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What: Going to re-vamp my IB units
Who: My coordinator to bringing dance to the community
How: Have my students do research
When: After Christmas

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- 4-6 for a year long class
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The MYP says that we must asses each strand within each criterion at least twice each MYP year. MYP reports of student achievement must communicate the students achievement level for each assessment criterion
- Mitigating circumstances (Sick, family death)
- To arrive at a criterion level total for each student, teachers add together the studnet's final achievement levels in all criteria of the subject group
pg. 93 FPIP For descriptors of each number grade
- Do not determine grades by averaging summative performance scores over the year
- Do not use single pieces of wok (one summative scored with all criteria)
- Do not determining grades using a proportion of scores for classwork, homework and or quizzes. (Unless it is related to your criteria and is meaningful to your main idea)
- ATL is not tied to summative assessment
- Service learning
- Learner Profile

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- Check-in, where you at today?
- Add a sticky note while they are working on their APJ's, Feedback
- Why doesn't a teacher do a process journal? Great idea!

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- Kahoot
- Quizlet
- Quizizz
- Google forms
- Pintrest

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- Used to aid the learning process
- Diagnostic
- Assessment FOR LEARNING
- There needs to be feedback before the summative

Summative
- Used at the end of the learning process
- Evaluative
- Typically used to assign studnets a grade
- Assessment OF LEARNING
- They don't need to achieve a 6 on all strands to get a 6

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- What does it look like in the classroom (Difft learning styles, emotional)
- What might we differentiate: Content (What we teach), Process (How we teach it), Product ( How we know they've learned it)

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- Interview a veteran
- Ask the question and have students answer with a thumbs up, middle and down or 1,2,3

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Making "Level descriptors" task specific

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Making "Level descriptors" task specific

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- Adjust the wording to match the specific task
- Have an oral discussion with students about the descriptors and command terms (expectations)
- Give students a task sheet that explains expectations (fpip. 88)

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http://www.elementsofdance.org/begin-here.html

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- Develop
- Demonstrate
- Use
- Organize
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Common language increases understanding

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- Key + related concept =
Conceptual understanding
- (change + play)
- Changes happen when we play
- Then chose one global context and one exploration

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- Demo a range of knowledge, skills developed in the classroom
- Understanding is not something we have, like facts we process but rather is something we can do
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- Horizontal planning (same levels)
- Column for MYP and regular dance terms

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- What do I want my students to remember?
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- Summative VS Formative
- Formative: Feedback (High/Medium/Low
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Command Term
- Visible thinking routine (mind maps, spider, bubbles)
- ATL Approaches to learning (character learning)
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- Choose your own adventure exam
- How can I ensure the summative assessment tasks at my school are appropriate for the age of the student and done well each year of he program
- How will we see to it that all tasks allow students to reach the highest levels of achievement each year of the program
- 3 things I think about
1.
2.
3.
- 1 think that is concerning
1.

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- Goal is to show your understanding of how/why...
- Other teachers who don't understand will understand your goal through GRASPS
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- Grasping the concepts and ideas due to examples given in different contexts.
- Why not evaluate students during rehearsal rather than the final show. Audience (parent vs other students)
- Focus on process.
- Their performance is different and why?
- How to correct mistakes in dance?
- Define and explain the words
-  I will begin to use and explain using the specific vocabulary
- will stop giving assessments toward the end