1. Before & After Project
From the Mind of a Music Teacher
Kelli Weisenhorn
Adams State College
Dr. Joyce & Dr. Wenzel
ED 546 & 548 CIA
Summer 2009

2. Texts Referenced
(for guidelines & principles)
• E-Learning by Design (EBD), Horton
• Deciding What to Teach and Test (DWTT),
English
• e-Learning and the Science of Instruction
(ESI), Clark & Mayer
• Graphics for Learning (GFL), Clark &
Lyons

3. Project Objectives
Objective 1:
Deciding What to Teach and Test (DWTT), English
For any body of content to be synchronously and/or asynchronously instructed and
assessed, you will apply curriculum design and delivery guidelines to:
* Ensure that your classroom level written, taught, and tested curricula
are well-aligned;
* Support discussions of curriculum alignment at the building and
district-wide levels.

4. Project Objectives
Objective 2:
e-Learning and the Science of Instruction (ESI), Clark & Mayer
For any body of content to be synchronously and/or asynchronously instructed and
assessed, you will apply evidence-based principles of multimedia learning to
ensure:
* Optimal use of spoken and written words with visuals;
* Effective use of narration to describe visuals;
* Appropriate design of examples and practice that build new skills;
and
* Effective instructional design that minimizes cognitive load.

5. Project Objectives
Objective 3:
Graphics for Learning (GFL), Clark & Lyons
For any body of content to be synchronously and/or asynchronously instructed and
assessed, you will apply evidence-based principles to ensure that the visual
elements of instruction:
* Support and leverage psychological processes of learning (attention,
prior knowledge, working memory, mental models, transfer of learning and
motivation);
* Accommodate learner differences; and
* Are well-differentiated for
**types of content (fact, concept, process, procedure, principle)
** level of performance assessment (remember or apply), and the
** focus of performance (accuracy, fluency, and/or complexity).

6. Project Objectives
Objective 4:
E-Learning by Design (EBD), Horton
For any body of content to be synchronously and/or asynchronously instructed and
assessed, you will design standards-based instruction that:
* Uses primary and supporting learning objects; and
* Completely accomplishes primary and supporting performance
objectives.

7. Message from the Conductor
The following project will rather, sample lessons from two
demonstrate how e-learning different units. Peer coaching
objectives, from the referenced tips and helpful information
texts, have been applied to will also be included to provide
previous lessons from my useful knowledge for
teaching career. Entire units professional growth.
will not be presented, but

8. Instrument Recognition Unit
• Topic: How an instrument is
played (technique & posture) can
change the sound that is produced.
• Age Group: Beginning Band
• Objectives: Students will identify
instruments through sound quality
attributed to technique and posture.
• Lessons/Activities: Lesson
Preview, Techniques and Posture
Lesson, Audio Activity
• Assessments: Pretest & Posttest

9. Instrument Recognition Unit
Before After
• Lesson was planned first and then • Goals were set, assessments
ending assessment was planned--no created according to goal, lessons
curriculum alignment (lacking were created to teach to the goal--
objective 1). curriculum alignment (objective 1).
• Incorrect answers to work and • Incorrect answers are marked with
assessments are marked (lacking an explanation/feedback placed in
objective 2). alignment with the student’s
answer (objective 2).
• Poster visuals were used to • Poster visuals continue to be used.
demonstrate proper posture when However, text that explains the
holding an instrument. No text way to achieve proper posture and
accompanied the poster (lacking it’s effects now takes it’s place on
objective 3). the poster next to the picture. In
addition, there are arrows cueing
the learner to make connections
between the poster and text
(objective 3).

10. Instrument Recognition Unit
(cont.)
Before After
• Lecture on posture and technique • Teacher demonstration of Concert
and the effects on sound production Bb scale with proper posture and
(lacking objective 4). technique vs. poor posture and
technique (Absorb). Learners
attempt scale with proper posture
and technique (Do). Record the
scale and compare to an earlier
recording to evaluate the
improvement (Connect) (objective
4).

11. Mood Unit
• Topic: Different moods are
portrayed in music.
• Age Group: Upper Elementary
• Objectives: Students will
identify different moods within a piece
of music, as well as the elements that
create the various moods.
• Lessons/Activities: Lesson
Preview, Mood Lesson, Assessment
• Assessments: Worksheet,
Coloring Graphs, Art Work,
Performance Assessment

12. Mood Unit
Before After
• I created lessons first followed by • Goals were set, assessments
ending assessments--no curriculum created according to the goals,
alignment (lacking objective 1). lessons were created to teach to the
goals--curriculum alignment via
• Answers on the coloring graph backloading (objective 1).
were marked as incorrect or correct • Answers on the coloring graph
without feedback (lacking were marked as incorrect or
objective 2). correct. Not only is positive
feedback given, but placement is
key as it is written next to each
incorrect answer (objective 2).

13. Mood Unit (cont.)
Before After
• Vocabulary and teacher • Nonexamples and analogies are
demonstration were used to instruct used to teach more abstract ideas of
learners on how to identify mood mood within a song (objective 3).
within a song (lacking objective 3).
• Explanations about what mood • Explanations of what mood
drawings are and how to create one drawings are and how to create one
were given (lacking objective 4). are given. I give a teacher
demonstration on how to create a
mood drawing (Absorb). Learners
create their personal mood
drawings (Do). Learners share
mood drawings and musical
elements that inspired the drawings
(Connect)(objective 4).

14. Peer Professional
Development Tips
• Objective 1 Tips: Make sure that your curriculum is aligned.
Alignment should not just happen in a classroom, but throughout the
building as well. However, make sure to discuss with your building
ways that you can align curriculum in your building.
– Form PD teams to ensure alignment
– Discuss whether backloading and backward design
– Backloading and backward design begin with the goal, followed
by creating the assessment, and finally lessons to teach what will
be assessed.
– Make sure curriculum is aligned vertically and horizontally.
– Align within a district to avoid gaps between major milestones
such as transitioning from elementary to junior high.

15. Peer Professional
Development Tips (cont.)
• Objective 2 Tips: Examples are one of the most powerful methods of
building cognitive skills. Worked Examples provide a step-by-step
way of building skills and new knowledge without causing cognitive
overload.
– Fading: begins with a fully worked example and then progresses step-by-
step, with the learner completing a new step each time. Eventually the
learner transitions to a full practice problem.
– Make sure to use visuals that are relevant
– Place text close to visual
– Group steps into meaningful chunks with visuals to draw attention.
– Coherence Principle: less is more; distraction-free environment
– Contiguity Principle: use of color, font, & placement for feedback

16. Peer Professional
Development Tips (cont.)
• Objective 3 Tips: Graphics/visuals are an integral part of learning.
Here are some tips to successfully incorporate visuals in ways that are
most beneficial to the learning process.
– Use cueing to draw attention
– Visualize concepts and facts
– Provide demonstrations that provide transformation and representational
visuals
– Text plus representational or interpretive visuals provides a better
understanding
– Use visuals to manage cognitive load
• direct attention
• memory support
• place text close to visuals (same page vs. separate pages)
• eliminate extraneous detail
• use diagrams to illustrate instructions

17. Peer Professional
Development Tips (cont.)
• Objective 4 Tips: Here is some important information regarding
lessons, topics, and tests.
– Combine learning activities for effective lessons and a richer learning
experience
– Design a lesson as a learning object
– Tutorials can organize lessons
– The function of a topic to to FULLY accomplish a learning objective
– Topics can be simple, typical, or complex and address:
• Absorb: learners watch a demonstration
• Do: learners “do” the demonstrated activity
• Connect: learners make a knowledge building connection

18. Peer Professional
Development Tips (cont.)
• Objective 4 continued:
– Testing:
• Why? What do you want to accomplish?
• What type of questions do you want to use (multiple choice, true/false, essay, etc.)?
• Write effective questions; be simple and straightforward; no trickery
• Group questions appropriately (sequencing, etc.)
• Provide meaningful feedback
• Explaining the test prepares learners and gives them a sense of control
• Consider alternatives to formal tests

19. Conclusion
Please take the time to study the objectives that have been
presented. Learn to incorporate them into your lessons. It
is our job as educators to make sure that we present
information in the most beneficial way to students. It is my
hope that you will find something of value in this
presentation and use it to impact the lives of your learners.