Lesson 4 - Examining Criteria
Lesson Overview
Estimated Time: 70 minutes
In this lesson students work with their teacher to create a rubric to assess the Grant Application Package. The rubric will be used for two purposes: For the students to peer-evaluate the applications and choose the best mock “recipient” of the grant. Students will draw on the criteria outlined by the chosen granting organization for help determining the criteria.
Connections to Financial Literacy
In learning to complete a grant application, students need to think critically. By developing their own criteria and rating system for this project, they will be thinking like a jury. This can have a positive impact on the outcome of their application packages.
Dance
Reflecting, Responding and Analyzing
B3. Connections Beyond the Classroom
- B3.1: identify and describe a variety of post-secondary destinations in the field of dance and the training or education required for eac
Curriculum Expectations
Reflecting, Responding and Analyzing
B3. Connections Beyond the Classroom
- B3.1: identify and describe a variety of post-secondary destinations in the field of dance and the training or education required for each
Foundations
C3. Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities.
Learning Goals
By the end of this lesson students will:
- establish criteria for a peer jury to asses the class set of grant applications based on the criteria outlined by the granting organization
Instructional Components and Context
Readiness
This lesson may be placed either before, in the middle or after lesson three, The Art of Writing a Grant. For students to complete the lesson, they need to know what the requirements are for completing the major assignment of writing a grant in small groups. If they understand what they are doing, or are deeply in the process of completing the project, the students will better be able to establish criteria.
Terminology
Criteria
Materials
Chart Paper
Markers
LCD Projector
Music (Optional)
Lesson Plan
Minds On
Small Group > Numbered Heads and Placemat
Break students up into groups of four. Ask the students to number themselves from one to four. These groups should be different than the Grant Application groups. Ask the ones to collect four markers and a sheet of chart paper. Ask the twos to draw a circle the size of a basketball in the centre of the paper and four lines connecting the corners of the chart paper to the circle. Direct students to think about what they think the purpose of the Grant Application assignment is and to write this purpose in one of the four sections of the chart paper. Tell the threes to lead a conversation with the group which must conclude with an agreement on an all-encompassing purpose for the assignment. Direct the fours to write this purpose in the centre of the chart paper and post the chart paper on the wall. Give students time to walk about and examine the thoughts written on the chart paper of other groups.
Key Questions for Discussion:
What do juries look for when assessing grant applications?
What criteria should we focus on when assessing our grant applications?
What criteria has been outlined by the granting organization?
Should the student with the highest “grade” on their application package be the recipient of the grant, or should the rubric simply guide our collective judgement ?
Connections
Connections: When participating in placemat, students need to come to a consensus. This is a necessary requirement of all group work. Discuss other times in the course where students were required to amalgamate ideas.
Differentiation: Coloured markers can be used in placemat for various purposes. Since students are working with others from different Grant Application groups on placemat, perhaps have all grant application group members share a colour. See if there are patterns in the way Grant Application groups are interpreting the assignment.
Assessment for learning: Once the placemats are posted, draw attention to what you see and think is interesting. Comment on how the general student understanding of the purpose of practicing to write a grant application is similar or different to yours as the teacher.
Action!
Whole Class > Co-constructing Criteria
Use of an LCD projector or overhead is helpful for this activity. Ask a student (or students) to re-state the requirements of the Grant Writing Assignment including their interpretation of its purpose and expectations. As a class, brainstorm a list of criteria to look for in the final product. You may select to use the criteria from the granting organization verbatim, or alter it to meet the needs of your class.
Connections
Connections: Have students refer to rubrics designed by you from past assignments for help.
Differentiation: Students who enjoy organizing (visual/spatial learners) or are strong on computers may wish to play around with how or what the rubric looks like while the more auditory or language based learners focus on the vocabulary used within the rubric.
Assessment for/as learning: Listen to the criteria suggestions of the students and note what they value in the Grant Application Assignment. Provide guidance in areas that have been overlooked.
Consolidation
Individual > Creative Movement
Remind the students that this is a dance class! Put on music of your choice or do this activity in silence. Direct students to improvise movement with their bodies that represent the following:
- their present physical state
- their feelings about the grant application project
- their feelings about the co-constructed rubric
Connections
Connections: Movement improvisation requires spontaneity and a safe environment. Remind students that their body language communicates information regardless of what they are doing. In this activity they are simply exaggerating and creating to make an implicit experience explicit.
Differentiation: Interpersonal learners may want to move off of one another and let their movement be inspired by those around them while intrapersonal learners may need to face a wall or set themselves far apart from others to work successfully.
Assessment for learning: Using this strategy regularly, having students respond to you with their movement, can provide less specific but more tangible feedback for the participant and teacher.
