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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

5

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) 241-0138susan.canjura@lausd.net