Instructional design has been the main focus this week. There is exists a great deal of information and ideas concerning good lesson planning and curriculum development. Also, there are a number of applications of technology to aid in the development of lesson plans.
Technology can aid students in acquiring and use background knowledge that is crucial for building lasting understandings. Youtube can provide opportunities for students to see and hear authentic musical examples. Music theory software can help guide students in a development of important knowledge.
Backwards design is an important concepts when designing instruction. "Starting with the end in mind" helps with the development of quality student learning objectives, proper assessments, and quality activities. This discussion of backwards design reminds me of the "twin sins" of lesson design as explained by Wiggins and McTighe (2011). It's all too easy to be mired in developing "fun" activities or trying to meet all the standards. Instead, we should consider what we want students to know and be able to do. Developing instruction from that starting point is something I try to do often.
It's also important to include differentiation in instruction. Each student is unique, and trying to fit all students into one mode of learning only ensures that some will be left behind. Some differentiation is mandated (i.e. IEPs), but a great deal of good can be done by providing students multiple means of building understanding and providing evidence of their learning (assessments).
Webquests have a great deal of potential. Though the concept has been around since the 90's, Webquests can provide students with authentic opportunities to engage with rich media on the web. The main point of Webquests is to provide students with scaffolding. Students can use the web to compile information, sythesize that knowledge, and create new content.
Wiggins, G. & McTighe, J. (2011). Understanding by Design: Guide to Creating High-Quality Units. Heinle ELT.
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