Danielson Framework:
Domain 1: Planning and Preparation
1a. Demonstrating Knowledge of Content and Pedagogy
Presented is my growing list of diverse pedagogical texts and standards I use while planning for instruction. These books have informed and deepened my understanding of dance content and instructional strategies, so my instruction is differentiated, effective, and accessible to a vast range of learners.
1b. Demonstrating Knowledge of Students
To achieve ultimate student success, it is crucial I learn about every individual in my class and understand their interests, backgrounds, and needs. As evident in my edTPA “Context for Learning,” I have a deep understanding of my students, which aided me in my lesson planning. A second example is a survey I gave to my students that gave me direct insight to their interests, which was helpful in creating dance with the students for their spring performance.
1c. Setting Instructional Outcomes
Effective teaching is planned and purposeful. When designing my lessons, I create clear, measurable, and desirable student learning objectives that align with state and national dance standards, social justice learning standards, and social-emotional learning standards. My learning outcomes are differentiated to meet the needs of diverse learners and encourage educational risks. This is a lesson plan from a high school dance unit created for all high schools throughout New Jersey. This lesson offers a plethora of differentiated instruction so each class throughout the state of New Jersey can adapt this lesson as necessary to the needs of their students and culture of their school.
1e. Designing Coherent Instruction
Applying my knowledge and understanding of my students, dance content, and state and district expectations, I was able to create a properly scaffolded mini unit on Site-Specific dance for my edTPA last fall. These lessons provide a foundation of dance content through engaging learning activities that prepare students to make autonomous choices stimulated by reflective experiences, emotions, and interests.
1f. Designing Student Assessments
I value the incorporation of formative assessments throughout all of my lessons to ensure that my students are learning the intended outcomes that will prepare them for future learning. In addition, using different forms of assessment not only maintains student engagement, but also allows students to demonstrate their understanding of knowledge and content in an accessible way.
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Presented on the left are two formative assessments from my edTPA. Students filled out an exit slip after a movement exploration in their site; sentence sentence starters were provided for varied learners. Secondly, a performance rubric is included that assessed students on for their 1st draft and final draft of their dance.
Presented below is a summative assessment that engaged students in a self-evaluation of their creative process through written reflective practices.