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The Framework for Teaching: Digging Deeper

The Framework for Teaching: Digging Deeper. August 27, 2012 Bernie Cleland & Duffy Miller www.teachinglearningsolutions.com. Objectives. Develop a deeper understanding of the Framework for Teaching [FFT] as a tool to improve practice Understand the relationship between Domains 1 and 3

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The Framework for Teaching: Digging Deeper

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  1. The Framework for Teaching: Digging Deeper August 27, 2012 Bernie Cleland & Duffy Miller www.teachinglearningsolutions.com

  2. Objectives Develop a deeper understanding of the Framework for Teaching [FFT] as a tool to improve practice Understand the relationship between Domains 1 and 3 Self-assess practice using the FFT

  3. Agenda Warm-Up: The Finer Points of the FFT Exploring the Levels of Performance Connecting Planning with Student Cognitive Engagement Self-Assessment of Practice Setting Goals Closure

  4. Warm-Up With a partner, answer the questions on the hand-out, Finer Points of the Framework Be prepared to share your responses

  5. Levels of Performance What are the characteristics of each level of performance? Why are the descriptors of each level important for us to understand?

  6. Significance of the Levels of Performance Ineffective – Teaching shows evidence of not understanding the concepts underlying the indicator - may represent practice that is harmful - requires intervention Developing– Teaching shows evidence of knowledge and skills related to teaching – but performance is inconsistent

  7. Significance of theLevels of Performance Effective - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching. Highly Effective– Classroom functions as a community of learners with student assumption of responsibility for learning.

  8. Planning and Cognitive Engagement With a partner • Review the components and elements of Domain 1 • Discuss the following: • What are the expectations for lesson planning? • How do the components and elements inform one another?

  9. Planning and Cognitive Engagement With a partner • Review the components and elements of Domain 3 • Discuss the following: • What are the expectations for Instruction? • How do the components and elements in Domain 1 inform the components and elements in Domain 3?

  10. Engagement – text study • Read the section assigned to your table from Chapter 3 of Danielson’s Talk About Teaching • Section “The Description of Content”, pp 5-8 • Section “How are Students Motivated?” pp 8-11 • Section “What is Intelligence…?” pp 11-15 • Report to your colleagues… • Main ideas and concepts of the section • How this section helps further define cognitive engagement

  11. Planning for Cognitive Engagement Individually or with a colleague Plan [or revise] a lesson that ensures your students will be cognitively engaged. Be prepared to share your lesson/adjustments

  12. Self-Assessment of Practice • Use the FFT rubrics to self assess your practice • Consider the evidence you have to support your self-assessment • If you were to discuss your self-assessment with a peer or an administrator, how would you support your determination of a level of performance? • Once you have self-assessed, review your areas of strength • Do you notice any trends or patterns [e.g. you are stronger in one domain than another]?

  13. Goal Setting Use your self-assessment as a guide, select one or two areas in which you would like to improve your practice What steps will you take to move your practice to the next level of performance?

  14. Learning Log Questions? Please complete the learning log prior to leaving Thank you for your participation. Have a wonderful school year!

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