The Framework for Teaching: Digging Deeper
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Transcript of The Framework for Teaching: Digging Deeper
The Framework for Teaching: Digging DeeperAugust 27, 2012Bernie Cleland & Duffy Millerwww.teachinglearningsolutions.com
ObjectivesDevelop 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
Agenda Warm-Up: The Finer Points of the FFTExploring the Levels of PerformanceConnecting Planning with Student Cognitive
EngagementSelf-Assessment of PracticeSetting GoalsClosure
Warm-Up
With a partner, answer the questions on the hand-out, Finer Points of the Framework
Be prepared to share your responses
Levels of PerformanceWhat are the characteristics of each level of
performance?
Why are the descriptors of each level important for us to understand?
Significance of the Levels of PerformanceIneffective – 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
Significance of the Levels of PerformanceEffective - 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.
Planning and Cognitive EngagementWith a partnerReview the components and elements of
Domain 1Discuss the following:
What are the expectations for lesson planning? How do the components and elements inform one
another?
Planning and Cognitive EngagementWith a partnerReview the components and elements of
Domain 3Discuss 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?
Engagement – text studyRead the section assigned to your table from
Chapter 3 of Danielson’s Talk About Teaching Section “The Description of Content”, pp 5-8Section “How are Students Motivated?” pp 8-11Section “What is Intelligence…?” pp 11-15Report to your colleagues…
Main ideas and concepts of the section How this section helps further define cognitive
engagement
Planning for Cognitive Engagement
Individually or with a colleaguePlan [or revise] a lesson that ensures your
students will be cognitively engaged.
Be prepared to share your lesson/adjustments
Self-Assessment of PracticeUse the FFT rubrics to self assess your practiceConsider 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]?
Goal SettingUse 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?
Learning Log
Questions?Please complete the learning log prior to
leaving
Thank you for your participation. Have a wonderful school year!