Form and Meaning in Childrens Dance

Criteria
Knowledge

Teaching Assessment
3Proficient
Is 90% familiar with creative dance foundation and has a grasp of child development and how students learn Plans curriculum units backwards with state TEKS and national standards, assessments and all of Blooms levels with focus on the lower level of Blooms levels Designs outcomes for lessons aligned with unit goal ad state standards but not measurable Designs lessons that are 90% relevant and motivating to engage students in active learning Designs lessons that target diverse learning needs, styles, and interests

4-Exemplary
Is 100% familiar with creative dance foundation and has a cutting-edge grasp of child development and how students learn Plans all units backwards, aligned with the state TEKS and national standards, assessments, and all of Blooms levels, especially the HOTS Designs lessons with clear, measurable goals closely aligned with standards and outcomes Designs relevant lessons that will motivate all students and sweep them up in active learning Designs lessons that break down complex tasks and address all learning needs, styles, and interests Wins all students respect and creates a climate in which disruption of learning is unthinkable Uses coherence, lesson momentum and smooth transitions to get the most out of every minute Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations Teaches students to be risk-takers, learn from mistakes, and believe that through effective effort, they will learn more 100 % of the time grabs students interest and makes connections to prior knowledge and experiences 100% of the time, students summarize and internalize what they learn and apply it to reallife situations

2Average
Is 80% familiar with creative dance foundation and has few ideas of ways students develop and learn Plans lessons with thought to larger goals and objectives and higher-order thinking skills; beginning with the activities Plans lesson without aligning goals to standards Plans lessons that will catch 50% of students interest to initiate a discussion Plans lessons with no preplanning thought as to how to accommodate special needs students

1-Needs Improvement
Is 70% familiar with creative dance foundation and minimal ideas on how to teach it and how students learn Teaches on an ad hoc basis with little or no consideration for long range curriculum goals

Alignment

Lessons

Plans lessons aimed primarily at entertaining students Plans lessons with little likelihood of motivating or involving students Plans lessons aimed at the middle of the class

Engagement

Differentiation

Respect

Commands respect and refuses to tolerate disruption

Wins the respect of some students but there are 90% disruptions in the classroom Loses 50% teaching time due to 2 of the 3 listed: lack of clarity, interruptions, and inefficient transitions Announces and posts classroom rules and punishment

Is not respected by students and the classroom is 80% chaotic and sometimes dangerous Loses 90% l of instructional time because of confusion, interruptions, and ragged transitions Comes up with ad hoc rules and punishments as events unfold during the classes Does not prevent students from feeling embarrassed when they make mistakes

Efficiency

Maximizes academic learning time through 2 of the 3 listed: coherence, lesson momentum, and smooth transitions Communicates and consistently enforces high standards for student behavior Tells students it is okay to make mistakes; effective effort, not innate ability, is the key

Expectations

Effort-Based

Tells students that making mistakes does not mean they are stupid; they can learn from errors (wouldnt use the word stupid. Thats harsh) 80% of the time makes creative dance interesting and relate it to things students already know Students are asked to think about real-life applications for what they are studying; no internalization

Connections

90% of the time activates students prior knowledge and hooks their interest in each lesson Students are asked to sum up what they have learned and apply it in a different context; no internalization

70% or below of the time hooks students interest or makes connections to their lives Moves on at the end of each lesson without having students summarize

Application