A4: Being a "music teacher" (KIM), I believe that naturally, my lessons are already in D - Adaptation. However, I can't say that I have applied to "unpredictable situations." That is a perspective I have never considered talking to the students about. Hmmm...
#DCMSAODL
A5: Since music is math, I can use option 1 when teaching/reviewing music theory (notes, rhythm, etc.) Using the basic knowledge of notes, it relates to multiple music aspects that, in the end, students will be able to sight read a simple melody.
#DCMSAODL
A3: I feel that our ICUs are aligned with his four parts of Deeper Learning. I like his words of "Inspection of Results." Maybe I watch CSI too much. "Inspection" makes assessments seem less daunting. : )
#DCMSAODL
A2: 7. Focus on literacy is hard to incorporate on a daily (or weekly) basis in my content. To perform a good concert, time is mostly spent on perfecting technique. Aside from our ACES work, most literature comes from analyzing the lyrics & music vocab for each piece. #DCMSAODL
A1: This year, I taught a lesson about the story of Peer Gynt. The students recognized the music from movies, commercials, and video games. They also created their own version of the story set in today's world. They said they had fun with it. #DCMSAODL
A4: I have loved this study. In fact, it inspired me 2 try using an online discussion for the first time w/ my UNG students this Summer in place of our class meeting during July 4th. It was a success! I now want 2 try incorporating a discussion with my DCMS students! #2018dcmskdi