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EDL 5700- Domain 1 Prezi

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Ross Forlines

on 14 June 2013

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Transcript of EDL 5700- Domain 1 Prezi

Domain 1 -
Planning and Preparation

“Give me six hours to chop down a tree and I will spend the first four sharpening the axe.”
― Abraham Lincoln
1a- Demonstrating Knowledge of Content and Pedagogy
The Science
and Art
of Education.

What are some characteristics of a
teacher who demonstrates
knowledge of content and
Demonstated by:
Teacher displays extensive knowledge of important concepts and their relationships with one another and to other disciplines.
Teachers stay current with state and local district changes/expectations.
Planning & Preparation
A teacher anticipates where students will encounter difficulties.
Teacher knowledge continues to evolve...
1. Read
2. Talk to colleagues
3. Attend workshops
4. Reflect
Teachers understand prerequisite relationships in their disciplines.
1. Concepts are explained clearly.
2. Knowledgeable responses to students' questions.
3. Engagement in learning.
4. Participation in professional growth activities.
5. Developing instructional plans.
What are some ways that an administrator could ensure that his/her teachers are working towards distinguished levels in demonstrating knowledge of content and pedagogy?
1b - Demonstrating Knowledge of Students
All learners construct knowledge from
an inner scaffolding of their individual
and social experiences, emotions, will,
aptitudes, beliefs, values, self-awareness,
purpose, and more. In other words, if
you are learning in a classroom, what
you understand is determined by how
you understand things, who you are,
and what you already know as much
as by what is covered, and how and by
whom it is delivered.
Peter Senge
In what ways
does a teacher demonstrate knowledge of
his/her students?
A teacher is aware of the learning and medical needs of their students.
A teacher knows what interests a student and is aware of their cultural background and how that will influence their learning.
Knowing Your Students
A teacher knows the age group expectations and the students' stage of development.
A teacher displays knowledge of the individual students' strengths/weaknesses and knows how to build on them .
Watch the following video and listen to the statements of the teachers involved.
Which statement(s) from the video best display an understanding of domain 1b?
1c - Setting Instructional Outcomes
Demonstrated by:
1. Descriptions of what students bring with them to the classroom.
2. Knowledge is evident in instructional plans and student interaction.
"Winners make a habit of
manufacturing their own
positive expectations in
advance of the event."

Brian Tracy
Who selects what you teach in a classroom and how do you articulate that teaching?
Setting Instructional Outcomes
Outcomes represent high expectations and rigor. They are connected and related to other disciplines.
Outcomes are presented in a clear manner in the form of student learning.
Outcomes are based on a comprehensive assessment and allow for the needs of students/groups.
Outcomes will reflect several different types of learning and opportunities for coordination and integration.
What will students learn as a result of the instruction?
Demonstrated by:
1. Outcomes related to curriculum, state frameworks, and content standards.
2. Reflection of the balance among different types of learning.

Describe a way you have differentiated outcomes for your students in an assessment.
1d - Demonstrating Knowledge of Resources
"When every physical and
mental resource is focused,
one's power to solve a
problem multiplies
tremendously. "
Norman Vincent Peale
How do teachers use/add to their resources for teaching?
Knowledge of resources to
enhance content and
pedagogy is extensive.
Knowledge of resources
for students is
A distinguished teacher would have an extensive knowledge of resources available through many avenues.
Demonstrated by:
1. Articulation of planning a unit
or lesson to incorporate the best
of what the school, district and
community have to offer.
2. The ability to describe how a unit will address a student's needs.

What are some ways we can
help other teachers in our district to find/use/become knowledgeable of resources available to them?
1e - Designing Coherent Instruction
“It is tempting, if the only tool you
have is a hammer, to treat everything
as if it were a nail.”

― Abraham Maslow
How does a teacher proceed with making all the different elements of a plan hang together?
Instructional groups are varied to the different instructional outcomes and evidence in student selection choice is seen.
Learning activities are suitable and engaging to all learners and support instruction.
Activities and assignments should demonstrate the following:
All materials and resources are suitable to students, support instruction and engage students in meaningful learning. Technology and student selection participation is evident.
Units & Lessons are structurally clear and allow for differentiation in student needs. Progression of activities shows a clear purpose.
Coherent Instruction
1. Emphasize thinking and problem based learning.
2. Permit student choice and initiative.
3. Encourage depth rather than breadth.
Demonstrated by:
1. Unit plans encompassing several weeks
2. Purposeful activities, appropriate materials and student groups, and a coherent structure are displayed.
How did the teacher in the video demonstrate understanding of domain 1e?
1f - Designing students assessments
How do you create an assessment of learning and for learning?
Formative assessment is well designed and shows teacher and student assessment information.
The criteria and standards for assessment are clear. Student contribution is evident.
Assessment should be fully aligned with instructional outcomes in content and process. Evidence of adapted assessments is evident.
Designing Student Assessment
Future teacher planning uses assessment results to enrich student growth.
Demonstrated by:
1. A unit plan with the method to be used to assess student understanding.
2. A scoring guide or rubric for evaluating student responses.
3. Details of the assessment for learning.
4. Explanation of how you intend to use the assessment and how you plan to include students in the assessment activities.

What are the benefits of a student-assisted rubric for the student? For the teacher?
Wrap it up...

Watch the following video. While you watch it , jot down the domains you see evidence of from the students and teachers. Be prepared to share and discuss.

Thank you for listening and participating. Hopefully, you have a better understanding of domain 1.
By the end of this presentation...

1. You should have a better understanding of the criteria desired in domain 1 of the Danielson model.
2. You should be able to apply this information into your teaching and administrative duties.
3. You should be capable of communicating/teaching these concepts to fellow colleagues.
"Tell me and I forget. Teach me and I remember. Involve me and I learn."

Benjamin Franklin
Summary -

Domain 1- Planning and Preparation.

1a - Knowledge of Content and Pedagogy
1b- Knowledge of Students
1c- Selecting Instructional Goals
1d- Knowledge of Resources
1e - Designing Coherent Instruction
1f- Assessing Student Learning

Through understanding the framework for domain 1, a teacher can seek to enhance their teaching skills. Proper planning is the foundation piece for effective teaching.
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