Form_1-D

= 8710.4310 Teachers of Dance Form I-D Grid: Subpart 3B only =

Readings: “brain people”, Robert Sylvester, Ann Green Gilbert – Creative Dance for All Ages, Peggy Hackney, Art Costa Bonnie Bainbridge Cohen -, Howard Gardner, Bernstein-Root – Sparks of Genius, Chip Wood – Yardsticks, Dance Education Initiative Guide, guide – Chapter 10 (cited works), Sherry Shapiro, Doug Risner, Liz Lehrman, Sue Stinson, A Moving Conversation,, Reflective Tools – Liz Lehrman, Critical Response, Descriptive Review, Coalition of Essential Schools/protocols, Collaborative Skills – Responsive Classroom [this is a specific trademarked program, but whole heartedly endorsed by Jane, Kathy, Diane. || Current research base: journals and pubs inside dance: JODE, JOPHERD, RIDE, RDE database [NDEO] Key authors; Gilbert, Stinson, Shaprio, Erkert, etc. Other research: interdisciplinary, ELL
 * < **8710.4310 **
 * Teachers of Dance ** ||< **Learning opportunities & assessments that align to the standard**.(*readings, activities, topics of discussion, assignments, experiences, etc.) || **// Initial Notes //**
 * Technical writing team **
 * August - October 2008 ** ||
 * < (1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents; ||<  || Opening/morning movement ritual: learning experiences that are carefully chosen to illuminate dance pedagogical education principles
 * < (2) understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle and high school education; ||<  || ===== Theoretical =====

Application: Simulated teaching experiences Observation & reflection Clinical teaching: online teaching exemplars (Kathy: could observers take the class, & video record from the outside. If it’s part of your research, it would be OK to do.]

interfaces with #9 work with cohorts in other institutions application needs to feedback into theoretical. Sensory/motor loop. || The central concepts are based on MN standards.
 * (3) develop curriculum goals and purposes based on the central concepts of dance and know how to apply instructional strategies and materials for achieving student standards in dance; ||  || Overlaps with A.8: demonstrate competency in theories and practice of creative dance

Students will: Rewrite the dance standards in kid-friendly language Lesson plan writing Observation & Identify: Recognize what standard is addressed in a lesson and how it’s being assessed (tangible). Learn & practice assessment tools themselves Kathy: (maybe from Responsive classroom?) Eagle, bear, buffalo, deer – how do you work? Understanding difference in teaching styles ||