Other Useful Text Books:
Mandatory Module 1 – Understanding the needs of learners
Objectives:
1. Summaries of what you identify as the most important principles of the theories of teaching and learning.
Teaching Children Dance:
Page 7 Awakening of new perceptions paragraph
Page 9 Why teach children dance paragraph
Chapter 5 Making teaching effective
Dance Teaching Methods:
Page 14 Understanding the teaching and learning process model in dance paragraph
Page 25-30
Page 46-50 (up to movement-language connection in dance)
Page 58-65 (up to Understanding music and accompaniment in the dance class)
Page 110 Paragraph on Understanding the format of the dance class
2. How to identify and respond to the different learning needs in a group of dancers.
Teaching Children Dance:
Page 56 Helping all children learn paragraph
Page 24 Partners and Groups Paragraph
Dance Teaching Methods:
Page 25 Paragraph on Individualized Learning
Page 65 Teaching methods for specific dance forms paragraph
Page 77 Organising the dance class paragraph
Page 90 Understanding the learner paragraph up to page 95 Developing psychosocial behaviours in the dance class
Page 98 Group Development Paragraph
The Differentiated Classroom:
Page 13 The Teacher Balances Group and Individual Norms
3. A comparison of different teaching approaches with small groups
Teaching Children Dance:
Page 24 Partners and Groups paragraph
The Differentiated Classroom:
Page 13 The Teacher and Students work Together Flexibly
A Handbook for Dance Education:
Chapter 14 Page 151 Leading and Adapting in Group Improvisation paragraph
Page 81 Work in Pairs or Groups Paragraph
Page 158 Flow Relationships, linear group formations up to page 167 Visual Aids for formation
Teaching Physical Education for Learning:
Page 61 Working with small groups rather than the whole class
Page 147 Group Process Strategies for Developing Self-Directionup until page 148 Discipline: What to do if it does not work
4. How to plan for each situation you encounter
Teaching Children Dance:
Chapter 3 Page 31 first 9 lines
Page 33 Planning a dance unit (up to page 40 Interdisciplinary Connections)
Page 52 School policies paragraph
Dance Teaching Methods:
Page 52 Paragraph on constructing the dance Class
Page 77 Paragraph on organising the dance Class
Page 173 Paragraph on class management strategies
Page 174 Paragraph on Teaching the Lesson
Chapter 9 Developing the lesson plan (page 130 up to page 133 Relating objectives to a learning taxonomy.)
Mandatory Module 2 – Working with Individuals and groups
Objectives:
1. How to gain trust, encourage learners to respect one another and to be willing to learn
Teaching Children Dance:
Page 58 Motivating Learners Paragraph
Page 59 Establishing Protocols and Rules Paragraph
Page 61 Providing Feedback
Dance Teaching Methods:
Chapter 6 Organising and managing the dance class
Dance Technique for Children:
Page 4 The Teacher to page 8 up to The Goals
Teaching Physical Education for Learning:
Page 221 Teach students to respect the person and property of others paragraph
2. How to build positive relationships in the learning environment.
Dance Teaching Methods:
Page 72 Creating a Positive Learning Atmosphere
Finding the Magic in Movement:
Page 72 Interaction
Dance Teaching Essentials:
Page 68 Psychological and Emotional Development
Teaching Physical Education for learning:
Page 139-153 Gaining and Maintaining the Cooperation of Students up to page 153 the end of the chapter.
Dance Technique for Children:
Page 6 Caring and Interest paragraph
3. How teaching individuals may require a different approach from teaching groups
Teaching children Dance:
Page 61 paragraph on Presenting Demonstrations
Teaching Physical Education for Learning:
Page 167 Changing and modifying tasks for Individuals and Small Groups up to page 169 Indirectly Contributing Behaviours
Page 61 Grouping Students Paragraph
A Handbook for Dance Education:
Chapter 14 Group Feeling and Group Composition page 150 up to Leading and Adapting in Group Improvisation page 151
4. How to plan for each situation you encounter
See Mandatory Module 1 (Understanding the needs of learners), Objective 4
Mandatory Module 3 – Management and Organisation
Objectives:
1. How to plan, manage and organise your teaching
Dance Teaching Methods:
Page 52 Paragraph on Constructing the Dance Class
Page 75 Paragraph on Developing a Teaching Management Style
Page 77 Paragraph on Organising the Dance Class
Page 173 Paragraph on Teaching Strategies and Class management Strategies
Page 107 Becoming an Expert Teacher paragraph
Finding the Magic in Movement:
Chapter 4 Page 49 Planning a Dance Session
2. Detailed planning for a single lesson, and plans for the medium and the long-term
Teaching Children Dance:
Chapter 3 Designing a Dance Program
Dance Teaching Methods:
Chapter 11 Writing and Delivering the Lesson Plan
Page 191 Developing the one-year Curriculum
Finding the Magic in Movement:
Chapter 4 Page 49 Planning a Dance Session
Dance Technique for Children:
Page 17-20 Forming a Complete Lesson
3. A list of learning resources to use in your teaching, noting which are appropriate for particular situations or stages of learning
Teaching Children Dance:
Page 46 Equipment and teaching materials (up to page 51 Class frequency and length)
Page 56 Paragraph on helping all children learn
Dance Teaching Methods:
Page 21 Up to Physiological Training and Conditioning
Page 106 Gathering Content Information to Teach Dance paragraph and Studying Media Materials paragraph
Page 114 Dance and other Disciplines Paragraph
4. Expectations for teachers in relation to working and communicating with others and for using and recording data
Dance Teaching Methods:
Page 75 Communication Skills
Page 28 Maximizing Emotional Intelligence for Teaching Dance paragraph
Page 106 Paragraph on Videotaping the Expert Teacher
Optional Module 1: Engaging with Learners
Objectives:
1. Skills of listening, questioning, understanding and responding to identify learners’ needs and appropriate teaching strategies to adopt in relation to them
Teaching Children Dance:
Page 61 Providing Feedback paragraph
Dance Teaching Methods:
Page 90 Understanding the Learner paragraph
Page 75 Communication Skills paragraph
Chapter 5 Understanding Dance Teaching Methods page 58 up to Teaching Methods for Specific Dance Forms
2. How to plan for and build up movement sequences according to the learner’s technical proficiency, physical capacity and aesthetic awareness
Dance Teaching Methods:
Page 52 Constructing the Dance Class paragraph to the end of the chapter
Chapter 5 Understanding Dance Teaching Methods Page 57
Page 119 Choreographic Structures up to page 122 Understanding the Artistic demands of a dance form
Page 90 Understanding the Learner up to Cultural Diversity in Dance
3. How to assess and evaluate their achievements and progress in order to promote further learning
Teaching Children Dance:
Page 71 Teacher Assessment of Students paragraph
Dance Teaching Methods:
Chapter 10 Selecting the Appropriate Assessment tools for Dance (whole chapter)
Page 185 Integrating Assessment Modes up to writing a Dance Curriculum.
Page 139 Relating Objectives to Assessment paragraph
Finding the Magic in Movement:
Page 78 Evaluation
4. Knowledge and Understanding of preferred learning styles, stages in learning and how to set achievable and realistic goals for learners.
Teaching Children Dance:
Chapter 5 Page 55 up to Establishing Protocols and Rules
Dance Teaching Methods:
Page 15 Understanding the Teaching and Learning Process Model In Dance
Chapter 4 Guiding Students in Learning Dance (page 45 up to Constructing the Dance Class)
Chapter 7 Analyzing the Learner and the Learning Environment (page 89 up to Cultural Diversity in Dance).
Page 185 Paragraph on Selecting Objectives
Page 49 Box titled Goals for Maximizing Success in the Motor Stage
Page 47 End of paragraph on Verbal-Cognitive Stage (the teacher focuses on the following goals)
Page 130 Setting up effective dance learning experiences
Page 156 Contracting paragraph
Optional Module 2: Engaging with Learners
Objectives:
1. Knowledge and Understanding of the various relationships that a dance teacher might be involved with as colleagues, learners, parents and administrative staff or helpers
Teaching Children Dance:
Page 51 Community Characteristics paragraph
Dance Teaching Methods:
Page 6 What a Dance Educator Does Paragraph
Page 87 Developing a Philosophy of Teaching Dance Paragraph
Page 125 Professional Attitude Paragraph
2. Links between Progress and achievement and good relationships between teachers and learners;
Dance Teaching Methods:
Page 95 Personal Development paragraph and Group Development paragraph
Finding the Magic in Movement:
Page 72 Interaction up to page 78 Energy
Teaching Physical Education for Learning:
Page 140 Positive is more effective than negative paragraph
Page 209 Promoting Personal Growth through Personal Interaction up to page 213 Selection of Tasks and Design of Learning Experiences
3. How to foster good relationships
See Mandatory Module 2 – Working with individuals and groups reading list for Objective 2: How to build positive relationships in the Learning Environment
4. What should be done to address problems with relationships that occur in your work situation
Teaching Children Dance:
Page 50 Establishing Protocols and Rules
Dance Teaching Methods:
Page 73 Expectations for the Dance Classroom
Page 80 Dealing with Student Behaviours in the Dance Classroom up to the end of the chapter page 88
Page 95 Developing Psychosocial Behaviours in the Dance Class
Teaching Physical Education for Learning:
Page 139 Gaining and Maintaining the cooperation of students up to the end of the chapter
Finding the Magic in Movement:
Chapter 6 Potential Problems and some suggestions for Handling them
Optional Module 3: Planning for learning
Objectives:
1. Knowledge and Understanding of the preparations, planning and resources needed to organise and achieve required learning outcomes
Teaching Children Dance:
Page 33 Planning a Dance Unit
Page 35 Planning the Dance Lessons up to interdisciplinary connections
Chapter 4 Page 45 Creating a Dance Education Setting up to Page 51 Community Characteristics
Dance Teaching Methods:
Page 52 Constructing the Dance Class
Page 77 Managing the Dance Classroom up to Page 80 Dealing with Student Behaviours in the Dance Classroom
Page 114 Dance and Other Disciplines paragraph#
Page 275 Selected Resources (an example of what resouces might be required)
2. That you are able to take into consideration the needs of learners, including cultural differences and expectations, considerations for the health and safety and issues affecting the well-being of learners.
Teaching Children Dance:
Page 51 Community Characteristics paragraph
Dance Teaching Methods:
Page 95 Cultural Diversity in Dance
Page 99 Dance Teachers As Education Professionals up to the end of the chapter (Analyzing the learner and the learning environment)
Teaching Children Movement Concepts and Skills:
Page 15 Accomodating Individual Differences
Page 16-17 Community Needs
Get a book out on health and safety from the library for example: Health & Safety at Work Esssentials: Duncan, Cahill, and Heighway: 2005
3. Practical Abilities in planning, managing and organising for effective learning.
Dance Teaching Methods:
Page 106 Up to page 107 Becoming an Expert Teacher
Page 151 Group Projects up to Page 156 Written Tests
Page 166 Writing the Lesson Plan up to page 173 Interrelating Arts and Integrating Course Variations
Page 174 Practice the Lesson Plan in “Real Time” paragraph to the end of chapter, page 179
Optional Module 4: Teaching Learners with Additional Needs
Objectives:
1. Knowledge and understanding of the legislation and its impact on teaching and learning
Teaching Children Dance:
Page 56 Paragraph on Helping All Children Learn
2. Knowledge and understanding of special needs, discrimination, disability awareness and inclusion
Finding the Magic in Movement:
Chapter 8 Children with Special Needs (whole chapter
No Handicap to Dance: Whole Book
www.drc-gb.org (disability rights commission)
3. Practical abilities in planning, managing and organising to teach learners with additional needs
Dance Teaching Methods:
Page 91 Learners with Special Needs paragraph up to Cultural Diversity in Dance
Page 209-211 Creative Movement Block for SEN children
No Handicap to Dance:
Part 2 Practical Guide to Creative Movement Workshops Page 26 Onwards
Optional Module 5: Assessment and evaluation of dance performance and the evaluation of courses
Objectives:
1. That you understand the difference between assessment and evaluation and between the way the terms are used in North America and in the United Kingdom.
Dance Teaching Methods:
Page 144 Using Assessment Techniques in the Dance Class paragraph up to formative and summative evaluation
Page 149 Authentic Assessment paragraph up to Group Projects
Page 157 Types of evaluation tools to page 159
Page 197 Evaluating Curriculum paragraph
Page 139 Relating Objectives to Assessment paragraph
Teaching Children Movement Concepts and Skills:
Page 48 Rationale for Assessment
Finding the Magic in Movement:
Page 78 Evaluation
2. That you understand the difference between formative, summative and diagnostic assessments and how they may contribute to teaching and learning
Dance Teaching Methods:
Page 144 Formative and Summative Evaluation paragraph
Page 186 Formative Assessment and Summative Assessment paragraphs
Page 155 Progress Folios paragraph, Portfolios paragraph, Projects paragraph, Reflective Journals and Logs paragraph
Teaching Physical Education for Learning:
Page 257 Formative and Summative Assessment Paragraphs
The Differentiated Classroom:
Page 10 Assessment and Instruction are Inseperable paragraph
3. That you understand the terms reliability, validity, standardisation, assessment construct and assessment criteria and how they may be used.
Teaching Children Dance:
Chapter 6 Assessing Children’s Learning in Dance
Teaching Physical Education for Learning:
Page 259 Reliability and Validity Issues of Assessment up to page 260 Collecting information. Both formal and informal evaluation.
Page 271 Making Assessment a practical and important part of your programme up to page 277 the end of the chapter
4. That you can carry out formative assessments in your work situation and can evaluate course materials and delivery
Dance Teaching Methods:
Page 175 Teaching Performance Evaluation
Page 297 Assessment for ballet
Page 346 Assessment for Jazz Dance
Page 319 Assessment for Modern Dance
Page 363 Assessment for Tap Dance
Teaching Children Movement Concepts and Skills:
Page 49 Psychomotor Assessment
Page 54 Affective Assessment
Optional Module 6: Assessing Needs and Potential
Objectives:
1. That you Understand the range of needs that learners may have in general and in particular those needs that are specific to dance
Dance Teaching Methods:
Page 22 Physiological Training and Conditioning up to page 23 Technique and Choreography
Page 25 Individualized Learning paragraph
Teaching Children Dance:
Page 13 Small paragraph on Learning Outcomes
Page 56 Helping all Children Learn paragraph
Teaching Children Movement Concepts and Skills:
Page 15-16 Accomodating Individual Differences
2. That you can Identify, understand and apply ways to assess the needs of learners
Teaching Physical Education for Learning:
Page 266 Student Journals paragraph
Page 269 Student Interviews, Surveys, and Questionnaires paragraph
Page 274 Use Thirty-Second Wonders paragraph
3. That you Understand how to relate formative, summative and diagnostic assessmment issues to the practice of monitoring progress and achievement in order to support and encourage learning
Dance Teaching Methods:
Page 144 Formative and Summative Evaluation paragraph
Page 186 Formative Assessment and Summative Assessment paragraphs
Chapter 10 Selecting the Appropriate Assessment Tools for Dance
Teaching Children Dance:
Chapter 6 Asessing Children’s Learning in Dance
4. That you Understand the importance of communicating an informed understanding of individual needs and potential to learners, parents and collegaues in appropriate ways
The Differentiated Classroom:
Page 105-106 Bringing parents aboard
Page 270 Parental Reports paragraph
Finding the Magic in Movement:
Chapter 9 Leading a parent-child session (whole chapter)
Optional Module 7: Developing different teaching, methods and resources
Objectives:
1. That you are aware of the range of teaching strategies that you might use (e.g mind maps, teams, games, tournaments, pair work, visual frameworks)
Dance Teaching Methods:
Page 59 Teaching Strategies in the Dance Classroom
Teaching Physical Education for Learning:
Page 194 Strengths and Weaknesses of strategy-Self Instructional Strategies up to page 201, the end of the chapter.
2. That you can identify, understand and apply teaching strategies appropriate to learners in relation to their age, needs, physical, emotional and cognitive development
Dance Teaching Methods:Chapter 7 Analyzing the learner and the learning environment up to Cultural Diversity in Dance
Chapter 5 Understanding Dance Teaching Methods up to page 65 Understanding Music and Accompaniment in the Dance Class
Page 25 Individualized Learning up to Brain/Mind Principles
Teaching Children Dance:
Page 57 Helping all children learn paragraph
3. The ability to adapt teaching strategies, methods and resources to meet specific situations or needs:
Dance Teaching Methods:
Page 106 Becoming an expert Teacher paragraph
Page 65 Teaching methods for specific dance forms paragraph
Page 77 Organising the dance class paragraph
Teaching Physical Education for Learning:
Page 115 Conditions of Performance up to Designing application/assessment experiences for content.
Page 167 Changing and Modifying tasks for Individuals and Small groups up to page 169 Indirectly Contributing Behaviours.
Page 206 Use a Variety of Teaching Strategies paragraph
4.The ability to evaluate different teaching strategies, methods and resources both before and after use
Teaching Children Dance:
Page 70 Assessment of Teaching Effectiveness paragraph
Dance Teaching Methods:
Page 145 Performance Evaluations up to page 149 Authentic Assessment
Page 175 Teacher Performance Evaluation up to page 177 Exploring Other Options