The Framework for Teaching and the Student-Led Classroom

The Framework for Teaching and the

Student-Led Classroom

PART I

COMPONENT 1cSetting Instructional Outcomesin the Student-Led Classroom

Participants will:

•Analyze aspects of instructional outcomes using the four Elements in the Framework for Teaching Component 1c that support a student-led classroom.

•Evaluate learning outcomes according to the Framework for Teaching Component 1c distinguished expectations.

PART I OBJECTIVES

College- and career-ready is defined as:

“The level of achievement a student needs to be ready to enroll in and succeed—without remediation—in credit‐bearing

first‐year postsecondary courses.”

ACT’s College Readiness System: Meeting the Challenge of a Changing World (2008, p. 1)

College- and Career-ReadyCollege- and Career-Ready

BACKGROUND KNOWLEDGE

What does it mean for your students to be college- and career-ready?

How will your classroom need to change to prepare students to meet

this expectation?

WARM-UP ACTIVITY

“In general, it is a teacher’s responsibility to establish learning outcomes. In

classrooms organized as a community of learners, however, teachers engage

students in determining these outcomes, frequently in ways intended to extend their

learning beyond the established curriculum.”

(Danielson, 2007, p. 51)

DOMAIN 1

Element: Value, Sequence, and Alignment

All outcomes represent high expectations, rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.

DOMAIN 1

Setting Instructional OutcomesSetting Instructional Outcomes((Component 1c) 1c)

Element: Clarity

All outcomes are clear, written in the form of student learning, and permit viable methods of assessment.

DOMAIN 1


Element: Balance

Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.

DOMAIN 1


Element: Suitability for Diverse Learners

Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.

DOMAIN 1


Summing UpSumming Up

• Reflect on the criteria gathered as a group.

• Identify three key ideas that narrow down the focus of these criteria.

DOMAIN 1

Into PracticeInto Practice

• Describe how these criteria will guide planning and preparation as you set future learning outcomes.

• Reflect on what changes you will make to an upcoming objective because of these criteria.

DOMAIN 1

Analyzing Instructional OutcomesAnalyzing Instructional Outcomes

• Determine whether each example on the is a learning outcome.

• Cite evidence to support your thinking.

EXIT TASK


• Determine whether the example is a learning outcome. • Cite evidence to support your thinking.

Objective 1: Students will experiment with real and virtual objects to create a variety of electrical circuits in order to explains, in writing or orally the path of electricity in a closed circuit.

EXIT TASK


• Determine whether the example is a learning outcome. • Cite evidence to support your thinking.

Objective 2:

Students will create an electrical circuit as a closed loop, including a power surge.

EXIT TASK

Learning Outcome 1Learning Outcome 1

Students will experiment with real and virtual objects to create a variety of

electrical circuits in order to explain, in writing or orally, the path of electricity

in a closed circuit.

EXIT TASK

Learning Outcome 2Learning Outcome 2

Students will create an electrical circuit as a closed loop, including a power

surge.

EXIT TASK

“Above all, instructional outcomes must be clear and stated in terms of student learning rather than

student activity: ‘What will students learn as a result of the

instructional engagement?’ not ‘What will students do?’”

(Danielson, 2007, p. 51)

CLOSURE

PART II

Component 3bUsing Questioning and Discussion Techniques

in the Student-Led Classroom

PART II OBJECTIVES

Participants will:

•Analyze the Framework for Teaching Component 3b to identify question and discussion technique expectations in a student-led classroom.

•Apply the Framework for Teaching Component 3b to create a plan to utilize question and discussion techniques with an instructional outcome.

“Creating an environment in which students take responsibility not only for their own learning but also for that of

their classmates might, in some situations, represent a considerable

departure from past practice.”(Danielson, 2007, p. 38)

WARM-UP ACTIVITY

How do you ensure that all students engage in classroom discussions?

DOMAIN 3b

Element: Quality of Questions

The teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

DOMAIN 3b

Using Questioning and Using Questioning and Discussion TechniquesDiscussion Techniques

(Domain 3b)(Domain 3b)

Element: Discussion Techniques

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

DOMAIN 3b



Element: Student Participation

Students themselves ensure that all voices are heard in the discussion.

DOMAIN 3b



Sticky Note PromptSticky Note Prompt

How will your questioning and discussion techniques support the elements of

Quality of Questions, Discussion Techniques, and Student Participation in

creating a student-led classroom?

DOMAIN 3b

Instructional Outcome Instructional Outcome

Students will experiment with real and virtual objects to create a variety of

electrical circuits in order to explain, in writing or orally, the path of electricity

in a closed circuit.

EXIT TASK

Activity

Create and record the following information for the outcome:

•Specific questions that you would use for this lesson. Include possible student-led questions that could result from your initial question.•Explicit discussion techniques that would be employed.•Strategies that will be utilized throughout the lesson to ensure there is participation from all students.

“In a true discussion, all students sharetheir view on a topic, the teacher guides

discussion from one topic to another, and the discussion deepens the understanding

of all students.”(Danielson, 2007, p. 286)

CLOSURE

PART IIIComponent 3c

Engaging Students in Learningin the Student-Led Classroom

Participants will:

•Apply the Framework for Teaching Component 3c to identify engaging students in learning expectations in a student-led classroom.

•Incorporate the Framework for Teaching Component 1c, 3b, and 3c to reflect on changes to current practices to align instructional outcomes, questioning and discussion techniques, and student engagement expectations for a student-led classroom.

•Apply the Framework for Teaching Component 1c, 3b, and 3c to design an action plan for an upcoming lesson.

PART III OBJECTIVES

“If one component of the framework for teaching can claim to be the most

important, it is student engagement.”(Danielson, 2007, p. 82)

WARM-UP ACTIVITY

Element: Activities and Assignments

All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding.

Engaging Students in LearningEngaging Students in Learning((Component 3c) 3c)

DOMAIN 3

Element: Grouping of Students

Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups.


DOMAIN 3

Element: Instructional Materials and Resources

Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning.


DOMAIN 3

Element: Structure and Pacing

The lesson’s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.


DOMAIN 3

“What is required for student engagement is intellectual involvement with the content

or active construction of understanding.”(Danielson, 2007, p. 83)

DOMAIN 3

Employing EngagementEmploying Engagement

1. What indicators demonstrate students are engaged?

2. What causes students to disengage?

3. How does facilitating a student-led classroom impact student engagement?

4. What are proactive measures, teacher behaviors, or strategies teachers can use to keep students engaged?

DOMAIN 3

What changes will you make as you align your planning and instruction to create a student-led classroom

incorporating the distinguished elements from the Framework for

Teaching?

REFLECTION

Creating an Action Planfor Implementing

The Framework for Teaching in the Student-Led Classroom

Action PlanningAction Planning

Think about an upcoming lesson.

•Design 1 instructional outcome with a student-led focus.

•Design 2 to 3 quality questions that will engage student discussion.

•List 3 to 4 specific strategies you will use to ensure engagement from all students.

CLOSING ACTIVITY

“It is the hallmark of an accomplished professional that the classroom has made the shift from a learning environment completely

managed by the teacher to one in which students themselves assume some

responsibility.” (Danielson, 2007, p. 37)

CONCLUSION

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, Virginia: ASCD.

Danielson, C., & Axtell, D. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: ASCD.

How CTE prepares students for career and college readiness. Retrieved from www.marylandpublicschools.org/NR/rdonlyres/36F33B12-A617-41ED-9662-A764809817CD/30657/PreparingStudentsCollegeCareers2012.pdf

ACT’s College Readiness System: Meeting the Challenge of a Changing World. (2008). Retrieved from http://www.act.org/research/policymakers/pdf/crs.pdf

SOURCES CITED

• [email protected]

Documents

The Framework for Teaching and the Student-Led Classroom