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Course Descriptions Writing Team ~~Dance~~

Course Descriptions Writing Team ~~Dance~~. Welcome! Conference Line: Mute (*6) and Unmute (#6) Viewing Linda’s Desktop: http://linda.lovins.glance.net Session Key: 3313 Overview of the Process The Work of Phases I and II Components of Course Descriptions. Mutual Agreements.

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Course Descriptions Writing Team ~~Dance~~

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  1. Course Descriptions Writing Team~~Dance~~ • Welcome! • Conference Line: Mute (*6) and Unmute (#6) • Viewing Linda’s Desktop: http://linda.lovins.glance.net Session Key: 3313 • Overview of the Process • The Work of Phases I and II • Components of Course Descriptions

  2. Mutual Agreements • We're all colleagues. • We agree to respect each others' ideas and opinions. • It's okay to disagree. • Listen as an ally. • Maintain a sense of humor. • Opportunity is provided for all to participate. • No one dominates. • Honor the time that we have to complete our work.

  3. The Work of Phases I and II • Phase I • Prepare high-enrollment courses and related series • Seek stakeholder input regarding remaining needs (via Survey Monkey) • Adjust course descriptions in response to public input • Finalize Phase I courses for submission to State Board of Education (SBE) • Phase II • Develop remaining courses • Finalize Phase II courses for submission to SBE

  4. Components of Course Descriptions • Course Descriptions • TBA: Introductory paragraph (optional) • TBA: Special Note (optional) • List of benchmarks (required)

  5. Dance ScheduleThursdays, 4:30 – 5:30p (Eastern) • Phase I – Elementary and High-Enrollment • December 9, 2010 • January 6, 2011 • January 20, 2011 • January 27, 2011 • February 17, 2011 • Phase II – Remaining Courses, TBD • March 10, 2011 • March 24, 2011 • April 7, 2011 • April 14, 2011 • May 12, 2011 • June 2, 2011 • June 30, 2011

  6. Open Q & A Sessions Friday, December 10, 2010 Monday, December 20, 2010 4:30 – 5:30p (Eastern) (optional)

  7. The Work ProcessSpreadsheet Overview • Google Docs – linked by invitation • All entries • 1 worksheet per course • All entries in the column under your name • 1 = “Yes, include.” • 0 = “No, don’t use.” • Running averages on Course worksheet and Crosswalk • Enter data only on titled, course-dedicated worksheets • Use the Crosswalk (red tab) only to view overall use of benchmarks

  8. Overview of Phase I Courses • Kindergarten and Grades 1, 2, 3, 4, and 5 • M/J Dance 1 • M/J Dance 2 • M/J Dance 3 • M/J Dance 4 • M/J Dance 5 • M/J Dance 6 • Dance Tech. I • Dance Tech. II • Dance Tech. III • Dance Tech. IV • Dance Rep. I • Dance Rep. II • Dance Rep. III • Dance Rep. IV • Ballet I • Ballet II • Ballet III • Ballet IV K-5 and Middle School High School

  9. Questions to Consider • What is the essence of this particular course and/or series? • How is it unique compared to others in your area? • Does this course require specific preparatory skills in order to ensure success at the next level of this course sequence? • Does it require higher-level, specific skills unlike earlier courses? • Is the information taught in this course related to those in other courses? If so, which benchmark(s) will be the defining ones for describing/highlighting this course within the sequence? • Are there any courses that seem to require the exact same benchmarks? • How is this possible if each course is unique? • Is it possible that a separate course isn’t necessary?

  10. Contact Information Linda.Lovins@fldoe.org 850-245-0762 (office) 850-294-0981 (cell phone)

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