teaching and learning framework powerpointii
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Los Angeles Unified School DistrictLocal District 4
Aligning Our Work with the Teachingand Learning Framework
Dale W. Vigil, Ed.D.March 14, 21, 2012
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Connecting Teaching and
Learning Framework to POP Based on evidence of teacher practice and
student learning.
Defines what teachers should know and beable to do (Danielson, 2007) at differentlevels of practice.
Identifies teacher behaviors that promoteimproved student learning.
Offers a structure for teachers to self-assessand a tool for professional growth.
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Student Voice: Quality
IndicatorsStandard 3: Delivery of Instruction
Component 3b: Using Questioning andDiscussion Techniques
Elements:
1) Quality and Purpose of Questions2) Discussion Techniques
3) Student Participation
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Quality and Purpose of
Questions
Read descriptors for this elementUnderline words that differentiate levelsof practiceRate practice of one observed teacher
High Quality questions cause students tothink and reflect about content.
Questions designed to check for understandingare included in standard for assessment
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Standard 1: Planning & PreparationDemonstrating knowledge of contentand pedagogy
Demonstrating knowledge of studentsEstablishing Instructional outcomesDesigning coherent instructionDesigning Student Assessments
Standard 2: Classroom EnvironmentCreating an environment of respect and
rapportEstablishing a culture for learningManaging classroom proceduresManaging student behavior
Standard 5: Professional GrowthReflecting on practiceParticipating in a professionalcommunity
Standard 3: InstructionCommunicating with studentsUsing questioning and discussiontechniques
Engaging students in learningUsing assessment in instructionDemonstrating flexibility andresponsiveness
Standard 4: Additional ProfessionalResponsibilitiesMaintaining accurate recordsCommunicating with familiesDemonstrating professionalism
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Teaching and Learning Framework
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Connecting Teaching/Learning
Framework to LD 4 Goals Cognitive Engagement (Minds
on)
Application of Learning(Learning is done by thelearner)
21st Century Skills (College andcareer ready)
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Revisiting Questioning Standard 3b1: Quality and Purpose of
Questions
Think of 2-3 questions you heardteachers asking students today.
Share questions with a partner anddiscuss the purpose of each question.
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Understanding the Framework Read and highlight key points in text
from Enhancing Professional Practice
Share key points with partner What is the role of planning in using
high level questioning in the classroom?
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Highly Effective Practice Adequate wait time. Age-appropriate version of Blooms
taxonomy shared with students. Open-ended questions, multiple possible
answers: What might have happened if the colonists had
not prevailed in the American war forindependence?
Students categorize the questions asked. Feedback given to students about the
questions they ask.
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Applying New Blooms
Taxonomy Examine New Blooms Taxonomy Observe classroom teaching clip and
script questions
Use observation guide to categorizelevel of questions
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Applying Teaching and
Learning Framework Consider descriptors in rubric for Quality and
Purpose of Questions in light of evidence
from video lesson. Explain your thinking to your table group. How would you use the evidence you have
gathered on questions in a post-observationconversation with the teacher?
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RESOURCES Danielson, Charlotte (2007). Enhancing Professional
Practice: A Framework for Teaching (2ndEdition).Alexandria, VA: Association for Supervision and
Curriculum Development
Danielson, Charlotte (2009). Implementing theFramework for Teaching in Enhancing ProfessionalPractice. Alexandria, VA: Association for Supervision
and Curriculum Development
LD 4 Contact, Susan Canjura, (213) [email protected]