Chapman's Orff Workshop Credit

It is now possible to earn a semester hour of graduate-level, professional development credit by completing a practicum as a follow-up to the four workshops scheduled through the Orange County Chapter of AOSA during the current academic year.

Workshops are listed on the Chapter Workshops site. Enrollment forms will be available at each workshop. Course requirements to earn this unit of credit are listed below in addition to on the form itself. Links to the form as well as to the grading rubric are in the column to the left.

Course Requirements

Attend and participate in the entire seminar.
Develop 3 practical activities based on the seminar.
1. The activities must be designed so that they can be implemented in your classroom or program.
2. Activities must be appropriate for K-12 students, staff or other, based on your position.
Conduct the activities in your classroom or work setting. (Refer to www.chapman.edu/exed/k-12 (FAQS) if not currently teaching in the classroom.
Written description of each activity is required. Each activity must be at least one full page (not including the title page), typed and single spaced. Use a 12-point font and one inch margins. Staple the papers together. Do not send the paper in a report cover. Reports must be written by the individual, with no group reports.
Grading: You will be graded the way that your participation in the workshop relates to the lessons that you create and teach to your students, on each of the following components, and the quality of the overall paper (including format, grammar, spelling, punctuation, appropriate length of time for a lesson and other overall qualities.
Complete a written report about your experience. Organize the report as follows, and clearly label each subheading:
1. Title Page: The title page must include your name, address, title of the workshop or seminar, seminar date, and a brief (one paragraph) description of the workshop/seminar. The title page must also include the grade level, number of students, and any special information about the student population (e.g. at risk, ESL, etc.).
2. Activity Description: Activities must be applicable to your students/program participants. Describe each activity in detail. List all materials that the participants and instructor used (e.g. handouts, books, props, etc.) Describe each activity thoroughly as if the reader were not familiar with the topic.
3. Learning Objectives: Write specific learning objectives for each activity. Include what you wish to achieve and how you will accomplish it.
4. Appropriateness of Activities for Targeted Students: Explain how the activities meet appropriate developmental needs of the students.
5. Correlation of Activities to the Seminar: Very Important: describe what you learned from the workshop that helped you to create the activities.
6. Student Evaluation and Assessment: Evaluate the students’ learning experience and describe the methods used for assessment. Relate the assessment to the objectives stated earlier. Include samples of the assessment tools, if applicable.
7. Instructor Self Evaluation: Write a self-evaluation of your own strengths and weaknesses as you developed and implemented the activities. Discuss what you would do differently next time and suggest areas for improvement.
8. Quality of Overall Paper: The grader will review the format, grammar, spelling, punctuation, and other overall qualities of the paper. Use a 12 inch font and one inch margins. Staple the paper together. Do not send the paper in a report cover.
9. Documentation: For each activity, provide student samples, photos, handouts, or lesson plans. Samples should be limited to 1 or 1 pieces for each activity, and must fit in a 9/13 envelope. The samples and the paper will not be returned.