Dance 2 Curriculum Notebook .docx

Dance 2 Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Strand: Create ....................................................................................................................................... Page 4 Strand: Perform..................................................................................................................................... Page 4 Strand: Respond .................................................................................................................................... Page 5 Strand: Connect..................................................................................................................................... Page 5
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 6
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 7
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 8
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Unit Titles ...................................................................................................................................................... Page 9 Understanding by Design .............................................................................................................................. Page 10
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethics ..................................................................................................................................................... Page 11
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 13 MTSS...................................................................................................................................................... Page 15
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 17
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 21
Glossary
Terms and acronyms used in this document ........................................................................................ Page 22
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Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Strand: Create
(L2.D.CR)
Dance Level 2
Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refine dance works.
1. Demonstrate openness, willingness, persistence, respect and cooperation in trying new
ideas, methods and approaches in creating dance.
2. Explore a variety of stimuli to develop an improvisational or choreographed dance
study; analyze the process and the relationship between the stimuli and the movement
as it relates to personal and contrasting movement preferences.
3. Use the elements of dance and other dance terminology to articulate and justify
movement choices.
4. Design an original dance or study using choreographic devices and dance structures to
an artistic intent.
5. Clarify the artistic intent of a dance by refining choreographic devices and dance
structures using established artistic criteria, self-reflection, and the feedback of others.
6. Analyze and evaluate impact of choices made in the revision process.
7. Use recognized systems to document a section of a dance via writing, symbols, or media
technologies.
Strand: Perform (L2.D.P) Students will analyze, interpret, and select artistic work for performance. They will develop
techniques and concepts to refine artistic work and express meaning through the presentation of dance works
1. Dance alone and with others with spatial intention; expand partner and ensemble skills
to greater ranges and skill levels; and expand partner and ensemble skills to greater
ranges and skill levels.
2. Perform dance studies and compositions that use time, tempo and rhythm in
unpredictable ways; use internal rhythms and kinetics as phrasing tools.
3. Vary energy and dynamics over the length of a phrase, paying close attention to its
movement initiation and energy.
4. Apply anatomical principles and healthful practices to a range of technical dance skills
for achieving fluency of movement; follow a personal plan that supports health for
everyday life.
5. Apply body-mind principles to technical dance skills in complex choreography in a
variety of dance genres and styles.
6. Collaborate with peers to achieve performance accuracy, clarity, and expressiveness;
discuss the choices made, the methods for improvement with attention to technique
and artistry informed by personal performance goals.
7. Reflect on personal achievements and implement performance strategies to enhance
projection.
8. Demonstrate leadership qualities when working in groups and preparing for
performances.
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9. Use appropriate etiquette practices during class, rehearsal, and performance; accept and apply feedback.
10. Document the rehearsal and performance process using dance terminology.
11. Work collaboratively to produce a dance concert on a stage or in an alternative
performance venue, and describe the production elements that would support the artistic intent of the dance works.
Strand: Respond (L2.D.R)
Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process
1. Analyze dance works and provide examples of recurring patterns of movement and their
relationships that create structure and meaning in dance.
2. Explain how the elements of dance and other choreographic principles are used in a
variety of genres, styles, or cultural movement practices, and explain how their
differences affect intent.
3. Experience a variety of culturally based dance forms; describe contrasting dances, and
analyze how the dance reflects the culture it represents.
4. Use artistic criteria to determine what makes an effective dance and performance,
considering content, context, genre, style, and/or cultural movement practices.
5. Compare and contrast two or more dances, using evaluative criteria to critique artistic
expression and considering societal values and a range of perspectives.
Strand: Connect (L2.D.CO) Students will synthesize and relate knowledge from personal and collaborative experiences to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
1. Analyze dances with a variety of contents and contexts; explain how personal
perspectives may affect one’s interpretation.
2. Identify questions that pertain to a research topic, use established research methods to
inform the creative process, create and perform a piece of choreography from the
research, and discuss insights relating to knowledge gained.
3. Analyze dances from several genres or styles, historical periods, and/or cultural dance
forms; discuss how dance movement characteristics, techniques and artistic criteria
relate to the ideas and perspectives of the peoples from which the dances originate.
4. Compare the process used in choreography to that of other creative, academic, or
scientific procedures.
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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
• I can improvise using various stimuli.
• I can collaborate to choreograph a dance using choreographic devices to
support an intent.
• I can practice partner and ensemble skills through being aware of spatial
relationships.
• I can connect contrasting energy and dynamics to movement.
• I can collaborate to plan, create, prepare, and perform a piece for the
semester concert.
• I can analyze the use of the elements of dance in a variety of genres.
• I can respond to a student-choreographed work using dance terminology.
• I can analyze the use of the elements of dance in a variety of genres.
• I can respond to a student-choreographed work using dance terminology.
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Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Semester 1:
Semester 2:
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Improvisation (Strand: Create)
Concert choreography (Strands: Create, Perform) Combination (Strands: Perform, Respond)
Dance 2 concert critique (Strands: Respond, Connect) Meaning in Dance (Strand: Connect)
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Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
1. Ensure students are enrolled in appropriate courses and receive appropriate instruction
2. Provide instruction to the intended depth and breadth of the course curriculum
3. Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
4. Use a variety of assessments methods to inform instructional practices
5. Introduce students to various test-taking strategies throughout the year
6. Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
7. Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
1. An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
2. All students who are eligible for testing are tested.
3. A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
4. Tests are administered in-person and testing procedures meet all test administration
requirements.
5. Active test proctoring occurs: walking around the room to make sure that each student
has or is logged into the correct test; has appropriate testing materials available to
them; and are progressing at an appropriate pace.
6. No person is left alone in a test setting with student tests left on screen or open.
7. The importance of the test, test participation, and the good faith efforts of all students
are not undermined.
8. All information in the Test Administration Manual (TAM) for each test administered is
reviewed and strictly followed (see 53A-1-608; R277-404).
9. Accommodations are provided for eligible students, as identified by an ELL, IEP, or 504
team. These accommodations should be consistent with accommodations provided
during instruction throughout the instructional year.
10. Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
11. Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
1. Providing students with questions from the test to review before taking the test.
2. Changing instruction or reviewing specific concepts because those concepts appear on
the test.
3. Rewording or clarifying questions, or using inflection or gestures to help students
answer.
4. Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
5. Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
6. Reclassifying students to alter subgroup reports.
7. Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
8. Allowing the public to view secure items or observe testing sessions.
9. Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
10. Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
11. Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
12. Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
1. Gathering accurate and reliable data
2. Correctly interpreting and validating data
3. Using data to make meaningful instructional changes for students
4. Establishing and managing increasingly intensive tiers of support
5. Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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1. Student focus
2. Educator credibility
3. Meeting norms
4. Professional Learning Communities (PLC)/Collaboration 5. Civility policy
6. Appearance and interactions
7. Continual Leaning
8. Testing ethics
9. Research orientation
10. Policy adherence
1. Culture
2. Safety–emotional and physical 3. Physical classroom space
4. Relationships
5. Family connections
6. Procedures
7. Classroom management
8. Student artifacts
9. Student focus
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1. Formative evaluation
2. Summative evaluation
3. Feedback:
4. Performance of understanding 5. Self-reported grades
6. Student self-evaluation 7. Testing ethics
8. Differentiation
9. Data analysis
10. Response to interventions (RTI)/Multi-tiered system of success (MTSS)
1. Lesson design
2. Teacher clarity: share LT, share SC, share PoU 3. Evidence-based instructional strategies
4. Based on data
5. Student engagement
6. DOK – Depth of Knowledge
7. Differentiation
8. Student ownership of learning
9. Curriculum notebook
10. RTI/MTSS
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1. State standards
2. Curriculum map/pacing guide 3. Units
4. Objectives
5. Curriculum Notebooks
6. Course essentials
7. Current
8. Planning
Professional Associations Websites
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
MTSS
Multi-Tiered Systems of Support is an approach to academic and
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Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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