Domain 3 A CLOSER LOOK AT CLASSROOM INSTRUCTION

GOOD TEACHING???

http://www.youtube.com/watch?v=vbF4qz_-PCM&list=PL2BAD8C799B2496E3

OVERVIEW: A BETTER UNDERSTANDING OF THE DANIELSON

MODEL-DOMAIN 3

ACHIEVE NJ INITIATIVE REQUIRES ALL SCHOOL DISTRICTS TO CHOOSE A TEACHER EVALUATION MODEL WITH A FOUR POINT SCALE

WE HAVE CHOSEN DANIELSON IN ORDER TO REMAIN CONSISTENT WITH THE MODEL GALLOWAY HAD ALREADY ADOPTED

PLEASE RELAX AND HOLD YOUR QUESTIONS/ COMMENTS FOR THE END OF THE SESSION

Danielson from Danielson http://teachscape.vo.llnwd.net/o36/u/production/dps/FFTPS_TeacherOrientation_FrameworkForTeaching.mov

SMART CARD

3 A: Communicating with students Clarity of lesson purpose

Clear directions and procedures specific to the lesson activities

Absence of content errors and clear explanations of concepts and strategies

Correct and imaginative use of language

3B: Using questioning and discussion techniques Questions of high cognitive challenge, formulated by both

students and teachers

Questions with multiple correct answers or approaches, even when there is a single correct response

Effective use of student responses and ideas

Discussion, with the teacher stepping out of the central, mediating role

Focus on the reasoning exhibited by students in discussion, both in give and take with the teacher and with their classmates

High levels of student participation in discussion

3C: Engaging students in learning Student enthusiasm, interest, thinking, problem

solving, etc..

Learning tasks that require high level student thinking and invite students to explain their thinking

Students highly motivated to work on all tasks and persistent even when the tasks are challenging

Students actively “working”, rather than watching while their teacher “works”

Suitable pacing of the lesson: neither dragged out nor rushed, with time for closure and student reflection

3D: Using Assessment in Instruction The teacher paying close attention to evidence of

student understanding

Teacher posing specifically created questions to elicit evidence of student understanding

The teacher circulating to monitor student learning and to offer feedback

Students assessing their own work against established criteria

3E: Demonstrating flexibility and responsiveness

Incorporation of students’ interests and daily events into a lesson

The teacher adjusting instruction in response to evidence of student understanding (or lack of it)

The teacher seizing on a teachable moment

Determining the Component Teacher says, “Good job everyone. Does anybody have a

question?”

Students are given a task to do independently, then discuss as a group, followed by a reporting to the whole class.

The teacher says, “When you’re trying to solve a math problem like this, you might think of a similar, but simpler problem you’ve done in the past and see whether the same approach would work.”

The teacher asked, “What might have happened if the colonist had not prevailed in the American War for Independence?”

Teacher says, “This seems to be more difficult for you than I expected; let’s try it this way”, then uses another approach

Check your answers… 3a: Communicating with students The teacher says, “When you’re trying to solve a math problem like this, you might think of a similar, but simpler problem you’ve done in the past and see whether the same approach would work.”

3b: Using questioning and discussion techniques The teacher asked, “What might have happened if the colonist had not prevailed in the American War for Independence?”

3c: Engaging students in learning Students are given a task to do independently, then discuss as a group, followed by a reporting to the whole class.

3d: Using assessment in instruction Teacher says, “Good job everyone. Does anybody have a question?”

3e: Demonstrating flexibility and responsiveness Teacher says, “This seems to be more difficult for you than I expected; let’s try it this way”, then uses another approach

NOW YOU TRY… IN YOUR GROUPS, DECIDE WHICH COMPONENT

EACH PIECE OF EVIDENCE ALIGNS WITH.

5 students finish their self portraits early and the teacher instructs them to work on their research project of their favorite artist.

3C

The class is unclear on the definition of a word. The teacher stops the lesson and asks a student to find the definition in the dictionary and share it with the class

3E

A student asks the teacher a question about the content, and another student raises her hand and says What Ms. Smith means is… “ the student proceeds to offer her own explanation. The child responds, “ Oh, I get it now!”

3A

The teacher asks, What color is the plate you are holding? The student responds,” Blue”. Teacher proceeds to ask, “What other things are blue? Several students at the center rattle off several examples of blue objects and one child indicates that their favorite color is blue.

3B

Teacher asks, “Does everybody get it”? The class is silent and does not reply. The teacher responds , “Great! Lets move on.”

3D

A student comes to the teacher and says, “Can I sit up front? I left my glasses at home.” Teacher responds, No, we have assigned seats”.

3E

The warm up activity took 25 minutes of the 45 minute P.E. period. After the explanation of the rules, there was no time left for the students to participate in or play the game.

3C

Student raises his hands and asks, “What are we suppose to be doing right now?” The teacher ignores the child.

3A

As the students work independently on an assignment, the teacher moves about the room offering suggestions and answering questions.

3D

The teacher asks, “Did you like this book? Tell me why. What was the title? Who was the author? What was the main character’s name? How many pages was it?” No further inquiries were made about the book or the content of the story.

3B

Understanding Levels of Performance

1-Unsatisfactory

2-Basic

3-* Proficient * IMG_0400.MOV

4-Distinguished

You Score It.. Go back to your evidence card.

Look in your packet for the component (Ex. 3a) to which you assigned the evidence.

Read the definitions for the different levels of performance as well as the attributes.

Now assign a score to the evidence cards.

Student raises his hands and asks, “What are we suppose to be doing right now?” The teacher ignores the child.

3A – Score of 1

A student asks the teacher a question about the content, and another student raises her hand and says What Ms. Smith means is… “ the student proceeds to offer her own explanation. The child responds, “ Oh, I get it now!”

3A – Score of 4

The teacher asks, “Did you like this book? Tell me why. What was the title? Who was the author? What was the main character’s name? How many pages was it?” No further inquiries were made about the book or the content of the story.

3B – Score of 2

The teacher asks, What color is the plate you are holding? The student responds,” Blue”. Teacher proceeds to ask, “What other things are blue? Several students at the center rattle off several examples of blue objects and one child indicates that their favorite color is blue.

3B – Score of 4

The warm up activity took 25 minutes of the 45 minute P.E. period. After the explanation of the rules, there was no time left for the students to participate in or play the game.

3C – Score of 2

5 students finish their self portraits early and the teacher instructs them to work on their research project of their favorite artist.

3C – Score of 3

Teacher asks, “Does everybody get it”? The class is silent and does not reply. The teacher responds , “Great! Lets move on.”

3D – Score of 1

As the students work independently on an assignment, the teacher moves about the room offering suggestions and answering questions.

3D – Score of 3

The class is unclear on the definition of a word. The teacher stops the lesson and asks a student to find the definition in the dictionary and share it with the class

3E – Score of 3

A student comes to the teacher and says, “Can I sit up front? I left my glasses at home.” Teacher responds, No, we have assigned seats”.

3E – Score of 1

You be the EVALUATOR!!! Observe this teacher and jot down some evidence from

this lesson.

Think about what domain and component you would assign that evidence.

http://www.youtube.com/watch?v=ZFdeCkjwACQ

REMEMBER: JUST TEACH!