Lesson Overview

Estimated Time:  70 minutes

As a culminating activity, students work in jury groups to evaluate each of the grant applications. The class takes into consideration what respectful practices are necessary when assessing peers. The unit culminates with students writing a journal reflection of their experience of the entire process from working in their grant writing groups to acting as a member of a jury.

Connections to Financial Literacy

Putting qualitative or quantitative recognition toward a grant application is an excellent exercise for students. It allows them experience both the competitive and collaborative nature that a career in dance requires.

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 each

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:

  • have participated as part of a jury in determining a recipient of a dance grant
  • understand how to assess the work of themselves and their peers
  • communicate their thoughts and opinions with others and come to a consensus

Instructional Components and Context

Readiness

This lesson represents the culmination of the unit Financing Dance. Each group of students must have completed their grant applications to the best of their ability. The goal of this lesson is for students to assess one another’s work.

Terminology

Jury

Materials

Completed Dance Grant Applications
Multiple copies of the co-constructed Rubric
Television Set(s)
BLM #6 Rubric for Grant Writing Assignment

Lesson Plan

Minds On

Whole Class > Discussion

Have a discussion with the class to set parameters around how each jury should function. Create a list of Rules and Regulations for Jury members to follow during the Action portion of the lesson based on student answers to the questions below.

Key Questions for Discussion:

How can we ensure that we are speaking respectfully about our class members’ work?
When assessing the grant application of your own group, should special considerations be taken?
When we disagree about what level to assign an application under certain criteria, how can we come to an agreement?

Connections

Connections:  Remind students of other peer-based assessments that have been done in the class. Ask students, where else in the real world are people required to audit, jury or assess their peers or colleagues?

Differentiation:  Ask students to give practical examples that reflect the rules and regulations. (e.g. “I see...” instead of “I like... or I don’t like”  - avoid making value judgements.)

Assessment for learning:  When creating the rules and regulations, listen and contribute ideas from a teacher’s perspective to ensure that students have a clear set of guidelines.

 

Action!

Small Group > Peer Assessment

Divide students up into jury groups of 3-5 that differ from the Grant Application Groups. Make sure there are the same number of groups that there are grant applications. Provide each group with the established criteria from the previous lesson. Give a set amount of time for groups to evaluate the application package in front of them. This may mean watching videos and passing around proposals/resumes so that each jury member can examine the documents. Allow for discussion time so that a consensus can be reached while evaluating each application. Once the time is up, rotate the grant applications and repeat the process. End the activity when each grant application has been examined by each jury.

Connections

Connections:  The application that receives the highest outcomes could be produced by the entire class.

Differentiation: Specific roles within the jury groups can be assigned if you feel it would be helpful or necessary. These roles can change as the application packages are rotated. (i.e. discussion leader, secretary, questioner).

Assessment for learning: Collect the rubrics filled out by each jury and collate the information to determine an appropriate peer-assessed grade for each grant application.
*Note: peer assessment must not be used when determining a student’s grade.

 

Consolidation

Individual > Journal Reflection

Ask students to write a reflection on their experience of the grant application activity. Encourage them to include details from both the creation process and the jury experience. Tell the students that within the reflection, they should comment on exactly what their contribution was to each process.

Connections

Connections: Journal writing allows students to contribute a subjective look at their experiences. Ask students why reflecting and evaluating is a critical part of the creative process.

Differentiation:  This reflection can be completed in a scrapbook manner for students who wish to include photographs, diagrams, lists or creative layouts.

Assessment of learning:  Use BLM #6 Rubric for Grant Application Assignment to assess individual student participation in the creation of the grant application, the jury and their reflection.