This week we focused on integrating social studies!
🅼🅾🆅🅴 🅸🅵...
🆃🆆🅾 🆁🅾🆆 🆆🆄🅼🅿🆄🅼 🅱🅴🅻🆃 🆃🆁🅴🅰🆃🆈 🅳🅰🅽🅲🅴
Prior to beginning this activity, our professor introduced us to the two row wumpum belt and the work she has done with Brock University in Aboriginal Education. We began the exercise by placing a sheet on the floor and envisioning it is a body of water to separate our class. We were then broken into groups and were asked to create a dance to show how Aboriginals worked together without touching each other or going into the others space, just like how a treaty or partnership may have been create. We were then asked to present them to the class, once one group was done their dance, the next group was expected to be ready to go and continue the movement with their new dance movements. This exercise was a great way to introduce a part of Aboriginal heritage and the significance of the wumpum belt.
🆅🅴🆁🅱 🅲🅷🅰🅸🅽🆂
🅱🅾🅳🆈
The curriculum defines the element of body as: • body: body awareness (e.g., awareness of where one is in space in relation to objects in class, awareness of position), use of body zones (e.g., whole body [versus various body parts], upper body only, lower body only), use of body parts (e.g., arms, legs, head), body shapes (e.g., big, small, angular, twisted, curved, straight, closed), locomotor movements (e.g., galloping, skipping, rolling), non-locomotor movements (e.g., arm movements such as swimming/waving, hopping on one foot, jumping on two feet, kicking, bending knees, melting to the ground, stretching, growing
This theory focuses on ones identity being stable and true. It also mentions that these stable qualities are not something that can ultimately be changed or if changed quickly. Components of a stable identify are: gender, nationality, culture, family, age and race. This theory also identifies that their are flexible traits to an identity that can be manipulated or changed over time such as ones hair, style, emotions, interests, preferences and career.
🅶🅸🅵🆃🅴🅳🅽🅴🆂🆂
The exceptionality that we focused on for this week was giftedness. As a class we discussed strategies that we believed would be beneficial to a students who is gifted. We found that providing these students with an optimal challenge would benefit them. When providing your student with a challenge you want to make sure that it is a challenge they are capable of and one that can still engage them throughout the curriculum. In order for your students to be focused and engaged in the classroom it is important to meet them at the level they are functioning at and allowing them to work at a pace that is comfortable for them. You can also allow your gifted student to be a mentor or helper in the classroom when they have been successfully challenged but still require further guidance or activities to complete. This will provide them the opportunity to support and instruct their peers while getting to explore the content further.
🅼🅾🆅🅴 🅸🅵...
This exercise began by having the class stand in a circle, the teacher than began to read out a selection of statements that could impact the students or not. When a statement is read aloud that applies to a student, they are then supposed to take a step backwards, throughout the statements, you would notice that the students would eventually keep moving back and your circle would be obsolete. The teacher can scaffold this exercise by then asking students to introduce a dance movement to the questions that they have to move to, this would be a great way for the students to tie in dance to their emotions.This is a great way to introduce your students to diversity as it shows how some students and their families may have faced challenges while others have not.
Some of the questions the teacher can ask are:
- Have you ever moved
- Have you been in a country where you don’t speak the language
- Have you ever felt like an outsider
🆃🆆🅾 🆁🅾🆆 🆆🆄🅼🅿🆄🅼 🅱🅴🅻🆃 🆃🆁🅴🅰🆃🆈 🅳🅰🅽🅲🅴
Prior to beginning this activity, our professor introduced us to the two row wumpum belt and the work she has done with Brock University in Aboriginal Education. We began the exercise by placing a sheet on the floor and envisioning it is a body of water to separate our class. We were then broken into groups and were asked to create a dance to show how Aboriginals worked together without touching each other or going into the others space, just like how a treaty or partnership may have been create. We were then asked to present them to the class, once one group was done their dance, the next group was expected to be ready to go and continue the movement with their new dance movements. This exercise was a great way to introduce a part of Aboriginal heritage and the significance of the wumpum belt.
🆅🅴🆁🅱 🅲🅷🅰🅸🅽🆂
The strategy of Verb Chains was introduced by my group and we displayed this strategy by creating a dance sequence to represent the recycling process. A verb chain is when a list of verbs is used for students to link together and embody that results in a movement that depicts a narrative. We provided students with a variety of verbs and had them create dances to the recycling process and they came up with amazing dance sequences that showed a step by step process.
🅱🅾🅳🆈
The curriculum defines the element of body as: • body: body awareness (e.g., awareness of where one is in space in relation to objects in class, awareness of position), use of body zones (e.g., whole body [versus various body parts], upper body only, lower body only), use of body parts (e.g., arms, legs, head), body shapes (e.g., big, small, angular, twisted, curved, straight, closed), locomotor movements (e.g., galloping, skipping, rolling), non-locomotor movements (e.g., arm movements such as swimming/waving, hopping on one foot, jumping on two feet, kicking, bending knees, melting to the ground, stretching, growing
Body focuses on the way in which we move our body in order to interpret and create dance movements. Throughout a variety of dance sequences, students are able to create a range of shapes, transfer their weight, utilize different body parts and balance on the 4 bases.
🅲🆁🅸🆃🅸🅲🅰🅻 🅿🅾🆂🅸🆃🅸🅾🅽🅸🅽🅶 🆃🅷🅴🅾🆁🆈
This theory focuses on ones identity being stable and true. It also mentions that these stable qualities are not something that can ultimately be changed or if changed quickly. Components of a stable identify are: gender, nationality, culture, family, age and race. This theory also identifies that their are flexible traits to an identity that can be manipulated or changed over time such as ones hair, style, emotions, interests, preferences and career.🅶🅸🅵🆃🅴🅳🅽🅴🆂🆂
The exceptionality that we focused on for this week was giftedness. As a class we discussed strategies that we believed would be beneficial to a students who is gifted. We found that providing these students with an optimal challenge would benefit them. When providing your student with a challenge you want to make sure that it is a challenge they are capable of and one that can still engage them throughout the curriculum. In order for your students to be focused and engaged in the classroom it is important to meet them at the level they are functioning at and allowing them to work at a pace that is comfortable for them. You can also allow your gifted student to be a mentor or helper in the classroom when they have been successfully challenged but still require further guidance or activities to complete. This will provide them the opportunity to support and instruct their peers while getting to explore the content further.
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