Domain 3—Instruction RETURN TO DANIELSON FRAMEWORK HOMEPAGE
3A—Communicating with Students
The teacher helps students understand the purpose of the lesson (this should occur at the beginning and end of the learning process) and how it connects to ideas (both new and old). It also invites teachers to use appropriate vocabulary and modeling. This is something that music teachers excel at on a daily basis.
3B—Using Questioning and Discussion Techniques
Questions are generated by both teacher and students. Students are prompted to explain their reasoning and conclusions. Questions should be of a high level, sometimes with multiple interpretations. Part of the emphasis here is giving students adequate time to answer and engaging as much of the class as possible in the discussion.
3C—Engaging Students in Learning
According to Domain 3, “Critical questions for an observer in determining the degree of student engagement are “What are the students being asked to do? Does the learning task involve thinking? Are students challenged to discern patterns or make predictions?” (p. 69). As music teachers, focusing on discerning patterns seems to make the most sense for engaging students in the learning process and creating a “minds on” environment.
3D—Using Assessment in Instruction
To be rated as proficient, teachers must make their expectation to produce high-quality work clear to the students. Teachers must gather data (both formally and informally) to check for student understanding. Students are given the option to self-assess their work and make revisions. One way that this can be met in the performance class is inviting students to do a self-assessment, assigning a grade, but then allowing students to practice and replay.
3E—Demonstrating Flexibility and Responsiveness
The lesson plan above does a good job of helping teachers prepare alternate strategies to help a higher number of students reach a level of understanding. The “Proficient” teacher uses those strategies as necessary, but is not afraid to stray from the lesson plan in order to take advantage of a teachable moment.
RETURN TO DANIELSON FRAMEWORK HOMEPAGE
The teacher helps students understand the purpose of the lesson (this should occur at the beginning and end of the learning process) and how it connects to ideas (both new and old). It also invites teachers to use appropriate vocabulary and modeling. This is something that music teachers excel at on a daily basis.
3B—Using Questioning and Discussion Techniques
Questions are generated by both teacher and students. Students are prompted to explain their reasoning and conclusions. Questions should be of a high level, sometimes with multiple interpretations. Part of the emphasis here is giving students adequate time to answer and engaging as much of the class as possible in the discussion.
3C—Engaging Students in Learning
According to Domain 3, “Critical questions for an observer in determining the degree of student engagement are “What are the students being asked to do? Does the learning task involve thinking? Are students challenged to discern patterns or make predictions?” (p. 69). As music teachers, focusing on discerning patterns seems to make the most sense for engaging students in the learning process and creating a “minds on” environment.
3D—Using Assessment in Instruction
To be rated as proficient, teachers must make their expectation to produce high-quality work clear to the students. Teachers must gather data (both formally and informally) to check for student understanding. Students are given the option to self-assess their work and make revisions. One way that this can be met in the performance class is inviting students to do a self-assessment, assigning a grade, but then allowing students to practice and replay.
3E—Demonstrating Flexibility and Responsiveness
The lesson plan above does a good job of helping teachers prepare alternate strategies to help a higher number of students reach a level of understanding. The “Proficient” teacher uses those strategies as necessary, but is not afraid to stray from the lesson plan in order to take advantage of a teachable moment.
RETURN TO DANIELSON FRAMEWORK HOMEPAGE