Domain One: Planning and Preparation

"Domain 1 in the Framework for Teaching concerns planning and preparation. Planning and preparation is behind-the-scenes work for teaching. If you observe a teacher’s classroom, you may see a lot of indirect evidence of the quality of their planning. However, you also have to learn how to adjust and modify as you go; so, the planning and the teaching have an interactive relationship, but good teachers plan well, period. It doesn’t mean they can always execute it well, but they plan well; and they take into account, certainly, their district’s curriculum or their state standards. They have to take into account their students. They have to be knowledgeable about the resources they have available to them. They have to plan not only what the students will do and how they will present content, but they also have to plan for how they’re going to assess whether or not the students have actually learned that content." - Charlotte Danielson

For more information on domain one of the Danielson FFT, click here.

For me, planning and preparation is based in my knowledge of my community and thinking about how my students will respond to activities and instructions. I believe that providing them a purpose behind the activities we do helps them understand both my expectations of them and why I am asking them to do these activities—so they understand that we are not just doing busy work. I am currently working on including more connections to the real world in my purpose statements and on the executions of differentiated plans. My lessons are comprehensively designed with a clear arc in mind that leads to both formative and summative assessments. I prioritize higher level thinking and moments for reflection throughout a lesson, and often give students opportunities to engage in higher cognitive activity and discussion at both the partner and classroom level.

ARTIFACTS

Barron BSHS Unit Plan Summer 2022

Unit Plan

Our unit plan for this summer was created with backwards design, in which the vision for the end of the course decides what the middle and beginning will look like. In thinking about what I want students to learn before I design the unit activities, I am able to provide proper scaffolding and introduce assignments that are relevant to the standards and the needs of each student so that they can all succeed at the end of a unit.

Lesson Plan Using Technology

In this lesson, students were writing their first typed draft of their personal narratives. We planned for fifteen minutes of technology set-up time, which was realistic given that many students had never logged in to our Chromebooks before. In preparing for this time as not being for instruction, students did not have false ideas about how much time they would have for typing, and we were able to better structure our day with this in mind. Additionally, time-intensive modeling that did not require every student to have a laptop out was done prior to the introduction of technology, so as to give students the most time possible for their writing and reviews.

Barron Lesson Plan Day 11 Technology

Lesson Plan Differentiation

Names in this section have been replaced by letters. In thinking about what students' needs are prior to every lesson, I can structure the class in a way that allows these students to receive more support for what they need from me. For students who were non-verbal, we came up with alternate forms of participation so that they could always be included. For students who needed more encouragement to participate in either their journals and written assignments or in class discussion, I considered different seating arrangements, adding thought starters, and giving more wait time—all dependent on what my students were receptive to in order to further their understandings and participation.

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