–Jesse Stommel, “Rewriting the Syllabus” !

http://www.slideshare.net/jessestommel/rewriting-the-syllabus

“Best practices are snake oil.”

Productive discomfort: Fostering learning in

an inquiry-driven classKris Shaffer, Ph.D.

Instructor of Music Theory, CU–Boulder Editor, Hybrid Pedagogy, Publishing Division

!kris.shaffermusic.com

twitter: @krisshaffer hashtag: #digped

–Kris Shaffer, “An Open Letter to My Students” !

http://www.hybridpedagogy.com/journal/open-letter-students/

“I want you to learn how to learn. That means that at times you will be teaching yourself. This is an intentional choice. One of my chief goals is for you to take charge of your own education. Though I will help set a frame in which this will

take place, many of you will feel uncomfortable, even overwhelmed, at this. That’s normal. It’s what independent learning feels like quite often. (Because it’s what teaching

feels like.) However, if at any time you feel lost, please talk to me. I have gone through the same process many times before, both as a student and as a teacher. I may not

remove the discomfort immediately, or at all, but I will help you learn to manage it and harness it to a positive outcome.”

Mark Sample, “Intrusive Scaffolding, Obstructed Learning (and MOOCs) !

http://www.samplereality.com/2012/12/18/intrusive-scaffolding-obstructed-learning-and-moocs/

“Training wheels externalize the hardest part of riding a bike. If you’re a little kid and want to

start riding a bike, training wheels are great. If you’re a little kid and want to start to learn how

to ride a bike, training wheels will be your greatest obstacle.”

Claude Debussy, “La cathédrale engloutie”

What does the title mean? And how does it relate to the

music you hear?

Goals

Information about the piece.

Information about Debussy’s compositional practice.

Musical examples in the ear.

Conceptual questions in the mind.

Springboard for theoretical content.

Realize transferable skills . . . and use them.

Learning a helpful first step in analyzing a new piece in a

new style.

–Kris Shaffer, “An Open Letter to My Students” !

http://www.hybridpedagogy.com/journal/open-letter-students/

“I want you to learn how to learn.”

Scaffolding and fading

i \ 4{ldwi -t_ T 4;

t9it

v vt,8 L

e',1 g\ i'C gD. i rs&'fr t

t t? rr"z(t

Jane Piper Clendinning & Elizabeth West Marvin

!

A Musician’s Guide to Theory and Analysis

Mark Sample, “Intrusive Scaffolding, Obstructed Learning (and MOOCs) !

http://www.samplereality.com/2012/12/18/intrusive-scaffolding-obstructed-learning-and-moocs/

“Riding a bike with training wheels prepares a child for nothing more than riding a bike—with

training wheels”

–Jesse Stommel, “Rewriting the Syllabus” !

http://www.slideshare.net/jessestommel/rewriting-the-syllabus

“Best practices are snake oil.”

[video of my kids riding balance bikes]

–Adeline Koh, “The Political Power of Play” !

http://www.hybridpedagogy.com/journal/political-power-of-play/

“Play is, in brief, serious business.”

–Sean Michael Morris, Pete Rorabaugh, Jesse Stommel, “Beyond Rigor” !

http://www.hybridpedagogy.com/journal/beyond-rigor/

“Play is critical inquiry.”

–Jesse Stommel, “Rewriting the Syllabus” !

http://www.slideshare.net/jessestommel/rewriting-the-syllabus

“Best practices are snake oil.”

Who are your students?

What agency can you give your students?

What learning and inquiry practices do you want your

students to learn?

How much pedagogy can you add to the course?

Learning content makes the unfamiliar familiar.

Learning how to learn makes unfamiliarity familiar.

Productive discomfort: Fostering learning in

an inquiry-driven classKris Shaffer, Ph.D.

Instructor of Music Theory, CU–Boulder Editor, Hybrid Pedagogy, Publishing Division

!kris.shaffermusic.com

twitter: @krisshaffer hashtag: #digped