Learning contextrelates to: | in a dance studio or similarin a community setting. |
Organisational arrangements may include: | finalising specific locations or venues for dance classescoordinating locationsenrolment proceduresdance class scheduling requirementsclass size special equipment or technology needsproviding for specific learner needs investigating the learning environment to identify, assess and control OHS risksallowable teaching timemanagement expectationspeople to be involvedreporting requirementsaccess issues, e.g. to work or practice environment. |
Learning program documentation may relate to: | dance syllabi or curricula associated with dance societies specialising in specific dance genrescompetencies to be achievedspecific learning outcomes for each chunk or segment of learning programsoverview of content to be covered in each chunk or segment of learning programslearning resources, learning materials and activities for each chunk or segment of learning programsnumber and duration of classes and overall time linesteaching methods for each chunk or segment of learning programsOHS issues to be addressed in class lessons, including safe dance practicespecification of assessment points to measure learner progressassessment methods and tools to be used to collect evidence of competency, where assessment is requiredenrolment informationstudent records (confidentiality protected)outcomes of previous assessmentscommunication with individual learners. |
Learner needs may include: | dance or movement competenciesaspects of competency, such as skills, knowledge and technical applicationsgeneric skills developmentpersonal development and growthEnglish language, literacy and numeracyunderpinning knowledge. |
Learner characteristics may relate to: | language, literacy and numeracy requirementsspecific physical and psychological needspreferred learning stylesemployment statuspast learning experienceslevel of maturitycultural background and needslevel of formal schooling in Australia or overseas. |
Processes may be formal or informal, and may include: | analysing learner information on enrolment formsdiscussions with learners and parents or carers to identify learning support needsobservation of learners. |
Learner support requirementsmay include arrangements for: | people with different access requirementsmeeting disability needsmeeting cultural needsmeeting language, literacy and numeracy needs. |
Constraints may include: | access to practice opportunitiescost of attending classestime required or available for lessonscheduling difficultiesconsideration of appropriate groupings of learners and meeting learner needscopyrightpublic liability. |
Risks may include: | OHS considerations, including safe dancepublic liability requirementsinappropriate location or dance environmentinadequate equipment, technology or resourcescapacity to meet learner needs and characteristics. |
Personal role and responsibilitiesmay include: | responsibility for planning and organising provision of parts of learning strategy or learning programresponsibility for planning and organising provision of a specific number of classesplanning and organising the availability of learning materialsrelationships with other dance or movement teachersarrangements for assessmentreporting arrangements. |
Relevant personnel may include: | supervisormanager venue personnelother teachersOHS representativerepresentatives of dance societies. |
Learning objectives may relate to: | skills, knowledge or competencies to be achieved by studentslearning outcomesindividual and group learning objectivesgeneric skills. |
Target groupmay relate to: | age of studentsphysical abilitiescultural backgroundgenderlevel of expertise. |
Teaching strategiesmay include: | allowing students to experiment with different techniqueschallenging preconceptionscollaborating with studentsdemonstrating techniquesdiscussing issuesexplaining and providing informationgroup activitiesinviting questions from studentsproviding guidance on private practice timetaking into account people with different access requirementswritten exercises. |
Learning principlesmay relate to: | engaging learners through a learner-centred approachincreasing learner independenceuse of modelling and demonstration. |
Learning theories may relate to: | behavioural learning information processing cognitive learning constructivistsituationalproblem-basedandragogypedagogy. |
Classesmay relate to: | any style of dancephysical coordinationcreative body movements in response to musicmovements, such as:bendingkicksstretcheshopsjumpslandingrollingskippingturningtwistingtechniques related to movement philosophies, such as:Alexander techniqueBartenieff fundamentalsFeldenkrais methodIdeokinesisPilatesyogaThera-Band. |
Learning resources may include: | dance studio learning resourcesdance society syllabi or curricula videoslive and recorded musicreferences and textsmanualsrecord or log bookslearning materials, such as:handouts for learnerslearning resources produced in languages other than English worksheets and workbooksprepared activity sheetsprepared topic, unit or subject information sheetsprepared scenarios, projects, assignmentsprepared research tasks. |
Learning activities may include: | discussionsrole-playswritten activities or tasksaudio or visual activitiesdemonstrationsupervised dance or movement practice individual activities, projects or assignmentsgroup activities, projects or assignmentsgames. |
Lesson plans may include: | introductionsoutline of objectives or content to be addressedteaching methods for each part of a sessionplan of learning activities to be used within a sessiontime lines or duration for each learning activityformative assessment points or opportunitieslearning materials requiredsummary, overview or wrap up. |
Learner styles may include: | auditoryvisualkinaestheticleft and right brainanalyticaltheoreticalactivistpragmatistreflective. |
Facility, technology and equipment needs may include: | dance studio with sprung floortarkettlocation or roomavailability of appropriate furnitureadequate lightingcomfortable seating and temperatureoverhead projectorcomputer hardware and softwarevideo and audio equipment. |
Additional resourcing may relate to: | providing referrals to external services, such as medicalincorporating techniques, such as:modelling or demonstratingchunkingvisual or diagrammaticopportunities to practice dance skillspeer supportrepetitiondrawing on range of resources from first language, including peer supportensuring appropriate physical and communication supports are availablelistening to problems and helping within own area of responsibility and knowledgebuilding required knowledge and skills using support materialsindividual and group learning objectives or outcomes number of learners and their specific support requirementscontent of lessons as specified in lesson planstime lines or duration of activities within sessionslearning resources, learning materials and learning activities to be used in sessionsother resource and equipment requirementsOHS considerations, including:incident or hazard reportingemergency proceduressafe dance practice. |
Teaching planmay include: | individual and class learning objectives or outcomes for each segment of learning programsnumber of learners and their specific support requirementscontent of classes as specified in lesson planstime lines or duration of activities within lessonslearning resources and activities to be used in lessonsother resource and equipment requirementsOHS considerations, including:incident or hazard reportingemergency proceduressafe dance practicewarm-up and cool-down activities. |