Mathematicians and Inclusive Instruction

So I heard that my little Kindergarteners were learning addition and subtraction. What better way to learn math than through dance?

We looked at each individual number and gave it a corresponding movement, which we learned one by one (such as run alone for 1 or group huddle for 5 etc). We had posters on the mirror as a remind too! Originally I had movement to represent numbers 1-10, but as I taught them I decided to just work with numbers 1-5.

Once we were more familiar with the numbers and movements we danced some equations as a whole class. I held up a poster with an equation (such as 4 + 2 = ) and then they danced the answer, and we called out the answer together as a class afterwards. We did this several times and then I split the students into groups of 3-4 to create their own addition equation that they would represent and perform for the class through dance.

My group was suuuuuper creative and decided that they wanted to do 5 + 5. Now remember, I only taught them movement for 1-5, so this was a neat opportunity for me and my students to co-construct a movement for 10. We decided that for 10 we would jump straight up (representing the 1) then land into a small "ball" (representing the 0). We practiced and then each group performed. After we did a similar process for subtraction equations.

One thing that I really loved about this activity is that I had a standard learning objective for my whole class: being able to present and solve an addition and/or subtraction equation through dance. But when I watched the little groups perform, I realized that all of the groups met the objective and were able to solve their equation through dance (they all danced the answer at the end of their equation), but in addition, I had provided an activity with multiple means of entry, engagement and performance. Because some of the students took it a step further and decided to represent all three quantities through dance (they danced all parts of the equation). And a few more took it even farther by pushing themselves to use dance to create and represent equations with larger numbers. 

Dance is a tool for inclusive instruction; initially I teach my students all the same dance elements of time, space, shape, energy etc. and we use dance as a tool to explore, learn and solidify various core curriculum. Through dance, each of my students meet standard objectives, but in addition, they get what they need. If they just need to meet the standard (in this case, be able to determine and express the answer to the equation) then they accomplished that. If they needed more segmented solving procedures (by dancing each quantity in the equation) then this activity allowed for that. And finally, if they needed to go outside of the box with new numbers or creating new movements, then they could do that too. Using dance as an inclusive instructional technique allowed me to assess and perpetuate student development simultaneously; which is awesome.

Also, this week's lesson taught me that my students are teachers. They understand what they are learning and they can share it and teach it to others. This was my first time doing a create and perform section with my students and the ATE. IT. UP. They rose to the challenge and I was so happy with the results and participation. 

So yes. Dance. 

It works in a classroom.

For learning AND teaching.

Use it.