1 / 27

TPGES: DOMAIN 3

TPGES: DOMAIN 3. INSTRUCTION. Learning Targets. I can use the components of domain three to identify accomplished instruction. I can use the framework language to analyze and rate scenarios so I know how I will be evaluated. A Paradigm Shift. So how did I do?. How can I improve?. TO THIS:.

marny-valdez
Télécharger la présentation

TPGES: DOMAIN 3

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TPGES: DOMAIN 3 INSTRUCTION

  2. Learning Targets • I can use the components of domain three to identify accomplished instruction. • I can use the framework language to analyze and rate scenarios so I know how I will be evaluated.

  3. A Paradigm Shift So how did I do? How can I improve? TO THIS: FROM THIS:

  4. http://1drv.ms/VQP8Gn

  5. Evidence for Domain 3

  6. 3A: Communicating with Students

  7. What does 3A say? • Review the description of component 3A on page 59. • Highlight the words on pages 60-61 that you see as critical for moving from one performance level to the next. • Think: “How can I show evidence of accomplished instruction in the area of component 3A?” • Share with others at your table

  8. 3A: Communicating with Students Vocabulary is too advanced or too simplistic for the students Teacher uses rich language, offering brief vocabulary lessons as appropriate Teacher’s vocabulary is inappropriate to the age of the students The teacher’s vocabulary is appropriate to the students'’ ages and levels of development

  9. And the results are… 2. Vocabulary is too advanced or too simplistic for the students 4. Teacher uses rich language, offering brief vocabulary lessons as appropriate 1. Teacher’s vocabulary is inappropriate to the age of the students 3. The teacher’s vocabulary is appropriate to the students’ ages and levels of development

  10. 3B: Questioning & Discussion Techniques

  11. https://www.youtube.com/watch?v=uhiCFdWeQfA

  12. What does 3B say? • Work in small groups of 4-5. • Review the description of component 3B on page 63-65. • Highlight the words on pages 66-67 that you see as critical for moving from one performance level to the next. • Think: “How can I show evidence of accomplished instruction in the area of component 3B?” • Share with others at your table

  13. 3B: Questioning & Discussion Techniques

  14. Effective Questioning + Discussion Leads students to . . . • deeper understanding of content • rethinking hypotheses and viewpoints • making connections Effective questioning also . . . • sets the stage for engaging discussions

  15. Low Level Questions High QualityQuestions • Are open-ended • Allow multiple answers • Allow multiple approaches to the answer • Cause students to think critically • Are challenging • Short answer • Usually a single “right” answer • Single line of inquiry • Usually recall questions which do not require critically thinking

  16. 3C: Engaging Students in Learning

  17. What does 3C say? • Work in small groups of 4-5. • Watch the following video. • Using the description of component 3C on page 69-71 and the words on pages 72-73, highlight the critical attributes of this teacher and her lesson. • Share with others at your table.

  18. https://www.teachingchannel.org/videos/ninth-grade-biology-lessonhttps://www.teachingchannel.org/videos/ninth-grade-biology-lesson

  19. 3D: Using Assessment in Instruction

  20. What does 3D say? • Work in small groups of 4-5. • Review the description of component 3D on page 75-77. • Highlight the words on pages 78-79 that you see as critical for moving from one performance level to the next. • Think: “How can I show evidence of accomplished instruction in the area of component 3D?” • Share with others at your table.

  21. Assessment as Feedback • Read the quotes on the handout • Pick one quote and tell a partner why it resonates with you in connection with assessment • Discuss: “Assessment for Instruction vs Assessment of Instruction”

  22. 3E: Demonstrating Flexibility and Responsiveness

  23. http://www.teachingchannel.org/videos/classroom-time-management-tiphttp://www.teachingchannel.org/videos/classroom-time-management-tip

  24. What does 3E say? • Work in small groups of 4-5. • Review the description of component 3E on page 81. • Highlight the words on pages 82-83 that you see as critical for moving from one performance level to the next. • Think: “How can I show evidence of accomplished instruction in the area of component 3E?” • Share with others at your table.

  25. Give One Get One In the “Give One” column write down 1-2 specific examples of instruction that meets level 3 or 4 for each element of domain three – Instruction. When given the signal to “Get One”, exchange papers with a partner and share by “giving” one of your examples and “getting” one of your partners’ examples.

  26. Learning Targets • I can use the components of domain three to identify accomplished instruction. • I can use the framework language to analyze and rate scenarios so I know how I will be evaluated.

More Related