1. One example of using positive transfer in band is scales. I actually was working with my high schoolers on scales last week. First, I had them play through all twelve major scales. Then, when we would come to a difficult run in a certain piece of music, I had them identify which scale was composing that run. This is positive transfer of using their knowledge and finger muscle memory of the scales to play it correctly in the music.
2. Metacognition means thinking about thinking, and is basically a reflection on one's own conscious attempts to participate in behavior and thought processes that increase learning and memory (Ormrod 250). This helps teachers evaluate students by using teaching activities and different assessments. The teacher purposely teaches for his/her students based upon their learning styles. There are different learning strategies such as overt and covert that the teacher can observe. It is important that the teacher reflect on his/herself as a teacher so they themselves participate in metacognition.
What's the category for the second question?
ReplyDelete1. One example of using positive transfer in band is scales. I actually was working with my high schoolers on scales last week. First, I had them play through all twelve major scales. Then, when we would come to a difficult run in a certain piece of music, I had them identify which scale was composing that run. This is positive transfer of using their knowledge and finger muscle memory of the scales to play it correctly in the music.
ReplyDelete2. Metacognition means thinking about thinking, and is basically a reflection on one's own conscious attempts to participate in behavior and thought processes that increase learning and memory (Ormrod 250). This helps teachers evaluate students by using teaching activities and different assessments. The teacher purposely teaches for his/her students based upon their learning styles. There are different learning strategies such as overt and covert that the teacher can observe. It is important that the teacher reflect on his/herself as a teacher so they themselves participate in metacognition.