every night when we are all home? Who makes the schedules of the cleaning crew?"
The author provides examples of how to teach though everyday life in a few different topics. I think this model is also useful in avoiding the teacher as knower/student as listener problem. This model allows students to participate more easily, because we are using the concepts to explain things that they experience daily, and have opinions about. I believe this technique is much more effective at introducing basic sociological concepts then giving examples of far away cultures that the students likely know little about.
Sunday, March 1, 2009
Sociology of Race and Ethnicity: Strategies for Comparative Multicultural Courses
Dennis J. Downey and Ramon S. Torrecilha
Teaching Sociology, Vol. 22, No. 3 (Jul., 1994), pp. 237-247
Naliyah Kaya
I chose this article because I want to look at ways of sociologically addressing race. The article caught my eye because it said we should not address race in a “group a week” format, which made me curious as to what they meant by that term. The article talks about the growing requirement of multicultural studies in undergraduate education and how such courses are best approached. The article criticizes the often utilized format of studying one racial, ethnic, cultural, gender group per week stating that there is no way to address the complexities and comparisons of such groups thoroughly in such a limited amount of time. The authors state that students often end up with a superficial understanding of such groups and walk away thinking they understand such groups yet may actually have gained more misconceptions and stereotypes. For example, the authors discuss that there were only three weeks to discuss the lived experience of all Asian Americans; by the time they were discussing Vietnamese Americans they only had a half hour and thus presented on one part of Vietnamese culture which is very distinct and had to do with astrology, as a result many students walked away viewing all Vietnamese Americans as overly exotic and mystical.
Instead of trying to cram the history and culture of many groups into a short amount of time or selecting only a few groups to spend significant amounts of the course discussing the authors suggest a concept oriented approach. The concept oriented approach means studying what race, ethnicity, culture, racism, ethnocentrism etc. are and mean. By studying the concepts in-depth students gain the tools necessary for critically assessing, comparing, and understanding the history, culture, and lived experience of groups different from themselves. The authors encourage students to look at the histories of groups who differ from themselves, but spend the course teaching and discussing the concepts. The authors then give a brief overview of what a sample syllabus might look like when utilizing their approach and suggest adding a one credit additional course in which students watch specific films which look at the history and lived experience of various groups and then have discussions. They advocate this approach because of the increase in audio and visual stimulation present in current times. How one approaches teaching multicultural courses depends very much on the amount of allotted time as stressed by the authors who discuss which textbooks might be used dependent on if you have a quarter versus semester system or want time to assign various additional readings versus relying more on one book. If possible, on a semester system I think it would be nice to combine the two ideas of concept teaching with films by focusing on the concepts for the first half of the semester and then watching films and discussing how the concepts apply for the second half of the course.
The authors make a very valid point that often in multicultural courses only a select few groups are chosen to be studied and even the groups chosen are often presented only superficially. It is not even realistic to think the history, culture, and lived experience of one group can be critically understood and assessed in one course. The alternative of concept teaching is a very valid argument. In fact it is difficult to understand how we can expect students to critically understand and assess anything if we do not give them the tools (understanding of concepts) necessary to grapple with the complexities of race, ethnicity, and culture in America; we could never expect someone to understand a language if we did not give them the definitions of words.
The idea of concept teaching can definitely be applied to other courses such as women’s studies; instead of focusing only on a few groups of women and their experiences, concepts such as femininity, sexism, and the glass ceiling can be examined which can by applied across the board to understanding the lived experience of women with an encouragement for students to study the histories of specific groups. Perhaps students can each be encouraged to pick a specific group within the course (for multicultural course pick a specific racial, ethnic, cultural group or person) and do a presentation on that person or group at the end of the semester.
Dennis J. Downey and Ramon S. Torrecilha
Teaching Sociology, Vol. 22, No. 3 (Jul., 1994), pp. 237-247
Naliyah Kaya
I chose this article because I want to look at ways of sociologically addressing race. The article caught my eye because it said we should not address race in a “group a week” format, which made me curious as to what they meant by that term. The article talks about the growing requirement of multicultural studies in undergraduate education and how such courses are best approached. The article criticizes the often utilized format of studying one racial, ethnic, cultural, gender group per week stating that there is no way to address the complexities and comparisons of such groups thoroughly in such a limited amount of time. The authors state that students often end up with a superficial understanding of such groups and walk away thinking they understand such groups yet may actually have gained more misconceptions and stereotypes. For example, the authors discuss that there were only three weeks to discuss the lived experience of all Asian Americans; by the time they were discussing Vietnamese Americans they only had a half hour and thus presented on one part of Vietnamese culture which is very distinct and had to do with astrology, as a result many students walked away viewing all Vietnamese Americans as overly exotic and mystical.
Instead of trying to cram the history and culture of many groups into a short amount of time or selecting only a few groups to spend significant amounts of the course discussing the authors suggest a concept oriented approach. The concept oriented approach means studying what race, ethnicity, culture, racism, ethnocentrism etc. are and mean. By studying the concepts in-depth students gain the tools necessary for critically assessing, comparing, and understanding the history, culture, and lived experience of groups different from themselves. The authors encourage students to look at the histories of groups who differ from themselves, but spend the course teaching and discussing the concepts. The authors then give a brief overview of what a sample syllabus might look like when utilizing their approach and suggest adding a one credit additional course in which students watch specific films which look at the history and lived experience of various groups and then have discussions. They advocate this approach because of the increase in audio and visual stimulation present in current times. How one approaches teaching multicultural courses depends very much on the amount of allotted time as stressed by the authors who discuss which textbooks might be used dependent on if you have a quarter versus semester system or want time to assign various additional readings versus relying more on one book. If possible, on a semester system I think it would be nice to combine the two ideas of concept teaching with films by focusing on the concepts for the first half of the semester and then watching films and discussing how the concepts apply for the second half of the course.
The authors make a very valid point that often in multicultural courses only a select few groups are chosen to be studied and even the groups chosen are often presented only superficially. It is not even realistic to think the history, culture, and lived experience of one group can be critically understood and assessed in one course. The alternative of concept teaching is a very valid argument. In fact it is difficult to understand how we can expect students to critically understand and assess anything if we do not give them the tools (understanding of concepts) necessary to grapple with the complexities of race, ethnicity, and culture in America; we could never expect someone to understand a language if we did not give them the definitions of words.
The idea of concept teaching can definitely be applied to other courses such as women’s studies; instead of focusing only on a few groups of women and their experiences, concepts such as femininity, sexism, and the glass ceiling can be examined which can by applied across the board to understanding the lived experience of women with an encouragement for students to study the histories of specific groups. Perhaps students can each be encouraged to pick a specific group within the course (for multicultural course pick a specific racial, ethnic, cultural group or person) and do a presentation on that person or group at the end of the semester.
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