Bell-ringer: Pick your schoolAES BES CHES DPES EVES HES MLES

SES SOES TES VS WLES WES CO

BMS CVMS DCMS AHS BCHS DCHS ODT

TPGES: DOMAIN 3

INSTRUCTION

Learning Targets

• I can use the components of domain three to identify accomplished instruction.• I can use the framework

language to analyze and rate scenarios so I know how I will be evaluated.

FROM THIS:

A Paradigm ShiftSo how

did I do? TO THIS:How can I improve?

http://1drv.ms/VQP8Gn

Evidence for Domain 3

3A: Communicating with Students

What does 3A say? Review the description of component 3A on page

59.

Highlight the words on pages 60-61 that you see as critical for moving from one performance level to the next.

Think: “How can I show evidence of accomplished instruction in the area of component 3A?”

Share with others at your table

Vocabulary is too advanced or too simplistic for the students

Teacher uses rich language, offering brief vocabulary lessons as appropriate

Teacher’s vocabulary is inappropriate to the age of the students

The teacher’s vocabulary is appropriate to the students'’ ages and levels of development

3A: Communicating with Students

2. Vocabulary is too advanced or too simplistic for the students

4. Teacher uses rich language, offering brief vocabulary lessons as appropriate

1. Teacher’s vocabulary is inappropriate to the age of the students

3. The teacher’s vocabulary is appropriate to the students’ ages and levels of development

And the results are…

3B: Questioning & Discussion Techniques

https://www.youtube.com/watch?v=uhiCFdWeQfA

What does 3B say? Work in small groups of 4-5.

Review the description of component 3B on page 63-65.

Highlight the words on pages 66-67 that you see as critical for moving from one performance level to the next.

Think: “How can I show evidence of accomplished instruction in the area of component 3B?”

Share with others at your table

3B: Questioning & Discussion Techniques

Effective Questioning + Discussion

Leads students to . . . •deeper understanding of content•rethinking hypotheses and viewpoints• making connections

Effective questioning also . . . •sets the stage for engaging discussions

High QualityQuestions

• Are open-ended

• Allow multiple answers

• Allow multiple approaches to the answer

• Cause students to think critically

• Are challenging

• Short answer

• Usually a single “right” answer

• Single line of inquiry

• Usually recall questions which do not require critically thinking

Low LevelQuestions

3C: Engaging Students in Learning

What does 3C say? Work in small groups of 4-5.

Watch the following video.

Using the description of component 3C on page 69-71 and the words on pages 72-73, highlight the critical attributes of this teacher and her lesson.

Share with others at your table.

https://www.teachingchannel.org/videos/ninth-grade-biology-lesson

3D: Using Assessment in Instruction

What does 3D say? Work in small groups of 4-5.

Review the description of component 3D on page 75-77.

Highlight the words on pages 78-79 that you see as critical for moving from one performance level to the next.

Think: “How can I show evidence of accomplished instruction in the area of component 3D?”

Share with others at your table.

Assessment as Feedback

Read the quotes on the handout

Pick one quote and tell a partner why it resonates with you in connection with assessment

Discuss: “Assessment for Instruction vs Assessment of Instruction”

3E: Demonstrating Flexibility and

Responsiveness

http://www.teachingchannel.org/videos/classroom-time-management-tip

What does 3E say? Work in small groups of 4-5.

Review the description of component 3E on page 81.

Highlight the words on pages 82-83 that you see as critical for moving from one performance level to the next.

Think: “How can I show evidence of accomplished instruction in the area of component 3E?”

Share with others at your table.

Give One Get One

In the “Give One” column write down 1-2 specific examples of instruction that meets level 3 or 4 for each element of domain three – Instruction.

When given the signal to “Get One”, exchange papers with a partner and share by “giving” one of your examples and “getting” one of your partners’ examples.

Learning Targets

• I can use the components of domain three to identify accomplished instruction.• I can use the framework

language to analyze and rate scenarios so I know how I will be evaluated.