Activity 1-Reflections

After studying 1e, 2b, and 2d…

How has your thinking changed?

What would you add, refine or remove?

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Activity 23b – Using Questioning and Discussion Techniques

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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

Whole Group ShareComponent 3b

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Component 3b and supporting evidence of the Elements

Activity 33c – Engaging Students in Learning

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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)

Whole Group ShareComponent 3c

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Component 3c and supporting evidence of the Elements

Activity 43d – Using Assessments in Instruction

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Competency

3d – Using Assessments in Instruction

Elements

3d – Assessment criteria, monitoring of student learning, feedback to students, student self-assessment 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.

Whole Group ShareComponent 3d

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Component 3d and supporting evidence of the Elements

Activity 5Using 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?

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Activity 5- Video

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Followed by a 10 minute break

Activity 6- Video 2. Collecting evidence. Each table collects evidence from their

component.

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Table 1-2bTable 2-2dTable 3-3bTable 4-3cTable 5-3d

Whole Group Share.Each table shares out about their component

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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?

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Activity 7Looking 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 Mapand look for ways to “strengthen” it to demonstrate a moreeffective and coherent instructional approach for “ALL STUDENTS.”

What strategic change or changes did the team make?

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!

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