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This resource provides endless digital technologies for teaching and learning, flipped classrooms as well as competitions and worksheets

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Tags: ICT, Computing, Computer Science, edtech, teaching & learning, flipped classroom, education for teachers, teaching the teacher, teach the teacher, teaching resources for teachers, ​education for teachers, teaching the teacher, teach the teacher, teaching resources for teachers.

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Google classroom manages and assesses student progress and enhancing connections. This is an efficient way to keep track of students, view grades and mark assignments and directly integrates with many ICT's to provide student feedback.

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With originality reports, accessible through Classroom, teachers can quickly assess authenticity, help students turn in their best work, and compare student work without compromising privacy.

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With originality reports, accessible through Classroom, teachers can quickly assess authenticity, help students turn in their best work, and compare student work without compromising privacy.

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Creating chord progressions - A Music lesson for Years 9/10

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Creating chord progressions - A Music lesson for Years 9/10

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All grades in classroom Music earn chord progressions, so this lesson plan would be very useful for all music teachers. I found this on the Australian Curriculum website. One thing I particularly like about this is that you create a set of rhythm cards and students can create their own chord progressions to see which ones work better than others. It helps students explore possibilities which can then be transferred compositions or performances.

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This plan provides students with the opportunity to learn and rehearse basic chords and apply various elements of music in order to perform guitar accompaniment for a vocalist. The suggestions outlined can provide for several lessons of activity for your students depending on the skill level and other factors. Some of the elements covered may include:

Rhythm
Regular and irregular time signature and beat subdivisions; triplets and duplets; further time signature
Rhythmic devices including syncopation, rhythmic motif, rhythmic augmentation and diminution

Pitch
Melodies and chords based on major, minor and modal scales; tonal centres; modulation; consonance and dissonance; chromaticism; pitch devices including riff, ostinato and pedal note

Dynamics and expression
Dynamic gradations; expressive devices and articulations relevant to style such as rubato, ornamentation, terraced dynamics, pitch bending, vibrato, oscillation, filters and pedals

Form and structure
Structures appropriate to styles and repertoire studied including theme, hook, motivic development, head, sonata form, interlude and improvisation

Timbre
Identifying instruments and voice types by name and method of sound production; use of mutes, pedals, harmonics, digitally manipulated sound, distortion, and techniques appropriate to style

Skills (including aural skills)
Performing with expression and technical control and an awareness of ensemble.
Students will be creating chord progressions with a very basic strum pattern.

Year 9 & 10 Music:

Introduction and Preparation:

Each group of students will need a chord chart.

Use the PDF attached: Major Chords In All Keys

Practice a selection of chords according to the ability level of your students.

Body:

Print several copies of the PDF Major Chords In All Keys

Cut out the chord diagrams into squares. Only cut out the chord shapes the students can perform.

Make several copies of the cards so you can have more than one bar of each chord.

There is also a PDF entitled Blank Chord Blocks provided so students can draw their own chord shapes. This is a good way to improve their understanding of chord formations.

When each group has a selection of chord cards cut out, they can randomly select the chords and play them in the order selected.

Experiment with mixing the order of chords chosen.

Write out the chord progressions of your choice and practice.

Use a basic common-time strum for beginners or a strum of your choice

You could also create a set of rhythm cards for strumming variations that can be chosen at random.

Example 1:
So the student chooses these cards:

Write a simple chord chart as follows:

Analyze these random chord progressions in terms of the elements of music.

You will notice that Example 1 sounds okay.

Example 2 however is not really that pleasing to the ear.

Discuss the reasons why some chord progressions "work" and some don't.

Conclusion:

Looks like we need to learn more chords and get to know which ones work well together and which ones don't. The next session will look at minor chords and chord progressions that we know work according to music theory.

Download all of the lesson-related resources below:
If you like this lesson plan, or have an idea to improve it, please consider sharing it on Twitter, Pinterest and Facebook or leave a comment below.

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Creating Chord Progressions - A Music Lesson for Years 9/10 - Australian Curriculum Lessons

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Summary of Lesson Plan: This plan provides students with the opportunity to learn and rehearse basic chords and apply various elements of music in order to perform guitar accompaniment for a vocalist. The suggestions outlined can provide for several lessons of activity for your students depending on the skill level and other factors.

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Flat enables real-time collaboration in composition projects and as such could transform teaching in my music classroom.  Students could collaborate in small groups, with teacher oversight and feedback from an external expert to create compositions for particular real-word purposes in relevant, problem-based, learner centred activities, for example.

This looks like another transformative tool for the Music Classroom with real-time collaboration being a feature I'd like to explore more with students.   Thanks Alister (Alister's padlet: https://padlet.com/alisterbarker/hqxbvg36kas6ev0l).

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Online collaborative music notation software - Flat

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Create, compose, collaborate, play, and print your sheet music using the world's most simple and intuitive web-based music writing and composition software.

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This highly customisable app provides an exciting way for students to develop their notation literacy that well and truly departs from the tedium of the theory book!
(Alister's padlet)

Thanks Alister. This is a useful and fun warm up, warm down or brain break especially for junior secondary, but I'm sure all grades would find this engaging.

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I downloaded this after a teacher at a conservatory recommended it to our class piano class and I have it to thank for jumpstarting my sight reading ability. It's not a replacement for reading and playing actual music, but made it so I could practice anywhere at the drop of a hat, and really helped get me up to speed. If I could make one suggestion to the developers, include playback of the actual pitches as you input your answers, that will help students develop their relative pitch, and will make it all around a more musical experience.

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I downloaded this after a teacher at a conservatory recommended it to our class piano class and I have it to thank for jumpstarting my sight reading ability. It's not a replacement for reading and playing actual music, but made it so I could practice anywhere at the drop of a hat, and really helped get me up to speed.

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Carol Dweck: The power of believing that you can improve

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Carol Dweck researches "growth mindset" - the idea that we can grow our brain's capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that's slightly too hard for you to solve. Are you not smart enough to solve it ...

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BigSoundBank.com provides sound effects, ambiences, soundscapes and atmospheres. I discovered this website searching for soundbanks that included instruments from diverse cultures such as the didgeridoo and Tibetan bowls, for students to include in their compositions and performances.

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Sound of a didgeridoo.

⊕⊕A " Duration: 00:09
UCS Category: Musical / Woodwind ( MUSCWind) ⊕The UCS, for "Universal Category System", is a public domain initiative by Tim Nielsen, Justin Drury and Kai Paquin, among others. This is a list of fixed and consistent categories for classifying sound effects. It provides consistency in a filename structure to make naming and categorizing easier for anyone who maintains their own personal or professional library. Click to display the full UCS list.
Type: Alone sound
Channels: Mono - Mono : Is single-channel. Typically there is only one microphone, one loudspeaker.
- Stereo : Is a method of sound reproduction that creates an illusion of directionality and audible perspective. studio" sound has been recorded in a reverb-free place.

An " outdoor" sound contains disruptive elements. The sound is not totally pure. There is sometimes a little wind, some rumors, etc. ⊕Search : Defines the number of samples per seconds taken from a continuous signal to make a discrete signal. The unit for sampling rate is hertz.

⊕More : In digital audio, bit depth describes the number of bits of information recorded for each sample.

- 16 bits : CD quality audio. A standard used by media professionals.
- 24 bits : DVD-Audio, which can support up to 24-bit audio. - 44,100 Hz : CD Audio quality.
- 48,000 Hz : The standard used by professional digital video equipment such as tape recorders, video servers, vision mixers and so on.
- 96,000 Hz : DVD-Audio, some LPCM DVD tracks, BD-ROM (Blu-ray Disc) audio tracks, HD DVD (High-Definition DVD) audio tracks.

A " indoor" sound usually contains a strong reverb. It can not, for example, be used to sound an image taken outdoors.
Conditions: Studio
Sampling Rate: 44,100 Hz
Bit depth: 16 Bits
Author: GlaneurDeSons

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About BigSoundBank.com

BigSoundBank.com is a royalty free sounds library, free of charge and public domain sounds. The best quality soundbank for commercial and personal projects. Sounds effects, ambiences, soundscapes and atmospheres in MP3, WAV, BWF, AIFF, OGG, FLAC, AAC and M4A formats. Listen and download ! For audiovisual, cinema, theater, video games, audio sagas, radio, development, powerpoint and more media productions.

- "May free culture live long !!!" - Mournful Skank - Musician - other feedbacks >

Joseph SARDIN - Founder of BigSoundBank.com and LaSonotheque.org - Contact

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Didgeridoo (Free Sound Effect) * BigSoundBank.com

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Sound of a didgeridoo. ⊕⊕A " Duration: 00:09 UCS Category : Musical / Woodwind ( MUSCWind) ⊕The UCS, for "Universal Category System", is a public domain initiative by Tim Nielsen, Justin Drury and Kai Paquin, among others. This is a list of fixed and consistent categories for classifying sound effects.

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Collaborative mind maps, concept maps, outlines and Gantt charts.

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Mind maps, Concept maps, Outlines, and Gantt charts

Real-time editing & offline editing, cross-platform, sync across devices, full history of changes, full-text search, hundreds of easy-to-use templates

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Unlock the potential of your mind and accelerate your learning journey with Mindomo, a powerful mind map maker designed to enhance memory retention and expedite the process of acquiring knowledge. Mind mapping is an innovative approach that enhances comprehension, boosts memory, and fosters creativity, making it the best mind mapping software for your needs.

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Unlock your full potential for growth and self-improvement. Whether you're seeking to enhance your productivity, nurture creative thinking, or set goals, Mindomo is the mind mapping tool that provides the ideal environment to cultivate personal development. Gain new insights into your life for more growth, love, and happiness. Ignite the flow of ideas, unleash your creativity organically, and visualize and refine your thoughts in real-time.

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Mind mapping is a dynamic technique that connects a central idea with related concepts in a hierarchical structure. When you create mind maps using mind map maker, you can easily organize and connect ideas and thoughts in a virtual whiteboard, facilitating creativity and enhancing understanding. It's a powerful tool for capturing and exploring ideas, allowing you to visualize relationships and patterns.

How to make a mind map using Mindomo?

The simplest way to create a mind map is by using free mind map software. Why? Embrace the power of mind mapping software over pen and paper, as it offers unparalleled flexibility, intuitive key features, and the ability to effortlessly organize, edit, and collaborate on your mind maps with ease. Moreover, you can access a full library with templates to get inspired to fill out the infinite canvas.

Lets see the basic steps on how to mind map:

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Mindomo - Collaborative Mind Map Software

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Create mind maps, concept maps, outlines and Gantt Charts to improve your thinking and learning. Web, Desktop, iOS, Android. Mind map with us for free!

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This article offers tips for fostering group collaboration online. Some good tips!

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Strategies for effective online group work:

Strategies for effective online group work:

1. Ensure the students have a clear purpose, and both staff and students have the same understanding of what the group project needs to accomplish and what steps there are to meet expectations.

2. Establish learning objectives early - Make the assessment criteria explicit.

3. Establish tasks for individual team members that will add up to a complete assignment.

4. Consider assigning roles such as a "project manager" - a liaison between the group and the instructor, required to share twice per week an update on the group's progress.

5. Ensure group size is appropriate enough to allow for full participation of all members.

6. Allow adequate time for preparation and communication (use the Canvas LMS to assign due dates and keep students on task). Build in opportunities to see projects at various stages of completion.

7. As an instructor, facilitate and be involved in group activities. Closely monitor group discussion boards to identify student involvement at beginning of group work, contact students not participating early in the group process. Collect ongoing data on student progress.

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Strategies for effective online group work: Strategies for effective online group work: Ensure the students have a clear purpose, and both staff and students have the same understanding of what the group project needs to accomplish and what steps there are to meet expectations. Establish learning objectives early - Make the assessment criteria explicit.

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There are over 2 million Kahoots for Maths that can be used to get students in the right mind set to be ready your maths lesson. Or you can create your own.
Thanks Natalie Hicks:
https://padlet.com/nathicks085/e326l3smgeyyygcb
Search for Kahoots or create your own for your class. This is a really fun way to get students to engage in music theory!

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Designed specifically for music education students can compose, record and collaborate and teachers can provide feedback instantly

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Enhance music composition, notation & theory instruction with Noteflight Learn. Access educational notation tools, lessons, assessments, sheet music & more.

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A library of over 85,000 Hal Leonard digital sheet music titles. These scores can be used on desktop and mobile devices for adaption, play-along, assessment, score study, and composition assignments.

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Enhance music composition, notation & theory instruction with Noteflight Learn. Access educational notation tools, lessons, assessments, sheet music & more.

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Fun activity students can create a museum of composers

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Virtual Museum Templates

Below are links to several sample virtual museum rooms I developed based on an example I was provided by the generous educators at Keith Valley Middle School. The first sample is a full template to use in the development of a virtual museum. Use and share it freely. The room samples, with the exception of "Class Slides," were all developed by Keith Valley personnel and I modified them for use in new museums. Note that the "rooms," as opposed to the template, do not include active links.

Full Virtual Museum Templates

Warneka Design-4 rooms, 13 artifacts

Blue-Yellow Design-4 rooms, 16 artifacts

Grand Entry Design-5 rooms, 23 artifacts [Note: With the exception of the text and wall hangings, the graphic elements in the museum entrance are grouped. To make changes to this template, ungroup the project.]

Virtual Museum Rooms

During ISTE 2010, I had the privilege of learning about a new method of using non-linear PowerPoint. Michelle Lynn of Fox Creek Elementary in Highlands Ranch, Colorado along with Jessie Bertman, Kim Eikenberg, Lindsey Moore, Katie Patterson, Angel Wolf, and their students presented a poster titled "Interactive Primary Lesson or Non-linear Moon Phase PowerPoint." Their students combined a graphic of moon phases with the non-linear technique to create a project that demonstrated their understanding of their science content. You can see some examples of their student work at http://drop.io/nonlinearppt.

After viewing their presentation, I realized their were many other ways to use the platform to teach or reinforce cross-curricular content. Of course, many have seen the techniques used to make game boards in the past, but here are some other ideas I hadn't seen before.

Alternative Techniques [Note that the HTML versions linked below provide visual representations of the slideshows, but, in many cases, the internal links are inactive. You must download the PPT file to engage interactively.]

Booklist (PPT version/HTML version): Using a bookshelf concept, students place pictures of their recently read books on their home slide and provide synopses or personal recommendations about the books on the linked slides.

Book Report (PPT version/HTML version): Using simulated book tabs, students declare their knowledge of concepts such as plot, setting, characters, genre, and vocabulary as it relates to their selected books. See an example of aNevada Report using this technique (PPT version/HTML version).

Timelines (PPT version/HTML version): Using pre-existing timelines or based on self-created timelines, students create links to information about each node on their timeline.

Maps (PPT version/HTML version): Using an exiting map, students create and place buttons over different locations on the map.* These buttons, then, link to pages referencing each of those locations.

*If you wish to place an unseen button over another graphic, one option is to create a shape and place it directly over the graphic. This is particularly helpful when working with maps. To make it so you can use the button as well as see the graphic behind the button, make the fill color of the object transparent. Buttons will not work if you select "No Fill."

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Educational Virtual Museums Developed Using PowerPoint

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Below are links to several sample virtual museum rooms I developed based on an example I was provided by the generous educators at Keith Valley Middle School. The first sample is a full template to use in the development of a virtual museum. Use and share it freely.

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Audio software and multi-track audio editor and recorder

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Audacity ® | Free Audio editor, recorder, music making and more!

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Audacity is the world’s most popular audio editing and recording app. Edit, mix, and enhance your audio tracks with the power of Audacity. Download now!

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Real-time collaboration making music

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The cloud platform where musicians and fans create music, collaborate, and engage with each other across the globe

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Online music notation platform

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Noteflight - Online Music Notation Software

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Noteflight is an online music writing application that lets you create, view, print and hear professional quality music notation right in your web browser.

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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Visual workspace to plan, brainstorm, analyse, design and collaborate

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Integrates and adapts to your workflow

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Powerful yet flexible at it's core, Creately can be adapted to any kind of workflow and connects with a multitude of popular platforms. Work and collaborate however you want. Creately's capabilities are un-opinionated and are highly customizable.