Classroom Management Part 3

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Education and Learning Session Plans (contd)

There are many forms of Education & Learning Session Plans which I have discussed in Classroom Management Part 2. This blog continues the series.

DLP’s Interpretive Education & Learning Session Plan

What: This is a skeletal education & learning session plan, that outlines why the facilitator/instructor needs to cover this material, what they need to cover, and leads the facilitator to how they may introduce the education and learning practice sessions; without prescribing exactly how the facilitator/instructor must execute/deliver the tasks.
Possible Use: Such a session plan is useful for experienced education and learning practitioners
EG: see below

AUD111 16T1 Wk2 Ed + Learn Session Plan Interpretive: 

Program:  Bachelor of Audio Degree/AUD111 Introduction to Audio Engineering
Title of Education & Learning Session:  Introduction to Signal Flow
Session Number: Wk2
Duration: 180 mins
Site: Rm2.7
Session Facilitator: DLP
Expected Numbers: 24
Learner Group: Stage 1/Tri 1 learners, developing knowledge of their personality, comfort in group, learning style
Assumed Prior Knowledge: Nil (0), though assume they are enrolled/have attended Wk1 for both AUD110 and AUD112
Resources Required: see attached list
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Rationale:
The rationale of this education and learning session is to introduce new learners to introductory signal flow in concept and practically
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Aim:
The education and learning facilitator/instructor aims to gets learners in the audio discipline SAE Creative Media degree course Module – AUD111 to become practically familiar with key components of a contemporary small studio and introductory signal flow, prepared for the practical components commencing in Wk3.
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Facilitator’s Objectives (by end of session):
  • facilitator/instructor to reinforce all of the learners’ names, and assess them progressively of their particular traits or needs
  • to introduce learners to key components of a contemporary small studio
    • XLR cables
    • dynamic microphone
    • 24 channel inline mixing console
    • control room monitors
  • to introduce learners to introductory signal flow
    • health & safety considerations (electrical, physical, auditory)
    • stage 1 – from sound source to console
    • transduction – what is it, examples of it
    • consoles – different types such as inline console
    • primary faders (by default use)
    • secondary faders (by default use)
    • consoles – channel strip (front of console, and back of console)
    • consoles – master section
    • control room monitors
    • studio/live room monitors for musician
    • role of engineer re monitoring (can around neck)
    • post-fader, pre-fader
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Learning Objectives (by end of session):
  • to provide learners with studio health & safety considerations (electrical, physical, auditory)
  • to provide learners an opportunity to have a hands on learning experience in preparation for Wk3 practical class
  • to have learners participate actively in their learning via note-pad and pen
  • to have learners participate collaboratively and respectfully of all their peers
  • to revisit Campus Online/AUD111 regarding specific Wk2 resources
  • to revisit AUD111 Module Guide to introduce AUD111.3 Signal Flow exam Assessment task
  • to introduce learners to myself and resources I make available
  • to remind learners re their SAE lynda.com accounts
  • to refer learners to specific resources such as my wordpress site – Signal Flow Part 1 – endorsing the cross-over from CIU110
  • to introduce learners to industry protocols via the SAE Studio Guide, remind students of the qualify and booking process for SAE Tri Studios
  • to reinforce Module Content requirement other than Module Guide
    • synergy with AUD110, AUD112 and CIU110
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Intended Education & Learning Session Approach (Pedagogy/Andragogy):
  • Facilitator/instructor-led introduction, with varying levels of guided/scaffolded instruction
  • In order to maintain the learner’s engagement, facilitator/instructor to use ongoing questions – content, concept, skill-checking and instruction checking question forms
  • Learners hands-on scaffolded learning practice 1 on 1, under watchful eye of facilitator and/or peers
  • Facilitator/instructor-led group discussion to share learnings
  • In order to maintain the learner’s engagement, facilitator/instructor to use ongoing questions – content, concept, skill-checking and instruction checking question forms
  • Facilitator/instructor-led outro
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Intended Education & Learning Session Assessment Methods:
  • learners will demonstrate their understanding to the facilitator/instructor by answering specific directed questions
  • learners will demonstrate their competence to the facilitator/instructor by demonstrating a number of specific required tasks within the learning session to varying levels of guided/scaffolded instruction
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Learning Outcomes (by the end of session):
  • learners will be introduced to studio health & safety considerations (electrical, physical, auditory)
  • learners will have a hands on learning experience in preparation for Wk3 practical class
  • learners will participate actively in their learning via note-pad and pen
  • learners will participate collaboratively and respectfully of all their peers
  • learners will revisit Campus Online/AUD111 regarding specific Wk2 resources
  • learners will revisit AUD111 Module Guide to introduce AUD111.3 Signal Flow exam Assessment task
  • learners will introduced to myself and resources I make available
  • learners will be reminded re their SAE lynda.com accounts
  • learners will be referred to specific resources such as my wordpress site – Signal Flow Part 1 – endorsing the cross-over from CIU110
  • learners will be introduced to industry protocols via the SAE Studio Guide, remind students of the qualify and booking process for SAE Tri Studios
  • to reinforce Module Content requirement other than Module Guide
    • synergy with AUD110, AUD112 and CIU110
Concepts to introduce/reinforce (by end of session): 
Introductory signal flow
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Instructional tasks:
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  1. Introduction of learning session – 10 mins
  • Facilitator/instructor explaining aims and objectives of learning session
  • Facilitator/instructor reminding himself of all leaners’ names and any idiosyncratic qualities leaners may have
 2a.1 What is Signal Flow? – 45 mins
  • to introduce learners to key components of a contemporary small studio – on the floor in the centre of the room
    • XLR cables
    • transduction – what is it, examples of it
      • dynamic microphone
    • 24 channel inline mixing console
      • consoles – different types such as inline console
      • primary faders (by default use)
      • secondary faders (by default use)
      • consoles – channel strip (front of console, and back of console)
      • consoles – master section
    • control room monitors
    • live room monitors
    • headphones
    • TRS vs TS vs 3.5 mm jack vs TT/bantom
    • interface
    • tape/DAW

 

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2a.2 Signal Flow – 45 mins
  • to introduce learners to introductory signal flow – on the table in the centre of the room
  • learners to be engage with hands-on touching of the console, routing signal
    • stage 1: from sound source to console
    • studio/live room monitors for musician
    • role of engineer re monitoring (can around neck)
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 2a.3 Signal Flow – Stereo Mix – 45 mins
  • to introduce learners to industry-standard independent stereo mix for monitoring signal flow – on the table in the centre of the room
    • to introduce the 3 families of audio processing
    • use of inserts and aux for routing these
    • headphone mix
      • by default headphone mix
        • positives and negatives of this method
      • independent stereo headphone mix
        • positives and negatives of this industry-standard method
        • routing of this
        • post-fader, pre-fader
          • positives and negatives of this
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   2b. Signal Flow competency? 25 mins
  • to introduce learners to AUD113.3 Signal Flow exam in detail
    • particularly covering the questions they have already demonstrated hands-on competence in today’s learning session
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2c. Studio visits – 5 mins
Recap Wk3 Audient ASP4816 practical
Revisit How you will gain access to this studio…..
Studios & hours you have access to
Feedback and Questions
3.Hometask – 5 mins
       Familiarise your self with Campus Online various TABS
– Campus Online
– Module Guide
– Lecture resources, particularly Wk1
– Assessment Tasks
  • how communicated/reminded (prodded?)
  • when due
  • how submitted
  • your responsibility
  • assessable tasks
  • slack channel
  • Resources available
  • Campus Online
  • links to streamlined curation sites of relevant resources
– Engage DLP’s provided resources –
  • Signal Flow blogs
  • you-tube channels
  • wordpress/signal flow blog
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The next blog in this Project 1 series is Classroom Management Part 4
References
Onion image courtesy of: Onion Layers Accessed 22nd November 2014
Page, David L. Classroom Management Part 4 Accessed 22nd November 2014
– David L Page 15/08/1991
-updated David L Page 22/11/2014
-updated David L Page 22/05/2016
Copyright: No aspect of the content of this blog or blog site is to be reprinted or used within any practice without strict permission directly from David L Page.

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