ERIC Number: ED441828
Record Type: RIE
Publication Date: 2000-Apr
The Role of Responsive Choreography in Alternative Assessment: Sequencing Writing Tasks To Support Concept Assimilation.
Noel, Kathryn A.
In an attempt to understand, holistically, how teachers make sense of their classrooms and how they use assessment to facilitate learning, this paper explores the use of a metaphor, "responsive choreography," to examine instruction in one classroom. "Responsive choreography" describes the subtle interplay or "dance" between the learner and the teacher in the role of enabling each other. How alternative assessment strategies were used to inform instructional practice and how the teacher's responsiveness made sense of assessment were studied through the analysis of writing tasks for a seventh grade social studies class. Observation of the social studies teacher and student writings indicate that the teacher seldom reached the ideal of responsive choreography. The focus of this teacher appeared to be on what she wanted students to know rather than on student learning and student response. Over the course of the research, the teacher saw the value of being responsive in her instructional choreography, but sustaining this approach would require the re-examination of her instructional practice overall. (Contains 27 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).