My mind map can be connected to two pedagogical approaches, experiential learning and project-based learning. These are two theories that my Bachelor of Education program put a lot of focus on when we were creating curriculum plans, so naturally I find it easier to incorporate into my planning. However, I have found that there was some resistance when working with more experienced teachers who were not as familiar with these pedagogical approaches. In my most recent professional context, I am the only Music teacher at my school. The freedom that comes with planning my own curriculum around experiential and project-based learning is a welcomed change, even if a lot of responsibility falls onto me to select approaches that will best suit my learners.
“Experiential education means learning from experience or learning by doing” (Schwartz, 2013). In my mind map, I addressed STEAM and Music connections. Students will “manage their own learning” (Schwartz, 2013) and there is the aspect of creating emotional investment. Having students create their own STEAM and coding projects in relation to Music provides a personal take on learning. It gives each learner the chance to create something that means something to them and to reflect on the learning process. A challenge I have noticed with experiential learning is depending on the group of students, this is not necessarily a practice you can do at the beginning of the semester. Students need to feel supported and scaffolded throughout the learning process in order to have the right tools to learn on their own. They must feel comfortable before they can creatively take risks without fear of judgment. Schwartz (2013) advises educators to “create a safe space for students to work through their own process of self-discovery.” I have noticed that students may not always see the direct correlation between Music and other topics at first but my goal is to help them come to the realization through purposeful and experiential activities.
The second pedagogical approach that is represented through my mind map is project-based learning. PBL goes hand-in-hand with 21st Century Learning Skills, which I had included in my mind map through inquiry-based learning styles, technology usage, life and career skills, and critical thinking skills. This type of learning “empowers learners to collaborate in teams, mentored by their teachers, as they research real-world questions and pose solutions to real-world problems” (Hutchison, 2015). Even if students do not continue with Music past school, the skills that we practice in class can be applied to real-world scenarios. It takes time management, dedication, and organization to learn music. It takes creativity and perseverance to compose your own music. Good collaboration is required to work in ensemble settings with their peers. Lastly, it builds confidence and public-speaking skills to perform in front of an audience.
After completing this week’s module, I would like to add regular self-reflection practices for students and purposeful activities that connect back to the learning into my working mind map.
References
Hutchison, D. (2015). Project-based learning: Drawing on best practices in project. What Works? Research into Practice, p. 1-4
Schwartz, M. (2013). Best practices in experiential learning. Learning & Teaching Office, Ryerson University, p. 1-20.
Unionville, October 2022
Comments