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
Setting Instructional OutcomesSetting Instructional Outcomes((Component 1c) 1c)
Element: Balance
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
DOMAIN 1
Setting Instructional OutcomesSetting Instructional Outcomes((Component 1c) 1c)
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
Setting Instructional OutcomesSetting Instructional Outcomes((Component 1c) 1c)
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
Analyzing Instructional OutcomesAnalyzing Instructional Outcomes
• 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
Analyzing Instructional OutcomesAnalyzing Instructional Outcomes
• 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
Using Questioning and Using Questioning and Discussion TechniquesDiscussion Techniques
(Domain 3b)(Domain 3b)
Element: Student Participation
Students themselves ensure that all voices are heard in the discussion.
DOMAIN 3b
Using Questioning and Using Questioning and Discussion TechniquesDiscussion Techniques
(Domain 3b)(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.
Engaging Students in LearningEngaging Students in Learning((Component 3c) 3c)
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.
Engaging Students in LearningEngaging Students in Learning((Component 3c) 3c)
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.
Engaging Students in LearningEngaging Students in Learning((Component 3c) 3c)
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