I was recently invited to a dance party meant to illicit spontaneous holistic movement in a group of others. Move spontaneously. In front of others. I imagined my introverted self, content to gather, archive, color code, sticky note and flair pen my way through an evening grooving with a pen in my hand.
A pen is always in my hand. I’m holding one now.
I couldn’t imagine how I might participate. And then. I realized the invitation welcomed me into what I do in my teaching practice every day. I look at how the prior knowledge of my students, my curriculum outcomes, and the nuances of the day are interconnected. I can only refer to the complexities of instruction and preparing teachers by charting individual moves I make as an instructor, and the moves I ask them to try as part of teacher preparation.
Teaching is a dance party.
Teaching teachers is dancing without missing a beat while explaining every step in the combination so they can practice in front of the mirror and then groove to the tunes that make sense in their own practice.
This blog charts the moves that teachers make in instructional design, engaging strategies, authentic assessment, and building classroom cultures. Sometimes my own instruction at Boise State University will provide the dance floor. Other times I will highlight the amazing work of my students, teaching candidates, and mentor teachers–welcome to the dance.
