2B Power Point Training- Classroom Environment (002)

7/25/2019 2B Power Point Training- Classroom Environment (002)

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Domain 2: The ClassroomEnvironment

2b. Establishing a Culture for Learning

The Framework for Teaching

Charlotte Danielson1


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Understand the elements of 2b

Distinguish the dierence in levels of

performance Review example videos of 2b evidence Accurately rate 2b consistently

2


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A culture for learning refers to theatmosphere that re!ects the importance ofthe wor" underta"en by both students

and teacher# $t describes the% rigorous content and high expectations for

learning#

value of hard wor" and perseverance#

general tone of the class#

How s !Culture for Learning"Connected to E#ective Teaching$

&


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'he classroom is characteri(ed by% )igh cognitive energy#

A sense that what is happening there is

important# A belief that it is essential to get the wor" right#

'here are high expectations for all

students#

'he classroom is a place where the teacher

and students value learning and hard wor"#

How s !Culture for Learning"Connected to E#ective Teaching$

*


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+m%ortance of content and of learning'eachers convey the educational value of what

students are learning#

+ E&%ectations for learning and achievement

All students receive the message that while wor"is challenging, they are capable of success if theyare prepared to wor" hard#

+ 'tudent %ride in work

-tudents are willing to devote energy to the tas"at hand#

-tudents ta"e pride in their accomplishments# -tudents are convinced of their capabilities#

.


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/elief in the value of the wor"

)igh expectations, supported through both

verbal and nonverbal behaviors

0xpectation and recognition of uality

Culture for Learning

ndicators


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Recognition of hard wor" and persistence oflearning for all students

/oth teacher3s and students3 voicein!ection and body language conveyenthusiasm for the learning

0xpectation for all students to activelyintellectually engage in wor"

Culture for Learningndicators

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The teacher sa(s to a student) !*h( don+t (ou tr( this easier

%roblem$"This comment to the student demonstrates the teachers low

expectations for learning and achievement.

, student asks the teacher whether she can redo a %iece of

work since she now sees how it could be strengthened.

Through this piece of evidence, we see demonstration of student eort and

pride in work.

The teacher sa(s) !This idea is reall( im%ortant- t+s central

to our understanding of histor(." The students are staring o#

in s%ace) %la(ing with their %encils) and man( do not havetheir books o%en to the %age the teacher is reading from.

Through this statement the teacher conveys the value andimportance of the

learning that is happening in the classroom, but the students are not showing

pride in their work or buying into the teachers expectations.

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6ou will read four classroom observationdescriptions 7A, /, 8, and D9#

After each of the four descriptions, discuss withyour group and write on a :ost;it what rating you

would assign and why#

$dentify an example of this level in one of yourrecent observations and discuss with your group#


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A# 'he classroom culture is a cognitively busyplace where learning is valued by all, with high

expectations for learning the norm for moststudents#

'he teacher conveys that with hard wor"students can be successful#

-tudents understand their role as learners andconsistently expend eort to learn#

8lassroom interactions support learning andhard wor"#

ating$

1?


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/#'he classroom culture is characteri(ed bya

lac" of teacher or student commitment tolearning and@or little or no investment of

student energy in the tas" at hand# )ardwor" is not expected or valued#

ow expectations for student achievement

are the norm, with high expectations forlearning reserved for only one or twostudents#

ating$

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8#'he classroom culture is characteri(ed by littlecommitment to learning by the teacher orstudents#

'he teacher appears to be uic"ly trying to

explain the assignment, and students indicatethat they are interested in completion of a tas"rather than uality#

'he teacher conveys that student success is theresult of natural ability rather than hard wor"Bhigh expectations for learning are reserved forthose students thought to have a natural aptitudefor the subCect#

ating$

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D# 'he classroom culture is a cognitivelyvibrant place, characteri(ed by a shared

belief in the importance of learning#

'he teacher conveys high expectations for

learning by all students and insists on hard

wor"#

-tudents assume responsibility for high

uality by initiating improvements, ma"ingrevisions, adding detail, and@or helping peers#

ating$

1&


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,. ,ccom%lished

/. e0uires ,ction

C. 1rogressing

D. E&em%lar(

Any -urprises=

1*

Rating

Answers # # #


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'he teacher conveys that the reasons for thewor" are external and triviali(es the learninggoals and assignments#

'he teacher conveys to at least some studentsthat the wor" is too challenging for them#

-tudents exhibit little or no pride in their wor"#

8lass time is devoted more to sociali(ing thanto learning#

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Reuires Action%8ritical Attributes


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'he teacher3s energy for the wor" is neutral,indicating neither a high level of commitment norblowing it o#

'he teacher conveys high expectations for only

some students#

-tudents comply with the teacher3s expectationsfor learning, but they don3t indicate commitment

on their own initiative for the wor"# any students indicate that they are loo"ing for

an easy path#

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:rogressing%8ritical Attributes


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'he teacher communicates the importance oflearning and the assurance that with hard wor"

all students can be successful in it#

'he teacher demonstrates a high regard for

student abilities#

'he teacher conveys an expectation of high

levels of student eort#

-tudents expend good eort

to complete wor" of high uality#

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Accomplished%8ritical Attributes


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$n addition to the characteristics of accomplished%

'he teacher communicates a genuine passion for

the subCect#

-tudents indicate that they are not satisEed unless

they have complete understanding#

-tudent uestions and comments indicate a desire

to understand the content rather than, forexample, simply learning a procedure for getting

the correct answer#

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0xemplary%8ritical Attributes


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$n addition to the characteristics ofaccomplished%

-tudents recogni(e the eorts of theirclassmates#

-tudents ta"e initiative in improving the

uality of their wor"#

(continued)

1>


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8reate a ';chart on your paper; 'eacher vs# -tudents First view and evidence collection% Focus on the teacher

and collect evidence to rate 2b based on the teacheronly# Discuss how the teacher3s behavior in the video

impacted your rating# -econd view and evidence collection% Focus on the

students and collect evidence to rate 2b based on thestudents only# Discuss how the students3 behavior in thevideo impacted your rating#

oo" at your ratings for 2b based on teacher evidenceand student evidence# Are they the same or dierent=


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2B Power Point Training- Classroom Environment (002)