Mariah Jacobson Draft
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Lesson Objective
Participants will be able to...
- Improve previously completed stages in the design process (goals, topics, KAS/EU/EQ)
- Construct well-written performance objectives for their inter-disciplinary unit
Read
How do I start constructing this unit? Now that you have familiarized yourself with various dance concepts and explored how dance can seamlessly integrate into different core disciplines, it is time to finally develop this amazing unit of yours by completing the activities below.
Revise
In unit 2, we developed the desired knowledge, attitudes, and skills (K.A.S.), enduring understandings (EU), and essential questions (EQ) to the best of our abilities. Now that we have reviewed more applications and examples, it is time to revisit a few earlier steps in this process before continuing.
Please open your personal Unit Planner in the Course Google Drive folder to address these sections based on your more informed perspective.
- Goals - Have your general unit goals changed? - Edit or add to your Q#1 response
- Topics - Do you have any new ideas for content/dance topic areas to create your unit around? - Edit or add to your Q#2 response - Highlight/bold the primary topic(s) you plan to build into this unit
- KAS/EU/EQ - Do you have a clearer image of what desired outcomes and enduring understandings that you hope your students acquire? - Edit or add to your Q#3 response
How will I stay fair and consistent while evaluate multiple students or across recurrent assessments? With any great assessment includes an assessment tool that defines how you will determine different levels of mastery. These can be various types of rubrics or checklists.
On your Unit Planner in the Course Google Drive, respond to question #11 by selecting which types of assessment tools your will use in your unit.
- Can explain concepts, principles, and processes by putting it [in] their own words, teaching it to others, justifying their answers, and showing their reasoning.
- Can interpret by making sense of data, text, and experience through images, analogies, stories, and models
- Can apply by effectively using and adapting what they know in new and complex contexts
- Demonstrate perspective by seeing the big picture and recognizing different points of view
- Display empathy by perceiving sensitively and walking in someone else’s shoes
- Have self-knowledge by showing meta-cognitive awareness, using productive habits of the mind, and reflecting on the meaning of the learning and experience (2012, p. 5)
Participants will determine 3 local or national resources to seek assistance and collaboration
- 4.1 Review reason for inter-disciplinary practices
- 4.2 Identify important norms and suggestions with inter-disciplinary work
- 4.3 Practice brainstorming and building off of other educator's ideas from other disciplines
- 4.4 Locate local and national Dance Education resources to use
References
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