Thinking Maps

What I learned about Thinking Maps in Links Class:

I learned how versitile thinking maps are. It really got my creative juices flowing about how I might try new things in my classroom. It also opened my eyes to see things I was already doing and to understand why they worked so well: they were thinking maps!

How I implimented the Thinking Maps:

I used thinking maps in a lesson with my CP 123 classes. We made rhythm and melodic compositions about different kinds of pie (because of Thanksgiving and pumpkin pie). I made a tree chart with columns of 2-beat rhythm combinations. We identified the number of sounds in each column and the way the sounds fit together (i.e. 1 sound was a half-note, 2 sounds were 2 quarter notes, etc.). Then, I asked students for examples of kinds of pie they liked and we figured out which column they belonged in. For example "pumpkin pie" would be 3 sounds and the rhythm is "ti-ti ta" so we put it in that column.

The Impact on My Case Study Student:

My case study student did very well with this kind of organization, and with the visual aspect of it. He's very easily distracted, so being able to look on the map, find the pies he wanted to use, and see which rhythms they were was a great way for him to do his composition with his group. I am confident he understands the process and could follow the same system with a different project. Here is my case study student and his partner's work:

The Impact on Other Students:

I use this method all the time for associating words with rhythms for compositions. The organization is very effective and clear for them, and they are able to implement it well on their own. It's a great way to work cooperatively, and to get every single students idea written down and put into a rhythm, even if it doesn't end up being in their final composition. They love brainstorming and giving their own creative answer, and this is a great way to channel that into something everyone can learn from.

Conferences Reflection

1. Were you prepared for conferences?

I was definitely prepared for conferences. I had examples of student's compositions and other projects with their scores recorded separately so I would be able to show parents exactly what was going on. I also worked on updating my website prior to conferences so that I had a basic outline of the concepts we've been working on and projects we've been doing, as well as other useful information I could direct parents to.

2. What were the highlights?

I only saw two parents, but one that I did see was a mother of a student who gave me a lot of trouble as a long term sub in the spring. He has come a very long way with behavior, and I was thrilled to be able to talk to her about what a positive leader he has been in class, and to encourage his musical talent, since he's more advanced for his grade. She was very proud, and I was happy to establish a relationship with her from a very positive stand point. Where each of the two families were concerned, I enjoyed finding out more about my students' musical backgrounds and exposers. It was very eye-opening to hear about piano lessons, recorder exploration at home, and the kind of music they enjoyed playing and listening to.

3. What would you do differently?

I'd like to see more parents in the future, but I'm not sure how to make that happen more. I'd probably make a few more phone calls prior to conferences, both to share information about students who are struggling and students who are excelling.

4. What needs did you identify through conferences?

I didn't feel like any needs and changes were necessary, and were therefore not addressed. I was encouraged by the positive interactions I had.

Case Study Student Conference: I was unable to meet with my case study student's family.

I think my only question about conferences would be if anyone has other suggestions of how to draw more parents? I was frustrated that at one point, someone walked in my room simply to let their 3 year old play with the instruments and then proceeded to make awkward assumptions about me without giving me the chance to say anything. Is there a way I could have handled that situation other than kind of letting it pass, and brushing it off?