Domain 3: Instruction
3a Communicating With Students
I used multiple modes of communication with my students including class reminders through Google Classroom, personal messages on Google Classroom and Remind 101. I was able to establish expectations for assignments, require student accountability for assignments/attendance, plus many more.
(Example of use of Remind 101)
3b Using Questioning and Discussion Techniques
Students are promoted to think critically by using higher-order thinking skills through guided questioning. My aim in my classroom is for students to make meaningful connections through the deepening of their understanding of content knowledge.
Choreography Discussion Process
In this video, students observe a soloist and analyze concepts needed for the production of their own solos. Watch as students use dance vocabulary and discourse as they are challenged to answer questions based on their observations!
low-order thinking (comprehension)
Vocabulary
high-order thinking application
low-order thinking (comprehension)
Here is an example of how I supported students in using both low-order and high-order thinking skills as a progression in a lesson to understand tempo.
3c: Engaging Students in Learning
This video demonstrates how students engaged in discourse based on José Limón's movement from "There Is A Time" and "Choreographic Offering." Students were guided to articulate movement descriptions based on Laban Movement Concept "Flow" followed by a kinesthetic movement experience using teacher choreography and self-choreography inspired by bound or free flow.
José Limón Lesson
3d: Using Assessment In Instruction
Students use a peer feedback checklist as a tool to guide their understanding of what/how they will be graded. The checklist directly corresponds to the summative assessment rubric with differentiated criteria based on the performance of a modern phrase.
3e: Demonstrating Flexibility and Responsiveness
An imperative skill needed as an educator is being able to make adjustments in response to any unexpected changes in scheduling/planning. Setbacks exist in the dance classroom and staying calm while combating the situation while staying fully committed for your students is essential for the classroom. Below are two assignments created through flexibility/responsiveness.
Student Performance of Hip-Hop Lesson
After an unexpected change in scheduling, I was able to revise this lesson by creating this video in both English/Spanish. I provided visual and verbal support and taught a choreography using vocabulary fundamentals from the online hip-hop class. Check out an example of one of my student's video submission.
This Language of Dance (LOD) action lesson was created during the asynchronous spring semester. I used visual and verbal supports as seen in the video. I am aware of the different types of learners so I provide two different methods for students to utilize when completing this assignment.