My friend Sarah recommended The Journal of Engineering Education to me as a really solid and totally awesome source of pedagogy research. So, I went and looked at the most recent issue (October 2012) and picked the article that called to me the strongest: “The Informed Design Teaching and Learning Matrix.” Authored by David P. Crismond (CUNY, City College) and Robin S. Adams (Purdue University), it is a huge article (40 large pages of single-spaced prose before the 20 pages of citations), incredibly well-grounded in previous research, and meticulously written/organized. It inspired many ideas for my classrooms and I was regularly amazed by the universality a lot of what they recommend: it applies to my own learning, parenting, classroom teaching, one-on-one teaching, mentoring, and probably a number of other things I’m forgetting at the moment.
These authors are focused on how engineering design is taught and learned. By design, they refer to the process of creating an object/solution (such as a parachute) according to given parameters. They present their findings as a matrix (table) that “contains nine engineering design strategies and associated patterns that contrast beginning versus informed design behaviors, with links to learning goals and instructional approaches that aim to support students in developing their engineering design abilities.” (p. 738) This sounds intimidating, but it is very cool. The bulk of the article and –for me– the most thought-provoking is the section “Unpacking the Matrix.” Each of the nine patterns is discussed in two sub-sections: a summary/description and teaching strategies. What a goldmine! Here are three of my three favorite “ah ha!” moments. I have organized them from the most general to the most specific, in terms of “field of study.” Continue reading
One idea that appealed to me about teaching classes in our wonderful museum was the notion of a middleground–a space/place where none of us were experts and thus we learned differently because the power structure was new. This week, I’m taking my upper-division theory class to the museum for our second co-taught class. Unlike the first visit/class, I feel like more of an expert this time. I suspect two factors contribute to this feeling: (1) it’s our second visit [and, I assume we’ll all feel more like experts this time], and (2) we’re going to be exploring the concept of genre, something I have spent a lot of time thinking about in my own research [I’m not as sure that my students will feel like experts on musical genres or with the general topic of genre]. Since I feel more comfortable heading into this meeting, I also think I have better prepared students to learn from the experience. Continue reading
Today, my Form and Analysis class visited our wonderful museum and received an introduction to visual analysis. Everyone attended, everyone spoke, and everyone was engaged (a 12-student class). I am curious to hear what they think they took from the visit when we meet again on Friday. I’m equally curious to see if, at the end of the semester, they find that they took more than expected from the visit. We engaged with four works, and I described some of my and the museum’s educators’ preparation in this post. Continue reading
No, [for you music theorists] this is not a post about Schenkerian analysis. This is a post about an exciting opportunity I’m exploring with my Form and Analysis class next week. We are going to our campus’s extraordinary art museum for our first of a series of three classes (spread out over the semester).
What has captured my pedagogical imagination the most is engaging with the idea of middle ground. I was introduced to this concept two weeks ago during a workshop about using our wonderfully equipped and staffed teaching museum. It comes, as far as I can tell, from Richard White’s book, The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650–1815. Led by a history professor, the workshop I attended touched on the change in power structure that occurs when I take my class to the museum. I am no longer an expert learner; I am now on the similar footing to my students. What a treat for me! I have been fascinated by the implications and simplicity of the idea for two weeks now and am excited about our first trip to the museum next Wednesday.