Differentiation in Dance Class

  1. Provide three levels of instruction in one class. 

    Give options for modification or going deeper with a concept. Make sure to provide extra support or alternatives for those at the bottom of the class as well as additional concepts for those at the top of the class.

  2. Explain a move in different ways. 

    Try to explain every move in at least two ways. For example, demonstrate a move once with counts and once with words to reach various types of learners.

  3. Give opprotunities for visual and kinesthetic learning. 

    Visual learners need to see the move. Make sure that learners have an opportunity to stand behind you to see the footwork you are explaining. If you are in a circle and do not wish to have students get back in line, you can ask the class if anyone needs to see the move again with you standing in front of them. Kinesthetic learners need to do the movement in order to learn it. Give students at three times to practice a concept before giving them something new to think about. Limit teacher talk to a minimal to maximize dance time during class.

  4. Focus content on needs and intesests of the students. 

    Find out what students want to learn when planning class content. Poll your community on facebook, paper ballot, in person, or through email to plan classes that meet the communities needs. You may consider bringing in a guest instructor who can best meet these needs. Make sure content is equal for both leaders and follows. During class, make sure to provide short specific feedback to individuals that will best meet their needs and interests.

  5. Rotate in with students. 

    The best way to give individualized feedback is for instructors to rotate in the class. Give each student a short piece of feedback. If a student needs more teacher support, the coteacher needs to make sure the rest of the class stays on track and continues to rotate. Work as a team to maintain a good flow of the class.

  6. Meet the needs of both inductive and deductive learners. 

    Some students work best in small pieces towards a larger goal and some students need to see the whole picture before breaking it apart. Make sure to demonstrate the whole move before you break it down.