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!