Musical Futures is running a training/CPD programme for teachers and music practitioners. Delivered by classroom music teachers who have experience of managing MF in a real school situation, each training course provides practical, hands-on workshops of MF approaches, as well as providing plenty of opportunities to network and share good practice.
The aim of creating Action Learning Groups was to move away from just providing “tips for music teaching” workshops at the beginning of a PGCE course. From past experience beginning music teachers really value opportunities to share their musical expertise (the Peer Tutoring Sessions are always very popular according to their evaluations), but we also wanted to encourage them to think, share, develop and even challenge their own experience in order to begin the process of developing their initial professional practice while still at university.
Author name:
Ian Axtell
Resource image:
Description:
The aim of creating Action Learning Groups was to move away from just providing “tips for music teaching” workshops at the beginning of a PGCE course. From past experience beginning music teachers really value opportunities to share their musical expertise (the Peer Tutoring Sessions are always very popular according to their evaluations), but we also wanted to encourage them to think, share, develop and even challenge their own experience in order to begin the process of developing their initial professional practice while still at university.
Action Learning Groups provide opportunities to share expertise and “a chance to test beliefs and assumptions and learn what works” in a “safe environment to explore new ways of thinking and doing” (www.actionlearningassociates.co.uk).
Dialogue is an everyday process when children are engaged in practical music-making. They discuss together and the teacher also works with groups or individuals to help them to further their understanding of the task or to show them how to solve a problem. ‘Assessment for learning’ processes involve pupils in discussion and in questioning by the teacher, with the focus on learning goals.
Author name:
Angela E. Major
Author photo:
Resource image:
Description:
Dialogue is an everyday process when children are engaged in practical music-making. They discuss together and the teacher also works with groups or individuals to help them to further their understanding of the task or to show them how to solve a problem. ‘Assessment for learning’ processes involve pupils in discussion and in questioning by the teacher, with the focus on learning goals.
This resource suggests that while all discussion is a valuable part of learning in such lessons, the quality of pupil responses are also important. Carefully steered, the teacher could develop pupil’s critical thinking skills and prevent pupils in giving stereotypical answers which they think the teacher wants to hear!
Submitted by James Garnett on 14 February 2011 : 4PM :
Strengthening Futures A practical, hands-on conference that will explore the role of ITE providers in supporting student teachers with introducing and embedding informal pedagogies such as Musical Futures.
Musical Futures have just launched their Musical Futures Champion Schools training and CPD programme for 2010/2011, with courses running across England that are of course open to all NAME members . All training courses and further info is listed at www.musicalfutures.org.uk/training
Musical Futures,a radical education project that has revolutionised music teaching at more than 1,000 secondary schools, has secured funding of £402,000 from the Paul Hamlyn Foundation to continue operating until July 2012.
Musical Futures has announced its free training and professional development courses around the country for 2010 which will run in January/February and June...
