Collaborative Structures for Arts and Language Learning: Parallel Support for Students, Exams of Dance

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Parallel Structures

Transforming Teaching and Learning

Ecosystems

Continuum of Engagement Resentment Compliance Buy-in Ownership I don’t have time to do one more thing! My Principal made me come. Just tell me what you want me to do. I couldn’t believe he was the same kid. I really see a difference in what Maria is able to do. Oh! Why didn’t you tell me that’s what this was about? I think we should do it this way

Digital DELLTA in Middle Schools Multiple entry points for^ Language Learning making meaning provide an authentic context for language use and varied opportunities to understand abstract, complex ideas. Developmentally appropriate learning opportunities provide a platform to discover identity and build social/emotional skills that support ownership of learning. The collaborative portfolio is a formative assessment tool in which students use digital documentation to reflect on, assess and present their learning process. Technology used as a tool for thinking, language use and shape artistic choices makes learning in the performing arts visible. Language Learning Fosters language and meaning- based skills through collaborative choice making, problem solving, and peer feedback which support the development of advanced literacy Art Making

• Use the tools and language of an art form to create and perform original work
• Work collaboratively to make artistic choices and engage in discussions to plan assess and revise work Multilingual Learners Social Emotional Learning Technology Portfolio Art Making Language Learning

Parallel Support Structures STUDENTS EDUCATORS Large & Small Group Formats Large & Small Group Formats Authentic Arts Learning experiences Protocols for giving/receiving feedback Authentic Arts Learning experiences Protocols for giving/receiving feedback Collaborative conversations Use of language in authentic context Language supports Collaborative conversations Professional development focused on action research Digital Portfolios Technology as a tool for learning Formative assessment Digital Portfolios Technology as a tool to study the use of a language acquisition strategy and its impact on student learning Portfolio Analysis & presentation Digital sharing of findings from action research

Collaborative Dance Portfolio Group members names: School: IS 226k Artists: Kim Grier & Nami Kagami Class#: Teacher Name: 7 Date

Dance Learning

Prompts and positive sentence starters 8 Giving Peer Feedback Date

10

Dance Making

Peer Feedback - iPad Exchange What did they do well as a group? What elements of dance and/or emotions are visible in their dance? How does their dance show clarity and a clear sequence? What are some suggestions you would like to give to this group? If their dance had a story, what do you think it would be about? Using the questions below give the other group feedback by creating a video: Dance Group Feedback Video Feedback Group:

• Name
• Name
• Name
• Name
• Name Date

11

Dance Making

Revision Plan for next step: Create a video of your group discussion. Below are guiding questions for your group discussion. Will we use any suggestions to improve or change our dance? What changes will my group make? Why are the changes necessary? How will my group implement/make those changes? Group Discussion Revised Dance Date

Student Portfolio Presentation Video

Year 1 Portfolio - Experience ❑ Direct parallel to student art-making experience ❑ Present Collaborative Portfolio ❑ Revise student portfolio template and presentation support tools based on the experience Year 2 Portfolio - Compliance ❑ Action Research - Inquiry ❑ Examine effectiveness of language supports ❑ Present Portfolio to PLCs Year 3 Portfolio - Ownership ❑ Design their own Action Research Portfolio ❑ Present Portfolio to PLCs Educator Portfolio

Educator Portfolio Presentation Video