Stanford NBRC 2020-2021 Support Program
Posted on June 06, 2021 by LISA Mandelstein
LS Music Specialist
Summary of workshop/​opportunity
Monthly, 2 hour zoom sessions going over the details of Maintenance of Certification requirements, brainstorming ideas for Professional Growth Projects, peer-to-peer feedback on writing, video projects and more
​
Goals & Collaborations
​
What were your big takeaways from your workshop or project?
After brainstorming 5-6 professional growth opportunities since my initial NB certification that I had undertaken to meet student needs, I chose two and focused on developing evidence of my learning and of related student learning. I videoed classes after obtaining permission from families, and used the videos to examine, analyze and reflect on my teaching and my students' progress. I made suggestions for future improvements. I collected evidence of my own learning and of student growth and learning to support both of the PGEs I chose.
​
How does what you learned connect to your goals this year?
1. My first PGE was about learning to use online tools to increase student involvement and learning - this directly related to everything I was doing to teach from home when all were at distance, and when I continued after students returned to campus. It also involved my growth in Google Suites tools - slides, Google Classroom, Forms, etc.
2. My second PGE was related to the 2nd grade Gourd drum project I developed when the students couldn't do any singing at school.
How might this opportunity lead to collaboration with other faculty?
I am happy to share and support any teachers who may embark on their NBCT journey
​
​
Would you recommend this opportunity?
Yes
​
Optionally, offer a one sentence recommendation for the opportunity.
Get full support during your National Board Certification for every aspect of the process, while deeply examining and reflecting on your own teaching strengthes and areas for future growth.
​
PD #231
​
​
American Orff Schulwerk Association National Conference
Posted on April 25, 2022 by Lisa Mandelstein
Lower School Music
Summary of workshop/​opportunity
Music and movement workshops based on: vocal improvisation circles, harmonizing to Appalachian folk songs, discussions about the history of white/brown/black cultural elements in music and dance across the diaspora; body percussion building blocks for musical composition, and Cuban percussion and culture.
Option 2: Triangle/Square/Circle
​
What are 3 things I took away/​learned?
1. Several powerful acapella songs that would add to SEL and assembly connections
2. A Cuban rhythm with an accompanying call and response song that could be accessible to 4th graders; this uses the correct rhythm for Cuban rumba clave which I know understand and have a clear process for teaching correctly; I also have a better understanding of clave negro and clave blanco - how they are the same a different and when each is used
3. A better understanding of several folksongs from the Appalachian region and how African rhythms were originally part of these traditions; how they are being brought back into the canon.
​
What squared with my existing practice/​beliefs?
1. the power and necessity of gathering with community - to sing, speak our hearts, dance - how important music and dance is for building and affirming community
2. Building the skills in my students so they are able to participate in community events like those presented at the conference in an artistic and musical way is a worthy pursuit.
​
What is still circling around in my head?
1. How can I get Burke's to understand and support more fully this idea of the vital importance of gathering with community - to sing, speak our hearts, dance - how important music and dance is for building and affirming community - and how this is different than performance
2. How can I better build the skills my students would need to participate more fully and confidently in community events like those presented at the conference - what to do when a leader says "add harmony"; or "listen and add in a rhythm that compliments those before you"; or starts calling a dance . .
​
Would you recommend this opportunity?
Yes
​
Optionally, offer a one sentence recommendation for the opportunity.
So many opportunities for crossing curricula and making movement and music a part of whatever you are teaching; it is an inspiring, relaxing, and heart-filling experience
​
PD #257
Planning for an Entire Year of General Music
Posted on April 25, 2022 by Lisa Mandelstein
Lower School Music
Summary of workshop/​opportunity
Webinar on strategies for planning a whole year of lessons - geared specifically for general music teachers
Option 3: Start/Stop/Continue
​
What are you going to START doing?
+ Make a list of the most crucial learning goals/music standards for each grade, and what time of year I place the most focused conscious learning for each learning goal so I'm not trying to grade everything all year + Use the 7 Step process suggested by the presenter to organize my thinking
1. Calculate contact time (classes) for entire year
2. calculate contact time per report period
3. put performance/sharings on the calendar
4. Decide what is most important for kids to learn at a conscious level - then divide among grading periods (see #1 above) - add beginning of year management and performance prep time to calendar of contact time
5. Plan and Add a list of *Lessons* (in this workshop, lesson referred to all the possible activity strands related to a song/dance/other material) by marking periods that match goal emphasis (and I'd like to find a better name for this as to me lesson means what I do on a specific day)
6. Work in performances/assessments 7. Reflect and adjust at the end of a unit, marking period, year + organize my google drive to reflect the units - materials - activities - assessments in a way that makes things easier to find (with Jenepher's help???)
​
What are you going to STOP doing?
Not STOP, but change -
1. adjust the format of my new online curriculum /lesson plan Google doc to show the learning goals/standards for each learning period
2. Stop pressuring myself or being critical of all I'm NOT able to get done - be more realistic about how much I can get done in a class, unit, year
3. Stop winging the assessment portion but plan more strategically in advance - which may allow me to get more
specific in my report assessment lines if I want (?)
​
What are you going to CONTINUE doing?
1. Using the online google curriculum doc I started this year - and adding to its functionality by linking to materials, listing standards, adding assessments 2. Allowing for serendipity, creative epiphanies, and unexpected delight in activities, performance options, curricular left turns
3. Using lessons that students love that fit the standards
​
Would you recommend this opportunity?
Yes
​
Optionally, offer a one sentence recommendation for the opportunity.
while geared for music, the concepts could help anyone think from the big-picture down to the day-by-day, to feel more ahead of the game in planning curriculum and assessing student progress.
​
PD #256