I am allowing my grade 5 students to choose from 5 possible summative assessment tasks at the end of our Movement to Music unit which will integrate with the PYP exhibition (Poverty). The students will be introduced to a number of different dances performed by people in poor regions of the world. The focus of the integration is that dance can be used to heal the wounds caused by conflict/war and that these people take initiative to use dance as a means to alleviate some of the ill-effects of living in such poverty. By the end of the unit, the students will have watched a number of You Tube clips showing a wide variety of dance performed in poor areas. As a summative assessment task, the students must choose one of the following options below. Each option is aimed toward certain learner styles. It is my hope that I provide as much differentiation as possible in order to motivate the students to stay tuned into what we are trying to accomplish.
Differentiated Assessment Tasks
Visual/Spatial Learners can show their understanding of the lines of inquiry by using a camera to video or take pictures a group planning for and creating their dance. Instead of having to perform the dance, they must put together a presentation aimed at showing their understanding of the lines of inquiry and share this presentation with the class at the end of the unit.
Bodily-Kinesthetic Learners will be able to join a group to create and perform a dance at the end of the unit.
Musical Learners will be able to create the beat using an instrument or some other apparatus to create sound. They are an active part of this performance.
Intrapersonal Learners can work alone or in small groups to research different dances performed in poor regions of the world and create a poster that shows their understanding of the lines of inquiry. The students must present their work at the end of the unit.
The ultimate aim of this assessment task is that they can show their understanding of:
A) Demonstrate an understanding of the main features/elements of dances performed by people living in poverty
B) Describe or demonstrate what mood is created by the dance
C) Identify the positive effects that dance has on people living in poverty