Danielson Framework Domain 1
Christina Hataway 2015-2016
Domain 1A
Planbook Grade 4 Health
Grade 4Student samples Health project
Planbook Grade 2 ELA/Social Studies
This was a collaborative lesson, with the classroom teacher presenting part in the classroom for prior knowledge and then I presented additional resources. Materials were modified to accommodate certain students.
Domain 1B
Student Connections
Perhaps, even more important then understanding the skills and concepts my students possess, is an understanding of my students’ culture, prior experiences, and background knowledge. This vital information about my students allows me to connect with students through examples that relate to personal experiences, such as sports, other activities outside of school or living with a nonparent. By identifying with the culture of my students I can make personal connections with my students that lead to increased engagement in the learning process and feelings of hope and respect.
Reviewing 504s and IEPs.
Some examples of this are, activating software that reads the websites information to students instead of them having to read it themselves, activating text to speech so students can dictate their work instead of typing it themselves and scaffolding the assignment so the students can complete the assignment and achieve success.
Building on Student Strengths
Developing relationships and acquiring knowledge of my students is one of the essential keys to success in my classroom. By utilizing this knowledge I can plan effective and rigorous instruction to engage my students and utilize their personal experiences they bring to my classroom. As a technology teacher, I must constantly assess my students’ skill levels to understand what methods or pedagogical approaches are best for developing new skills and concepts. The students took the Gallup Strengths survey, which I now use when I am planning out a lesson. I look at the students variety of strengths as I am looking at grouping students as well as looking at the task I am asking them to complete. In this way, I can show the students how to utilize these strengths to be successful in their given tasks.
Domain 1C
Outcomes Written on Board
When developing learning outcomes for lessons or projects, I establish what learning the students will be taking away from the lesson. I make sure to include both technology objectives as well as content objectives. I post the students objective(s) on the board for each of the classes. When recording objectives, I focus on writing what the students will learn, in simple terms for them to understand so they can take charge of their learning. In order to accurately assess that the students have achieved the learning outcome, I select projects and activities that provide students an opportunity to apply these skills independently. I also check in with the students throughout the project and ask for feedback on how I can assist them in choosing strategies and resources to best fit their learning styles.
Fourth Grade Biome Project
One project this year that I developed to assess students mastery of learning outcomes was the Biome project in 4th grade. I provided a variety of options which allowed the students to decide which resources, print or non-print, they were going to use to research their biome, I allowed them to select which application (PowerPoint, ComicLife, or Pixie) to use to create their poster. By developing this rigorous assessment, it provided me with information regarding my students’ ability to independently research a topic using multiple resources, (use of text boxes, WordArt, formatting tools, and insert images), as well as allowing students the opportunity to take charge of their learning.
This is just one example of a lesson where the students were able to set their own goals for their learning and had the freedom and flexibility to self assess and adjust where needed. This approach gives all students of varied ability and the opportunity to set their own goals and succeed in their learning.
Fourth Grade Health Safety Research
This lesson plan shows evidence of learning outcomes that reflect what students will be able to do after instruction. All learning outcomes are connected to previously taught skills and assessment activities throughout the lesson allow students to demonstrate their understanding and mastery of the learning outcomes. The learning outcomes are organized sequentially to provide the correct foundation of skills necessary to understand and apply these skills in a variety of academic settings. Additionally, the culminating assessment piece provides an opportunity for students to integrate and apply the learning outcomes from previous lessons.
Domain 1D
Attended ISET in Philadelphia
Attended edCamp in Baltimore
Domain 1E
When planning my technology lessons I make sure to provide logical sequencing of skills, rigorous instruction, activities that required higher level thinking, and use of appropriate resources and tools to advance students through the content material.