Domain 3: Instruction
3a. Communicating with Students
Students actively engage with course knowledge and practice using dance specific vocabulary throughout each lesson. During my student teaching internship, I reviewed the objective/skill with the students before each across the floor exercise. This prompted students to recall prior knowledge, practice using dance vocabulary, and extend their content knowledge through verbal discussions with their classmates.
Modern Dance Vocabulary
Students collaborated to identify the criteria for each modern dance skill through a group discussion using dance vocabulary.
A student volunteer documented the criteria for each modern dance skill on the whiteboard.
3b. Using Questioning and Discussion Techniques
Based on Bloom’s Taxonomy, I utilize questioning and discussion techniques to promote critical thinking in my classroom. This engages students in higher-order thinking and supports students in deepening their understanding of the content.
3c. Engaging Students in Learning
Using inquiry-based learning and collaborative learning strategies, my instruction actively engages students in learning. During my student teaching, I instructed a choreography unit where students explored social justice topics that were important to them. Students responded to each social justice topic using sticky-notes, which was then used as a choreographic stimulus in the following lesson.
3d. Using Assessment in Instruction
Formative and summative assessments are important for measuring students’ understanding and growth. Throughout my student teaching, I utilized backwards design to create formative assessments that scaffold learning objectives based on the summative assessment for each unit.
Formative Assessment
This formative assessment measured students’ kinesthetic awareness, which was aligned with the learning objective “to perform ballet barre exercises with turnout and a neutral pelvis”.
Summative Assessment
The formative assessment above prepared students for the summative assessment in their ballet unit. As you can see, the rubric for this assessment addressed the learning objectives of turn out and neutral pelvis.
3e. Demonstrating Flexibility and Responsiveness
During my student teaching internship, I created a Google Form to check-in with students at the end of the first marking period. Students to shared what was working for them and suggested areas for improvement based on their individual needs. This demonstrates responsiveness because I adapted my instruction based on student responses.