B.A., Ed.M.
DANIELSON FRAMEWORK
Domain 3: Instruction
3c. Engaging Students in Learning
STUDENTS TEACHING THEIR PEERS MOVEMENT MOTIF DEVICES
In this video clip, you will see students using movement to develop understanding of key vocabulary as they learn and apply movement motif devices to a given dance step. Each student became the expert on a movement motif device by using the given information and teacher assistance to construct an understanding of their assigned movement motif device. Students then took on the responsibility of teaching their device by demonstrating their movement and explaining choices to the class. This process was a way to scaffold new information, increase individual responsibility for learning, and practice using and applying discipline-specific language.
STUDENT WORK SAMPLES
After the above instructional segment (Students Teaching Their Peers Movement Motif Devices), students used a graphic organizer to apply their new knowledge of movement motif manipulations to a motif developed from the essence of a traditional movement practice.
3d. Using Assessment in Instruction
INDIVIDUAL FEEDBACK
In this video clip, you will see me give students individual feedback on solo choreography. I use this form of assessment in order to check in one on one with each student, clarify misunderstandings, and offer individualized feedback based on their specific needs. This provides an opportunity to provide targeted instruction at each students level, whether they need more support or a challenge.
3e. Demonstrating Flexibility and Responsiveness
SELF-REFLECTION
In this personal statement, I reflect on my experience adapting lessons to meet the needs of individual learners, specifically examining my experience with a student in the advanced dance class in my clinical teaching practice placement.