Participant Reflections
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I was very impressed with the work I accomplished in the Instructional Strategies Community. I found the discussion with the leaders and the other members very enlightening. Their ideas and methods were very beneficial to my program and me. I discovered that my ideas of how music should be taught, assessed and its place in the curriculum is in line with the state’s proposed standards.
The staff is very knowledgeable about standards, assessment and how to apply these to my program. I am very appreciative of their knowledge, insight and patience. Working with this community has saved me a tremendous amount of aggravation of trying to apply these standards to my program alone.
Brett Adams
Coudersport School District
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Focusing on Instructional Strategies gives the Critical Response Standard even greater importance than I had previously thought about. Without strategies such as scaffolding or modeling the student cannot gather and own the necessary information to make a critical response. These strategies touch upon many learning styles giving many more students the chance to succeeded, to understand in depth the knowledge the teacher wishes to impart.
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Working in the School District of Lancaster, I have had some experience writing lesson plans with a similar format that the state has offered on this computer. I did not consider this a terribly difficult task because of my previous experience. I was however, forced to think a lot about the state standard of critical response and how I could use it to help with learning. I was happy to learn something to enhance my kids’ learning in my building. I was also forced to enhance my first plan when I was asked to think about writing a plan for kids who are able to do all of the movements quickly. (The first part of the week with the different classes we had to attend has given me other ideas to use also.) I have reviewed what instructional strategies are and that will help me at school.
I now know what a sample lesson plan format from the state looks like versus the one our district has. I like the one from the state.
I have enjoyed working with the people in my group. (Our instructors made it comfortable and easy to interact with each other thus enabling us to learn more and better.)
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I feel that the small groups of learning were effective. Not only was I able to learn, but I was able to apply what I have learned to my lesson planning. It was nice to be able to interact with the other participants and the community leaders. Together we were a team!
When I first entered the group, I had an idea of how to write an effective, standards-based lesson. But when I had finished my lesson planning, I realized that my knowledge and application of terminology, ideas, and assessments had dramatically increased! I have realized that most of my learning occurred subconsciously, throughout the course of our learning group. We learn by doing, and I believe that by doing this plan with a group, I learned how to effectively write a standards-based plan of worth.
In close, I would like to add that my group facilitators were helpful and kind. They kept their patience when the demands kept increasing! They made our environment an enjoyable one, even when our room became known as the "Sauna" room!
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This was an opportunity to pursue some "hands-on" at The Governor Institute and create a product that can be implemented upon return to my school district. I was disappointed with the slow speed of technology,which hindered the opportunity to surf the internet more in depth. The primary goal was achieved and is a workable document. The knowledge base of peer and instructors was exemplary. I enjoyed producing a visual result of my time here at The Governor Institute.
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My individual community concentrating on Instructional Strategies provided me with tools that I can immediately apply to my District Curriculum. I am planning to use the lesson plan template throughout the school year. I will need continued practice adapting our existing curriculum to the template.
Use of this specific lesson plan will occur at the beginning of the school year calendar in my curriculum. I’m excited to use it. I am thankful to have worked through this lesson plan process with guidance. Support, ideas, explanations and resources have been deeply appreciated.
I feel confident using the tools I have learned at the Institute to deal more efficiently with teaching criticism techniques to my students. I’m anxious to share with my district and students what I’ve learned.
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Through community learning of instructional strategies, I have gleaned further understanding of how to use accepted strategies in constructing an effective lesson. Using such strategies as activating prior learning, cooperative learning, scaffolding, choices and responding will serve to better meet the learning style needs of my students.
The group discussion clarified and delineated procedures to bring criticism into a more teachable and meaningful activity. Bill Pearce’s patient coaching was particularly helpful in leading to a clearer understanding of what was required of the planned lesson. I enjoyed the camaraderie of my colleagues, whose willingness to work together I would like to duplicate in any school district.
Though I am capable of utilizing the internet, I have never been successful in locating useful sites. The collaboration of colleagues helped me locate sources I had not been able to find. I would like that a listing of useful arts web sites might be made available to all participants.
The Institute’s concentration on the criticism standard will be very useful as I incorporate criticism strategies into my lesson plans for the future. Though it was a mentally exhausting week, I feel privileged to have been a part of it.
Luanne Salaga
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Being introduced to the new Pennsylvania Standards was quite overwhelming! Upon joining my "Community of Learners", led by Bill Pearce, things became much more clear.
I wrote a criticism standard-based lesson using computer technology. This is something that I have not done before. With much focus, Bill’s help, and the help of computer support people, I was able to create a wonderful lesson plan that will stretch my students’ creativity and analytical skills.
Amy L. Volansky
Sharon City Schools
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I discovered from the Governor’s Institute that much of what I do in my class is based on the standards. The rubrics, which I assess, my students and the way in which I construct my lessons and unit plans appear to be based on the standards. Because the curriculum of Performing Arts is new to the district it was written using state guidelines. Much of what I do in my classroom is based on those guidelines.
I feel like I am the fist generation of new teachers to apply and use these guidelines/ standards and know of nothing else. Since I have assisted in writing the curriculum, the standards approach to learning, achieving and critiquing student work is a natural process. My students know what to expect and how to perform before they give a final presentation.
Oliver Wiehe
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Whew! I learned so much but at the same time I became aware of how much I need to learn. I’m delighted that our disciplines now have Standards which will serve so many different purposes. Most importantly students will benefit from the depth and breadth of where the Standards are taking us. Teachers now have a curriculum guide which will allow them to explore their subject matter at so many different levels. Administrators now have to think about the Arts in a new and defining way. It’s all good, as my students would say.
Thanks so much to everyone responsible for the Standards and this Governor’s Institute. You’ve given us lots to think about and work with.
Susan Wolf
Radnor Township School District