Module 4

Chapter 9 discussed complex cognitive processes. Topics included metacognition, learning strategies, problem-solving, critical thinking and argumentation, transfer, and robust knowledge. A few of the concepts that I took away from this chapter as being very useful comes from the learning strategies section. On pages 346 to 347, the author discusses underlining/ highlighting and note-taking. After reading about that, I have realized that I highlight too much. The book mentions we should ask ourselves why we highlighted or underlined a particular thing and become more selective in what we highlight. I think my teachers should have done a better job of teaching me how to be more selective when highlighting or underlining. Well, I guess it's better for me to be aware of it now so I don't develop that habit. In the taking notes section, I realized how I have been very bad at taking notes through my school years and I haven't been very strategic. But after seeing Figure 9.3 on page 348, I feel like I have been shown a far superior way of note taking that I would encourage all of my students to take notes using that template if they take notes in my class. I wish I was taught to take notes like that when I was younger. True story, I remembered being shown different ways to take notes during my Freshman year in high school and I remembered being so confused because some of the methods were very confusing and made no sense to me. I don't recall this method being shown though.

Chapter 10 was essentially about one thing and that is constructivism. To be a little more specific, the chapter explains a constructivist approach in education. I do like this approach as it is very engaging and more centered on how knowledge is acquired. I also really like the concepts of inquiry and problem-based learning as teaching methods. This is because I feel I can utilize these methods in a music classroom. For example, I could use these methods to teach my students to match pitch or to teach them to be aware of tuning one's voice in a choir. Likewise, with the concept of group-learning. I want to point out the roles in Table 10.4 on page 403 as a baseline for role assignments in a group. I could see myself assigning roles like the ones provided in the Table to students in a small ensemble, as a quartet. I could assign each person two roles. One could be in charge of writing the lyrics and singing. The second student could be in charge of or writing the melody and plays the lead instrument. The third student could be in charge of the rhythm and play drums to keep time. The last could be in charge of the harmonies and play or sing them in the song. I would encourage more roles to be given out to students, as well. Like one is a reflector or another is a taskmaster, for example.

Chapter 11 discusses social cognitive views on learning. The textbook describes the social cognitive theory, the modeling method, self-efficacy, and self-regulation. I think modeling is one of the most useful methods for teachers that teach in a kinesthetic way. Especially in technical training like those in music (specifically singers) or those in sports (Like football or hockey, I would imagine). For example, I have modeled to my voice students the proper breathing techniques and I would prompt them to observe what is going on. After observing, I would have them try it and to put their hands on their stomach and chest to feel which area is moving in what direction. So, therefore, I can see myself applying this method in more diverse ways in my future classroom.