University of Delaware Faculty Summer Institute keynote, Tuesday, June 3, 2014. (student pictures removed)

1. –Jesse Stommel, “Rewriting the Syllabus”
!
http://www.slideshare.net/jessestommel/rewriting-the-syllabus
“Best practices are snake oil.”

2. Productive discomfort:
Fostering learning in
an inquiry-driven class
Kris Shaffer, Ph.D.
Instructor of Music Theory, CU–Boulder
Editor, Hybrid Pedagogy, Publishing Division
!
kris.shaffermusic.com
twitter: @krisshaffer
hashtag: #digped

3. –Kris Shaffer, “An Open Letter to My Students”
!
http://www.hybridpedagogy.com/journal/open-letter-students/
“I want you to learn how to learn. That means that at times
you will be teaching yourself. This is an intentional choice.
One of my chief goals is for you to take charge of your own
education. Though I will help set a frame in which this will
take place, many of you will feel uncomfortable, even
overwhelmed, at this. That’s normal. It’s what independent
learning feels like quite often. (Because it’s what teaching
feels like.) However, if at any time you feel lost, please talk to
me. I have gone through the same process many times
before, both as a student and as a teacher. I may not
remove the discomfort immediately, or at all, but I will help
you learn to manage it and harness it to a positive outcome.”

4. Mark Sample, “Intrusive Scaffolding, Obstructed Learning (and MOOCs)
!
http://www.samplereality.com/2012/12/18/intrusive-scaffolding-obstructed-learning-and-moocs/
“Training wheels externalize the hardest part of
riding a bike. If you’re a little kid and want to
start riding a bike, training wheels are great. If
you’re a little kid and want to start to learn how
to ride a bike, training wheels will be your
greatest obstacle.”

5. Claude Debussy,
“La cathédrale engloutie”
What does the title mean?
And how does it relate to the
music you hear?

6. Goals

7. Information about the piece.

8. Information about Debussy’s
compositional practice.

9. Musical examples in the ear.

10. Conceptual questions in the
mind.

11. Springboard for theoretical
content.

12. Realize transferable skills . . .
and use them.

13. Learning a helpful first step in
analyzing a new piece in a
new style.

14. –Kris Shaffer, “An Open Letter to My Students”
!
http://www.hybridpedagogy.com/journal/open-letter-students/
“I want you to learn how to learn.”

15. Scaffolding and fading

16. i 4{ld
wi -t_ T 4;
t9it
v vt,8 L
e',1 g i'C gD. i rs&'fr t
t t? rr"
z(t
Jane Piper Clendinning &
Elizabeth West Marvin
!
A Musician’s Guide to
Theory and Analysis

17. Mark Sample, “Intrusive Scaffolding, Obstructed Learning (and MOOCs)
!
http://www.samplereality.com/2012/12/18/intrusive-scaffolding-obstructed-learning-and-moocs/
“Riding a bike with training wheels prepares a
child for nothing more than riding a bike—with
training wheels”

18. –Jesse Stommel, “Rewriting the Syllabus”
!
http://www.slideshare.net/jessestommel/rewriting-the-syllabus
“Best practices are snake oil.”

19. [video of my kids riding balance bikes]

20. –Adeline Koh, “The Political Power of Play”
!
http://www.hybridpedagogy.com/journal/political-power-of-play/
“Play is, in brief, serious business.”

21. –Sean Michael Morris, Pete Rorabaugh, Jesse Stommel, “Beyond Rigor”
!
http://www.hybridpedagogy.com/journal/beyond-rigor/
“Play is critical inquiry.”

22. –Jesse Stommel, “Rewriting the Syllabus”
!
http://www.slideshare.net/jessestommel/rewriting-the-syllabus
“Best practices are snake oil.”

23. Who are your students?

24. What agency can you give
your students?

25. What learning and inquiry
practices do you want your
students to learn?

26. How much pedagogy can you
add to the course?

27. Learning content makes the
unfamiliar familiar.

28. Learning how to learn makes
unfamiliarity familiar.

29. Productive discomfort:
Fostering learning in
an inquiry-driven class
Kris Shaffer, Ph.D.
Instructor of Music Theory, CU–Boulder
Editor, Hybrid Pedagogy, Publishing Division
!
kris.shaffermusic.com
twitter: @krisshaffer
hashtag: #digped