Document

Report
Activity 1-Reflections
After studying 1e, 2b, and 2d…
How has your thinking changed?
What would you add, refine or remove?
1
Activity 2
3b – Using Questioning and Discussion Techniques
Competency
3b– Using Questioning and Discussion Techniques
Elements
3b – Quality of questions, discussion techniques and student participation
Look For:
•
Essential question is posted for each lesson; question is asked by teacher and
answered by students throughout the lesson
•
Questions engage students in an exploration of content, are not rapid fire, low level,
recitation of facts
•
“Think time” is allowed before responses
•
Teacher stays on topic, uses follow-up, rephrases and applies what students
contribute or pose
•
All students are engaged in discussion; not just a few, students often take initiative
2
Whole Group Share
Component 3b
Component 3b and supporting
evidence of the Elements
3
Activity 3
3c – Engaging Students in Learning
Competency
3c – Engaging Students in Learning
Elements
3c – Activities and assignments, grouping of students, instructional materials and resources
and structure and pacing
Look For:
•
Instructional artifacts – student work, out of class assignments
•
Teacher uses examples and metaphors that illustrate new learning; teacher connects with
student knowledge, interests and culture
•
Teacher promotes problem-solving; permits choice, encourages depth-find patterns, test
hypotheses, requires thought; is relevant and authentic
•
Groupings are based on instructional goals
•
Materials and resources are ready for student use with little or no disruption
•
Structure of lesson is maintained; pacing is appropriate with a beginning, a middle, and
end (closure)
4
Whole Group Share
Component 3c
Component 3c and supporting
evidence of the Elements
5
Activity 4
3d – Using Assessments in Instruction
Competency
3d – Using Assessments in Instruction
Elements
3d – Assessment criteria, monitoring of student learning, feedback to students, student selfassessment and monitoring of progress
Look For:
•
Teacher and peer comments on student work
•
Teacher uses body language such as nods, quizzical looks, etc. to encourage students
•
Effective feedback that is specific, descriptive, understandable; Feedback is not praise (“good
work” or “good job”), grades, encouragement (“Keep it up” or “You can do it”) or criticism
(“Unacceptable…You get a Zero”)
•
Comments give students information needed to adjust what they are doing and get better at it or
solve a problem; it provides time to think and reflect; performance is related to standards
•
All feedback is provided in a timely fashion, “on the spot”, or on work products, as needed to
support learning.
6
Whole Group Share
Component 3d
Component 3d and supporting
evidence of the Elements
7
Activity 5
Using the “Danielson Framework” to
Provide Feedback…
Putting “Research” into “Practice”- Domain 3
As you observe the video, please take down very specific
notes and use the low inference observation protocol to
support the teacher practice you see.
What is the evidence?
What does the evidence say about teacher practice?
As a participant, what feedback would you provide this
teacher to improve on their practice?
8
Activity 5- Video
Followed by a 10 minute break
9
Activity 6- Video 2. Collecting evidence.
Each table collects evidence from their
component.
Table 1-2b
Table 2-2d
Table 3-3b
Table 4-3c
Table 5-3d
10
Whole Group Share.
Each table shares out about their
component
What is the evidence?
What does the evidence say about teacher practice?
As a participant, what feedback would you provide this
teacher to improve on their practice?
11
Activity 7
Looking at Components 3b, 3c and 3d
Curriculum Mapping
Reflecting on the details and elements of 3b, 3c, 3d think about how
these understandings will help your team make “Instructionally
Strategic Moves” on your current Units of Study to reflect a closer
alignment to the Danielson Framework?
Review the components of your Curriculum Map and/or Unit Map
and look for ways to “strengthen” it to demonstrate a more
effective and coherent instructional approach for “ALL STUDENTS.”
What strategic change or changes did the team make?
12
Debrief/Feedback
Debrief of the Day:
• Valuable take-aways
• “A-ha” moments
**Please be sure to complete and submit to table facilitator
your feedback form**
We thank you for your participation at today’s institute!
13

similar documents