P R E S E N T E D B Y
C H A R L O T T E _ D A N I E L S O N @ H O T M A I L . C O M
Planning, Preparation, and Assessment in A Framework for
Teaching
Engaging Activities
The Framework for Teaching Charlotte Danielson
Observe the panel re-examining their engaging activities
What outcome were they hoping for?
Types of Curriculum Outcomes
The Framework for Teaching Charlotte Danielson
• Knowledge- factual- procedural- conceptual understanding
• Skills- thinking, reasoning- communication (reading, writing, etc.)- motor- collaboration
• Values and dispositions- e.g., open-mindedness, fairness
Engaging Activities
The Framework for Teaching Charlotte Danielson
Re-examine your own engaging activity
What outcome were you hoping for?
1f: Designing Student Assessments
Summative assessment: assessment of learning
Formative assessment: assessment for learning
Domain 1
The Framework for Teaching Charlotte Danielson
• 1a: Knowledge of content
• 1b: Knowledge of students
• 1c: Setting instructional outcomes
• 1d: Knowledge of resources
• 1e: Designing coherent instruction
• 1f: Designing student assessments
Component 1a: Demonstrating Knowledge of Content and Pedagogy
The Framework for Teaching Charlotte Danielson
Knowledge of content and the structure of the discipline
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy
Component 1b: Demonstrating Knowledge of Students
The Framework for Teaching Charlotte Danielson
• Knowledge of child and adolescent development
• Knowledge of the learning process
• Knowledge of students’ skills, knowledge, and language proficiency
• Knowledge of students’ interests and cultural heritage
• Knowledge of students’ special needs
Component 1d: Demonstrating Knowledge of Resources
The Framework for Teaching Charlotte Danielson
Resources for classroom use
Resources to extend content knowledge and pedagogy
Resources for students
Assessment of Learning
The Framework for Teaching Charlotte Danielson
• Certify individual students:- determine pass/fail- allow access to advanced courses - assign grades- determine eligibility for next level of schooling
• Document institution’s performance: absolute, value-added
• Determine teacher effectiveness
Constructed Response Item for Second Grade Fractions
The Framework for Teaching Charlotte Danielson
Jose ate ½ of a pizza. Ella ate ½ of another pizza. Jose said that he ate more pizza than Ella did, but she said they both ate the same amount. Who do you think is right?
Student Work for Second Grade Fractions Assessment Task – Student 1
The Framework for Teaching Charlotte Danielson
Student Work for Second Grade Fractions
Assessment Task – Student 2
The Framework for Teaching Charlotte Danielson
Student Work for Second Grade Fractions Assessment Task – Student 3
The Framework for Teaching Charlotte Danielson
Student Work for Second Grade Fractions Assessment Task – Student 4
The Framework for Teaching Charlotte Danielson
Student Work for Second Grade Fractions Assessment Task – Student 5
The Framework for Teaching Charlotte Danielson
Student Work for Second Grade Fractions Assessment Task – Student 6
The Framework for Teaching Charlotte Danielson
Assessment for Learning
The Framework for Teaching Charlotte Danielson
Teacher diagnostic assessment of student performance, with feedback
Structuring of ongoing learning by students
Student self-assessment and monitoring against criteria
Student peer assessment with feedback
Types of Assessment
Test Product Performance
Select Supply Written Physical Structured Spontaneous
•True/False
•Multiple
choice
•Short
answer
•Essay test
•Short answer
•Essay
•Research
paper
•Lab report
•Sculpture
•Model
•Reading aloud
•Speech
•Musical
performance
•French dialogue
•Group work
The Framework for Teaching Charlotte Danielson
Types of Curriculum Outcomes
The Framework for Teaching Charlotte Danielson
Knowledge- factual- procedural- conceptual understanding
Skills- thinking, reasoning- communication (reading, writing, etc.)- motor- collaboration
Values and dispositions
- e.g., open-mindedness, fairness
Bibliography
Charlotte Danielson, Enhancing Professional Practice: A Framework for Teaching, ASCD Premium Member Book, February, 2007
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