‘Using team cohesion–based OAA to transform music teacher education: Disrupting pedagogical - PowerPoint Presentation

1. ‘Using team cohesion–based OAA to transform music teacher education: Disrupting pedagogical assumptions of music teacher education through physical education’Dr Alison Murray, Sarah Adams and Dr Pamela MurrayUnderpinned by conference aim #1 To share innovative and creative research-led initiatives with colleagues relating to PE ITTESupporting creativity pedagogies: Creativity can be both relational and socially constructed (Selkrig & Keamy, 2017)“Creativity involves making connections between things that may appear unconnected” (Cooper 2018:76)“Extending the frontiers of knowledge of teaching and evidence-based practice in PE ITTE”1

2. Broader underpinnings –disposition commonalities from outsetMusic Education, USANational Association for Music Education (NAME Strategic Plan, 2016)Mission: To advance music education by promoting the understanding and making music by all.Vision: Leading the world in music education, empowering generations to create, perform and respond to music.Values: Community, Stewardship, Comprehensiveness, Inclusion and Equity, InnovationThrough strategic directions: advocacy, leading the profession, research and capacity building. (Critical thinking Disposition related, motivation link)https://nafme.org/Outdoor Education, EnglandOutcomes:1. Enjoyment2. Confidence3. Social awareness4. Environmental awareness5. Activity skills6. Personal qualities7. Key skills8. Health & Fitness9. Increased motivation & appetite for learning10. Broadened horizons(Critical thinking Disposition related, motivation link)https://www.englishoutdoorcouncil.org/HQOE.pdf2

3. Scoped self-regulatory underpinnings: England Primary educationDfE (GOV.UK) Primary music and physical education National Curriculum Programmes of study Music Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.Disposition analysis: 1) planning, 2) knowledge development, 3) metacognition, 4) proactive reflection, 5) self efficacy and 6) social efficacyPhysical Education (PE)A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness.Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.Disposition analysis: 1) planning, 2) knowledge development, 3) metacognition, 4) proactive reflection, 5) self efficacy and 6) social efficacy3

4. Purpose: To explore a blended PE pedagogy to develop self regulatory/critical thinking dispositions as students learn music subject knowledge beyond the expected music educationThe value of PE beyond PE. Outdoor Adventure activities (OAA)To share this blended practice and then flip it Implications for subject knowledge and subsequent teaching efficacy (and related motivation) OAA as a tool to initiate the learning scope & sequences for all wider curriculum subjectsPresent a small contextualised study and use as a portal for more general discussion. 4

5. Key stage 1 comparisonMusicPupils should be taught to: use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded musicexperiment with, create, select and combine sounds using the inter-related dimensions of music.Disposition analysis: 1) planning, 2) knowledge development, 3) metacognition, 4) proactive reflection, 5) self efficacy and 6) social efficacyPhysical educationPupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.Disposition analysis: 1) planning, 2) knowledge development, 3) metacognition, 4) proactive reflection, 5) self efficacy and 6) social efficacyConclude: So perhaps PE can offer a platform to develop efficacy for music teacher educators?5

6. KS 2 Comparison Music P.E.KS 2 Music. Pupils should be taught to:play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.Disposition analysis: 1) planning, 2) knowledge development, 3) metacognition, 4) proactive reflection, 5) self efficacy and 6) social efficacyPhysical Education. Pupils should continue:to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.Disposition analysis: 1) planning, 2) knowledge development, 3) metacognition, 4) proactive reflection, 5) self efficacy and 6) social efficacyConclusion: Shared learning based dispositions; opportunities to collaborate. 6

7. Problems-Intriguing & complexPreservice music specialist teachers (primary –secondary ) -university based teacher education programme like a conservatoire Tensions arising across which hosts PSTS from year 1-4 and in-service music teachers.Music teacher educator felt the class (and teaching) had become too static and unidimensional (overly focused upon performance; also denoted in his ‘unspoken’ expectations.These led to advocacy for change by the teacher educator whose role reflected this tension in itself; Music educator/ choral director /professional composer.Reached out to Physical Educator Teacher Educators for ways to ‘move’ the group through cohesion into a greater understanding of not only each section (soprano, alto, tenor and bass) but also a greater appreciation of ‘why’ this is important for children and youth. (Common ground ascertained through dispositional analysis).7

8. What if….We could ask PETE for support? Question:1. How might we support a journey to reimagine & reframe the current modular design for PSTS as they accrue both music teacher education and personal skill? (Taxonomy in Course Design, Fink, 2003).2. How can we explicitly develop learning, thinking and regulatory dispositions to help PSTs across?(Dispositions toward critical thinking, McBride, Xiang & Wittenburg, 2010)Answer: Blend opportunities to explore, practice and acquire learning and teaching dispositions in organic ways common to both music and physical education exploration.8

9. Response: collaboration to re-design a music educator module16 week module8 week mini lead in sessions to music classes8 week active learning series was scaffolded through music teacher education knowledgeintroduced and developed dispositions of self regulation (SR) in a university level music ensemble class across an adventure-based physical education curriculum (OAA) 9

10. Theoretical underpinningsMain driver: Self regulated learningA social cognitive stance -personal agency and lies at the core of self regulation (Zimmerman, 2000). From a social cognitive perspective, three phases encompass the process and presiding beliefs of self regulation: forethought, performance (or volitional control) and the processes of self reflection (Schunk & Zimmerman, 1998). Motivation- can self regulation be used to impact the motivation of our PSTs as to help them learn across wider curriculum subjects (music in this instance) ?Deci and Ryan (2000) http://selfdeterminationtheory.org/theory/Characterizing team performance as a process-oriented construct (Carron, Bray & Eys, 2010)10

11. The Study overviewIRB, ethical permission & consent from all stakeholders.Re-setting of music education scope and sequence for module through an Outdoor Adventure Activity for 8 weeks following an 8 week classroom based team problem based learning series. Delivery of newly framed music education & performance module by PE and Music teacher educatorsFinale: assessment through an adventure based high ropes course and a concertResults: Triangulated IMI data through class reflections, evaluations and peer led team meetings11

12. Aligning theory through teaching and measurementsPedagogical conduit: The dispositions developed through OAA challenges -used as an educational tool to affect intrinsic motivation. Dispositions are tendencies or character traits guiding one’s actions (Katz, 1988). Those introduced and developed on a weekly basis in this study indicate characteristics and habits that one possesses. They are 1)planning, 2) knowledge development, 3) metacognition, 4) proactive reflection, 5) self efficacy and 6) social efficacy (McBride, Xiang & Wittenburg, 2010). Belief: self regulatory strategies may be directly related to contextual & social situations, situational interest was used to increase topic interest and the related items of intrinsic motivation. This link between the self and the social within the triarchic social cognitive theory further encouraged the adoption of a social cognitive approach toward self regulation. Instrument: Intrinsic Motivation Inventory (Ryan, 1982). 12

13. HypothesesAs self regulatory dispositions are tapped into through facilitation based activities, and students provided more structured choice in challenge and music related tasks, intrinsic motivation will increase. As intrinsic motivation increases, topic interest will increase.As the topic interest increases, so too will effort and importance. Perceived choice will increase.Value and usefulness will increase.There will be no change in relatedness.Pressure and tension will decrease.Null hypothesis: There will be no change in intrinsic motivation, topic interest or other related items which positively predict intrinsic motivation.13

14. Table 1. Dispositions embedded through pedagogical subject knowledge delivery through a team teach approach (PE-into-Music)Dispositions WeekPlanning, P1, 2Knowledge Development, KD1, 4,5,6Metacognition, Meta1, 3,6Proactive Reflection, PR1,5Social Efficacy, SE1, 2,4,5Self-Efficacy, S-E1, 2,4,5Table 1. Dispositions employed in facilitated activities across the university term14

15. Instrumentation -The Intrinsic Motivation Inventory Multidimensional instrument designed to measure participants’ subjective experience related to a targeted activity (Ryan, 1982). Used to study the concepts of intrinsic motivation and self regulation before (Ryan, 1982, Deci, Eghrari, Patrick & Leone, 1994). Assesses the interest/enjoyment, perceived competence, effort, value/usefulness, felt pressure and tension, and perceived choice of the participant while performing an activity. 15

16. MethodsPre/post measure with 8 week pedagogical subject knowledge; PE pedagogical/music subject blend1) Teacher educator and student permission and consent (IRB).2) Personal interest was measured week 2 & 8 study.3) The IMI (Ryan, 1982) was adapted to include questions ascertaining the current level of topic interest in the class in order to measure intrinsic motivation and related items at the onset and then the culmination of this study.http://selfdeterminationtheory.org/intrinsic-motivation-inventory/16

17. Summary of activities designed to foster deployment of specific self regulatory disposition, facilitated through higher order thinking and interactions inter and intra-group wiseDelivered through discrete music elements planned within the syllabusWeek 1: Introduce concept of Self Regulated Learning, brainstorm dispositions and meanings through reciprocal exercises –Planning, Knowledge development, Metacognition, Proactive reflection and Self and Social Efficacy(Activity: “From one to a group”)Week 2: Initiate skill development of dispositionsDisposition: Planning(Activity-“The Wolves and the Sheep”)Dispositions: Self Efficacy, Social Efficacy (Activity: Creating section Full Value Commitments)Week 3: Researcher facilitates class and guides director toward topic fusion with situational interest development Dispositions: Proactive Reflection, Metacognition (Activity: “Sailing over Chocolate River”)Week 4: Opportunity to employ FVCs in cooperative intersectional competition. Introduction of class written reflections (Proactive reflection)Activity: “Escape from Hip-Hop Island”Dispositions: Planning, Knowledge Development, Self Efficacy, Social Efficacy17

18. Weeks 5-8 Operationalising dispositional useWeek 5: Strategise how to maintain social efficacy of choir and self efficacy of each memberActivity: “Trust Falls”Dispositions: KD, SE, S-E, PRWeek 6: Transition deployment of SRL dispositions into music being rehearsedActivity: Rehearsal of the Misa Crolla (Ramirez) with assistant director as conductorWritten reflections from individuals, summaries presented to conductor by weekly captain of section. Dispositions: KD, Meta, P Week 7: Sectional feedback integration into rehearsal by assistant conductorActivity: Rehearsal of Misa Crolla; Kyrie, Gloria, Sanctus and Agnus DeiDispositions: Modeled and used by conductor; PR, Meta, KDWeek 8: Concert 1, Albuquerque AcademyActivity: Concert for communityLow Ropes challenge day- potential solutions requiring disposition deploymentPost IMI completionPost Test Concert 2, Basilica of Cathedral of St Francis, Santa Fe, New Mexico18

19. Results In statistical analysis, intrinsic motivation was observed to increase between measurementsInferential descriptive statistics illustrate an increase in topic interest, interest/enjoyment (intrinsic motivation), perceived competence and relatedness. Pressure /tension decreased (a negative predictor of intrinsic motivation). Value/usefulness decreased and relatedness increased. Topic interest was found to improve significantly (t=-1.7, p=.04952). Interest/Enjoyment significantly increased (t=-3.6, p=0.000522). Effort/Importance significantly improved between tests (t=-3.3, p=0.00139). No significant difference was found in the negative indicator Pressure/Tension (t=1.31, p=0.09989). No significance was found in the item of Perceived choice (t=0.16, p=0.43474). No significant difference was found in the item of Value/Usefulness (t=0.69, p=0.24628). Finally no significant findings were observed in Relatedness (t=-.904, p=0.18627). Keywords: self regulation, motivation, metacognition.19

20. Table 2. Results of the comparison based t-test upon variables of topic interest, interest and enjoyment, perceived competence, perceived competence, effort and importance, pressure and tension, perceived choice, value and usefulness and relatedness from before and after the autonomy building activity program. Variable of comparisonMean 1Mean 2T scoreP(T<=) one-tailP(T<=)two- tailTopic interest30.9687531.8125 -1.700513640.0495236130.099047226Interest/enjoyment14.4687515.65625-3.6178569475.21586E-040.001043172Perceived competence13.87515.65625-5.8029321961.07604E-062.15208E-06Effort/Importance15.12516.125-3.2485676060.0013942930.002788587Pressure/Tension7.843756.843751.3100622030.0998999270.199799853Perceived choice12.0312511.8750.1656867280.4347396670.869479334Value/Usefulness16.0312515.56250.694453080.246285140.49257027Relatedness14.87515.40625-0.9048187020.186270030.3725400620

21. Deployment of PE through OAA leadership and disposition development to enhance other WC subjectsTeacher education in the wider curriculum.Funding available to deploy PE teacher education to assist in music teacher education (*and vice versa)Also funding within the primary settings to adopt a more creative approach to pupil progress through the widercurriculum subjects beyond English, Maths and Science.DfE pledges https://www.tes.com/news/school-news/breaking-news/government-pledges-ps300m-music-and-arts-education https://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools21

22. Flipping the conclusion in primary based teacher educationITTE quality time to learn to teach ? PE? Music…Teaching efficacy and implications for wider curriculum subject developmentNot all preservice students identify with all wider curriculum subjects; inclu. physical education or music (as with their younger pupil counterparts). P.E. could be used as a platform from which to develop a wider sense of efficacy to learn to appreciate the WC subjects where limited time across ITTE has been provided.22

23. Our thanksTo the Curriculum and Instruction Doctoral programme, and the Music department, University of New MexicoTo undergraduate and graduate primary/secondary education students and graduate students of leadership from the Universities of New Mexico, Roehampton and Worcester for their explorative participation in these problem solving activities To Roehampton colleagues (across Music, and ITTE programme) for insights To Dee Fink for his feedback upon our collective module re-design through his Taxonomy of Significant LearningTo the PE Initial Teacher Training & Education (ITTE)Conference for this opportunity to share our creative pedagogy and change the world one subject at a time through PE!23

24. General sourcesToolshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239037/PRIMARY_national_curriculum_-_Music.pdfhttps://www.deefinkandassociates.com/https://www.englishoutdoorcouncil.org/HQOE.pdfNPME A national plan for music educationhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180973/DFE-00086-2011.pdfhttps://positivepsychologyprogram.com/self-determination-theory/https://doi.org/10.1080/13540600120110556Shelley D. Dionne Francis J. Yammarino Leanne E. https://doi.org/10.1080/1354060012011055624

25. Personal use slide-References-in paper..Atwater William D. Spangler, (2004),"Transformational leadership and team performance", Journal of Organizational Change Management, Vol. 17 Iss 2 pp. 177 - 193 Permanent link to this document: http://dx.doi.org/10.1108/0953481041053060125