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Domain III: Instruction
Transcript of Domain III: Instruction
•Representation of content
•Activities and assignments
•Grouping of students
•Instructional materials and resources
•Structure and pacing
Standard 4- Assessment in Instruction
Providing Quality Feedback to Students: accurate, substantive, constructive and specific timelines
Domain Three: Instruction
* A journey to the city of scholarship
The City of Scholarship is seen with the final standard realized.
Standard Five- Demonstrating Flexibility and Responsiveness
•Response to students
•Persistence for support of learning needs
design by Dóri Sirály for Prezi
Explication of the five standards in Domain III
Standard 1: Communicating Clearly and Accurately-
•Directions and procedures
•Oral and Written language
Standard 2- Using Questioning and Discussion Techniques
•Quality of questions
Click below for detailed analysis of this standard:
Consider just a few of the statements of inquiry that form the crux of each unit.....
Students will understand that social and personal development have been predicated upon a collision of ideologies that advocate self- interest and a simultaneous idea of collective notions of the good. (Industrialization and Progressivism)
Society finds it difficult to account for a shift in political and psychological forms of consciousness.
(World War I)
Students will understand the significance of personal and cultural destruction when there is a fear of future change. (The 1920s)
Economic reality can impact the ability to dream.
(The Great Depression)
Students will understand that the political violation of rights and a personal silencing of voice results in a lack of fairness and development. (World War II/ Holocaust)
Students make both material and intangible contributions to the answers to these questions, which end up feeding more questions. In this configuration, student reflection is evident as these ideas do not disappear after a particular course of study. They are revisited over and over, demonstrating once again that learning is a process and not merely end product.
In the engagement of student learning, contemplate the following list of thinkers that students will study in this curriculum:
Howard Zinn, Dr. Seuss, Ray Bradbury, Swami Vivekananda, Ursula Le Guin , Erich Maria Remarque,
Upton Sinclair, W.B. Yeats, Helen Keller, Luigi Pirandello, e.e. cummings, Eugene Debs, Thomas Foster, F. Scott Fitzgerald, Langston Hughes, W.E.B. DuBois, Zora Neale Hurston, Countee Cullen, Sara Teasdale, John Steinbeck, Elie Wiesel, Primo Levi, Karen Gershon, Sylvia Plath
Such content and the approaches to learning it represent the essence of student engagement in learning.
•Timelines are frequently articulated with “chunking” of long term assignments on an incremental basis done in large group settings and/ or individualized settings.
Here's one example:
Here's another one on an alternate project on poverty.
Finally, this is one example of "chunking" in a long term writing assignment.
•Click below for detailed analysis regarding this standard:
Flexibility is seen within grading framework
* No student receives below a 50% on any summative assignment- This fosters flexibility by assisting struggling students and demonstrating compassion to students who might need help.
* It is responsive to students' needs because it refrains from unfairly punishing students- The increment between all letter grades is ten points. Yet, the increment between a 0 and 59 is nearly impossible to overcome.
* Effective effort is enhanced through such flexible philosophies because it emphasizes how students can advance on the path of scholarship as process and product is linked together.
* Linking product and process together is essential for students recognize the ingredients for success and their contributions to it.
* Embracing the understanding of scholarship is embodiment of "effective effort."
* Consistent with Middle School philosophy, this system of grading rewards student efforts and does not unfairly punish them for a missing assignment.
* Additionally, the floor helps foster partnership between teacher, student, and stakeholders. It shows good faith in working with students to reaching their full potential. In this, a persistent support of learning needs is evident
Intellectual engagement is matched with approaches to learning that is paced in accordance to student needs.
Approaches such as the flipped classroom and individual conferences ensure evidence of student inquiry initiation and exploration of a rich content.
Reflection upon learning becomes triggered by the process of becoming a scholar.
Once the city of scholarship is realized through this curriculum, the end result is to fuse action and thought, content and reality, the ability to make what is into what can be. The spirit of this ad below is the very same spirit embedded in this content.
for analysis of this
Click below for detailed analysis of this standard:
At this point, you are half way done with the Prezi.
When you finish, please feel free to examine the presentations that are at the glog for Domain Three. These glogs will address:
Student work exemplars
Use of the Canvas LMS in instructional aims
Student responses in Canvas discussion prompts
Examples of feedback given to students
Work as an iLeader
Please click below for analysis on Standard IV:
To build castles and cathedrals requires the mortar of study and focus. The city of scholarship requires such raw materials. Click below to view these raw materials.