7th Grade Dance Class Pre Assessment
Strategies for pre-assessment and tracking student progress in a 7th Grade Dance Class
Pre-assessment:
I think pre-assessment is a great tool to use if you are planning your lessons, as it allows you to plan for differentiation. We all want to have engaging lessons, but how do we know what level each student is at in a given subject or topic? Pre-assessment allows us to gauge the level of students' understanding on a given topic or unit, which we can use to see how we can best prepare the content, process, and products of our lessons. Whether that be providing different levels of assignments, grouping students based on level, re-teaching, using specific materials, media, or equipment to help teach, and give options of ways students can express their learning.
General Guidelines– Inclusion in Dance Education
Most students, regardless of physical, cognitive, or emotional disability, have the
capacity to accomplish most of movement tasks.
This includes the dance teacher consulting with special education teachers and becoming
familiar with individual students’ IEPs so that abilities and disabilities of each student are
known and appropriate goals and accommodations are applied.
Success for both the teacher and the student relies on creativity, an expectation of excellence based on
individual ability and the application of the three guiding principles of Universal Design for Learning (UDL):
1. Represent information in multiple formats and media.
2. Provide multiple pathways for students’ actions and expressions.
3. Provide multiple ways to engage students’ interests and motivation.
Because each student’s learning capability and strength is different, even within a
category of disability, instruction must accommodate a broad range of communication
and learning styles.
ISOLATIONS DIAGNOSIS
(Pre-Test )
Objectives:
Isolations, are movements that are done by controlling a part of the body independently from others. Students will begin to develop independence in movements, giving them a better understanding of control and strength over each segment of the body (upper, medium and lower).
Students will be able to apply their knowledge on Isolations to dance routines, dance styles and other activities. The diagnosis should include all parts of the body required to determine which parts of the body need more work. This assessment is done at the beginning of the year.
The objective of the lesson is for students to develop different movements and qualities of movements. The formative assessment is meant to give an actual picture of each student to determine their movement abilities and in order to create a learning plan for each student.
Isolations diagnose
Observe and practice the different movements included in the table. After practicing, complete the following table by using a “1” IF you can do the movement, a “0” if you cannot do the movement and a “½” if you can partially do it. Then add the total points at the end.
Take a video of yourself doing all the movements described and upload it to flipgrid as well as a picture of the filled up table.
Differentiation after Pre Assessment
To meet the needs of English language learners and special education learners in the initial classes where the diagnosis is done, the expectations of isolating movement varies on each individual and it is a personalized assessment according to their achievement.
The students are given different activities according the results of the pre-test. As a result, students challenge themselves and aim higher, instead of feeling in a competition. The vocabulary used is clear and concise, helping English language learners to use it all the time and become comfortable with it. A video example of the movements listed is given to the students when doing the online Pre-assessment.
Higher achieving students
Students who got all movements correct in one week, they will get a differentiation that keeps them challenged and motivated. Students will have to begin their first week, creating and uploading video sequences in which they travel (move around the space in different directions) while doing the isolation movements. In the second week, they will have create another sequence in which they layer the movements (doing to isolating movements at the same time), for example doing head isolation movement at the same time as with the hips.
After achieving this level, students are to do a research into different dance styles and their specific isolations. Then, they have to pick the style that they like the most and would like to explore. From that, they will start learning 3 main moves with the tutorials they choose online. They have to send me their choice and move choice tutorials for aproval. Then they will send a video of them practicing the movements. Finally they will create a choreography in the style and with the moves of their choice. Within these weeks, there will also be the task of learning one or two of the other students sequence and uploading a video of the practice.
Examples of moves: Shuffle, Dubstep Head Move, Arm waves
Proficient students
Students who show proficiency in the movements, but need to develop higher skills. One of the following challenges is to begin playing with different shapes in the movements such as triangles, rhombuses, etc. Then they will have to travel (move around the space in different directions) while doing the isolation movements. They will practice the following tutorials to make sure they understand how to isolate upper and lower body:
Following they will have to learn this choreography by heart, which works and combines the moves needed in isolations. The submission will be to send a video of themselves doing the video.
Students with limited knowledge
The students who appear to have limited knowledge about the topic, in which there are some struggling with language and other students who have little to no comprehension of the the topic and need to be tested further for special needs. I will share these two videos that explain in detail the simple principles of isolation movements. They are follow along videos. I include one in Spanish as the ELL can use it as a guideline as well with the English version ones. They have to use both so they can familiarize themselves with the words used in dance movement. They are all follow along, which allows them to rewind when necessary. They have to send a video of themselves practicing the follow along videos. If needed I will have a one-to-one Zoom meeting to answer questions and give further explanations. An individual plan for each student is developed to work on the areas that need more improvement.
I believe the different activities will allow all students to learn, improve, develop their skills while also being challenged and motivated.
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