Essentials
Charlotte Danielson's Framework for Teaching
The Framework for Teaching is a research-based set of components of instruction based in a constructivist view of learning and teaching. Constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively. Constructivist methods rely on some form of guided discovery where the teacher avoids most direct instruction and attempts to lead the student through questions and activities to discover, discuss, appreciate, and verbalize the new knowledge.
Danielson's Framework divides the complex activity of teaching into 22 components clustered into four domains of teaching responsibility:
Planning and Preparation
Classroom Environment
Instruction
Professional Responsibilities
Levels of teaching performance (rubrics) describe each component and provide a roadmap for improvement of teaching.
GaTAPP teachers must provide evidence of the knowledge, skills, and dispositions required in the 24 teaching competencies derived from the 22 components of Danielson's Framework.
The Standards Based Classroom
Standards-based education is a process for planning, delivering, monitoring and improving academic programs in which clearly defined academic content standards provide the basis for content in instruction and assessment.
Standards help ensure students learn what is important
Student learning is the focus
Measures its success based on student achievement of the standards
Teachers know what the standards are and choose classroom activities and teaching strategies that enable students to achieve the standards.
Students know the standards, too, and can see scoring guides that embody them. The students can use them to complete their work.
Activating Activity: Brainstorming- What things in the world are standardized? Think of things in your house, your car, or other areas. What has a standard?
Work Period: Watch these videos. Take note of the vital pieces of a standards-based classroom.
Video Standards Based Classroom Intro: https://youtu.be/RE69afk4Z8E
Video: Teacher Commentary and Feedback (Helpful for edTPA)
20 Ways to Provide Effective Feedback
https://www.teachthought.com/pedagogy/20-ways-to-provide-effective-feedback-for-learning/
6 Teacher Approved Tips for Faster, More Effectibe Feedback
Critique and Feedback in Action!
The Story of Austin's Butterfly
Summarizing Strategy: The Most Important Thing....... What is the most important thing to know about the Standards-Based Classroom?
Additional Resources: Standards Based Classroom Checklist; Standards Based Strategies
Standards Based Classroom Checklist
Standards Based Strategies
Standards_Based_Strategies.ppsxDesigning Effective Instruction
It's time to plan for your students. Ask yourself the following questions:
1) What are the big ideas and core standards that my students should come to recognize?
2) What do I expect my students to Know, Understand, and Be Able to Do?
3) What will I look for as evidence that my students truly understand the big ideas and can apply them in meaningful and effective ways?
Lesson Plan Template Example.docxMany school districts have their own lesson plan requirements. If you need a template, this one is very comprehensive.
Article - Coaching Academic Sports!
https://docs.google.com/document/d/1gUba5nqULFYRjkKHgzs0yXqx3akElXIAlhNoKxVxZfA/edit?usp=sharing
Hand out copies of "Coaching Mathematics and Other Academic Sports" by Linc Fisch. Divide cohort into groups of 3 or 4. Each group needs 4 different colored highlighters or colored pencils.
1. Candidates need to sit in groups of 3 or 4. Assign numbers to group members (1, 2, 3, 4) and ask candidates to silently read this article.
2. The reading/discussion strategy that we will be using today is called: Agree, Assume, Argue, and Aspire. When everyone has finished reading the article, ask candidates to go back and locate a statement from the article they Agree with and highlight that one color. Now it is time to discuss - Start with number 1 : Tell us something from the article with which you Agree. Then go around the group 2, 3, 4.
3. Go back to the article and highlight something you Assume from this article. Now it is time to discuss - Start with number 2: Tell us something from the article you Assume. Then go around the group 3, 4, 1.
4. Go back to the article and highlight something you can Argue. Now it is time to discuss - Start with number 3: Tell us something from the article you Argue. Then go around the group 4,1, 2.
5. Go back to the article and highlight something to which you Aspire. Now it is time to discuss - Start with number 4. Tell us something from the article to which you Aspire. Then go around the group 1,2,3.
6. As a summarizing activity try a Think Pair Share. Come back together as a whole group. Have candidates write down the 2 things they learned from this article. Advise them to turn to their neighbors and compare ideas. Combine answers to make the one most important thing learned from the article. Share out.