Music Theory SI Resource Site
Malia Mercurio Santos University of Hawaiʻi at Mānoa
2018 April
Biography EducaEon • M.Ed. LTEC • Bachelor of Music • A.S. Biology Current PosiEon • Lead Tutors & SI Leaders (including musicians)
• Develop trainings and educaEonal materials.
Supplemental InstrucEon (SI) • Group acEvity facilitaEon for students
• Led by “near-‐peer” • Develop skills vs. facilitator-‐led content delivery
• UElizes visual, auditory, tacEle, and kinestheEc strategies
• Primarily used in STEM
When to Supplement with SI
Ideal Condi+ons • High Course DFW Rates • “Gate Keeper” Courses • High AZriEon Rates • Need to think “in major”
Music Theory Courses • >25% DFW Rate • Required for Degree • 15-‐25% AZriEon Rate • “Internal AudiaEon” (Gordon)
RaEonale
Internal AudiaEon
Flipped InstrucEon
& MetacogniEon
Prevent “Knowledge Telling”
Curated, Resource-‐
Rich Resources
Project DescripEon The Problem: Music Theory Supplemental InstrucEon Leaders do not incorporate enough mulEmodal strategies into their SI sessions because they do not know how to create mulEmodal strategies.
The Solu+on: Provide SI Leaders with a resource of mulEmodal session strategies and instrucEon on how to use them.
Purpose Statement: “Evaluate the efficacy of an online resource of mulEmodal learning strategies to be used by Supplemental InstrucEon Leaders for Music Theory”
Music Theory SI Resource Site
mmercuriosantos.wixsite.com/musictheorysi
Technologies
Technologies
Technologies
Adapted SI Strategies
Original Content
Desktop and Mobile
Methods
• Provided site to staff with no mandate to use it
• Lesson Plans • Analyzed Data (GoogleForm)
• Compared strategy use from 2018 Spring to 2017 Spring
Desired Outcomes
ü Auditory, KinestheEc and TacEle
ü “Big Four” ü ConstrucEvist, collecEvist learning
ü Staff moEvaEon and creaEvity (see Oreos)
X Less “paper based” learning
Results -‐ Usage
Results – Strategy Types
Results – Visual Strategies
• Less "passive learning” -‐ SI Leaders doing the work while students watched
• More "AcEve Learning” -‐ Students up on the board doing work together
Results – Auditory Strategies
• Less "discussion based” • More "singing, solfeging, voicing, and harmonizing”
Results – “Big Four” & Paper Based
Results – “Big Four”
• Big Four Strategies DOUBLED
• …but we sEll need more!
Results – Paper-‐Based Strategies
Conclusion:
Staff Feedback
Pros • “Loved the adapted SI
strategies for us SI Leaders” • “Love the layout” • “There’s good reminders
(incorporaEng auditory as well as visual methods) as well as good strategies that I hadn’t uElized before”
• “I mostly used the directory page to find acEviEes”
Cons • “The majority of pages and
strategies were geared towards Music Theory fundamentals through II or III”
• “Needs more strategies and general help”
• “Add names to the category icons”
• “Have SI Leaders submit their ideas.”
Next Steps Site Development: ü Add More Strategies (rhythm, kinestheEc) ü Add More “Big Four” Strategies ü Develop Masterclass SI Sessions Research: ü Impact on Course Grades ü Longitudinal Grade Improvement ü Establish Standards and PracEces
Mahalo!
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