HLPs
Danielson’s rubric domain is a teaching framework that divides teaching activity into twenty-two components that are finally clustered into four domains holding teaching responsibility. The key domains are planning and preparation, the classroom environment, instructions and professional responsibilities. As a result, expounding on the key domains in the learning environment is empirical.
The classroom entails a math lesson with eight students and one teacher. Students are seated on the carpet in front of an intelligent board while the teacher is in a seat holding a laptop nearer to the smart board. Moreover, the learning environment in the classroom is busy and participative; for instance, the students are attentive, noting points in their books, asking questions and answering the teacher’s questions by giving illustrations on the intelligent board. Further, they note instructions highlighted by the teacher on the smart board. The class planning and preparation are perfect since the students are well for the lesson, ready with all equipment, and the teacher handles them professionally.
Lesson plan procedures
A lesson plan acts as a teacher’s roadmap in the classroom of what students should gain and how it will be effective by the end of the lesson. According to Grafwallner (2019), an instructional coach at an urban high school collaborates with nearly 65 teachers in different lessons to embody literacy in the sessions to avoid losing classroom objectives. Further, Grafwallner explains that cooperation with novice and student teachers in reviewing their lesson plans to reinforce better lesson plans leads to success. Learning intentions and success criteria are the strategies used in lesson plans to achieve success.
An excellent lesson plan procedure should entail strategies, peer collaboration, grouping and modelling. For instance, Grafwallner (2019), in his article, explains a scenario of interaction with new teachers and narrates a story of a student’s teacher interested in educating about the Bill of Rights. The student’s teacher explains the strategy of using a real-life situation by asking students who agree with a specific scenario to move in front of a class and who disagree with the same scenario to move at the back. The student’s teacher used grouping to drive the point, an excellent activity enabling a great lesson plan. However, the teacher needed success criteria but still achieved the intention of the lesson by grouping the students and making them collaborate in their areas of choice.
Therefore, crafting quality learning takes planning and the goal of the learning. It is essential to create a learning intention first and then determine the success criteria to enable students to assess their understanding. In math class, for instance, the students can understand how equivalent fractions are the same, explaining the learning intention. In contrast, the success intention of the lesson is that the student could write a correct answer on the equivalent fractions on the board.
Low inference notes
| Time | Teacher actions | Students actions |
| 6:49 | The teacher asked, “What are some ways to name the same part of a whole?”.
The teacher told the kids to think about this question during the lesson. |
Students should have answered some noises around the classroom as the teacher proceeded to the next question. |
| 6:56 | The teacher asked, “James ate part of the pizza shown in the picture ‘The teacher drew an illustration using her laptop and reflected it on the smart board’ he said 5/6 of the pizza was left. The cardinal said 10/12 of the pizza was left; who is correct? | Four Students raise their hands to answer the question |
| 8:14 | The teacher “asked how can you tell from the picture that 5/6 of the pizza is left?” | Three students raise their hands to answer the question. |
| 12:56 | The teacher explains, “The model has 12 equal parts, and ten parts are shaded
.” |
The teacher involves the students in the questionnaire, and the student sits next to the teacher and explains it. |
| 18:27 | The teacher explains, “Another way to see that fractions are equivalent is to use a different area model, draw a circle, and divide it into sixth shades 5/6. How many parts does the circle need in order to show 10/12? | A student walks to the smart board to answer the question. |
Formative assessment
A formative assessment is a question, activity or classroom assignment that aims at getting information on students’ learning progress.it is essential to aid the teacher in identifying and clarifying any misunderstanding with students and ensuring they keep pace with their learning goals. For instance, the teacher begins the lesson with the question, ‘Lena has yellow tile on ¼ of her kitchen floor; write another fraction equivalent to ¼ The teacher asks the students to solve this question in any way they choose.
Secondly, an excellent formative assessment is actionable and student-centred. This means it is designed to enable the student to demonstrate the skills they gained in class or where they misunderstood. We can see the students participate in answering questions on the smart board and ask questions that they do not understand. Thirdly, when choosing the type of formative assessment to use, one might consider content knowledge based on defining and identifying; secondly, higher-order thinking skills whereby the teacher uses elaboration for students to understand. For instance, the teacher uses illustrations on the smart board to explain to students.
Finally, there are benefits associated with using tech tools for formative assessment. It allows teachers to use their time efficiently. For example, if a teacher chooses to use apps like Quizlet and Formative, these provide timed feedback to both students and teachers.in our class scenario, the teacher poses a question from her laptop, which is still solved within the same app with an elaborate explanation. Hence, using technology in education can be time-saving and offer student-centred benefits.
Differentiated instruction
This is tailoring lessons to meet the students’ needs and impose their strengths.in our class illustration, the students’ traits are seen clearly. They were ready for the lesson, got their books and pens, seated well, attentive, and participative through answering questions and asking for clarity about their misunderstanding. Moreover, their learning preferences are clearly illustrated by movement to preferential areas.
Opportunities for practice
The classroom entails a math lesson with eight students and one teacher. Students are seated on the carpet in front of an intelligent board while the teacher is in a seat holding a laptop nearer to the smart board. Moreover, the learning environment in the classroom is busy and participative; for instance, the students are attentive, noting points in their books, asking questions and answering the teacher’s questions by giving illustrations on the intelligent board. Further, they note instructions highlighted by the teacher on the smart board. The class planning and preparation are perfect since the students are well for the lesson, ready with all equipment, and the teacher handles them professionally. Students and teachers took turns in answering the questions.
Final summary
The fundamentals involved in conducting a lesson and providing a closure that helps students solidify their learning. The best part of every lesson is a closure, which includes a summary of all the objectives achieved in that lesson; it provides better direction for future lessons. A lesson summary is an excellent opportunity to provide repetition and enable retention of the lesson objectives. Teachers can have students reflect on their learning, creating time for students to remember. Secondly, a teacher can ask students to demonstrate interpretation of the lesson objectives, and in case a lesson ends early, the remaining time is used for students to reflect to their best level on everything they studied. At the end of the lesson, the teacher gives the students a guided practice to solidify their learning and reflect on everything acquired that day.
References
Grafwallner, P. (2019, April 19). A Framework for Lesson Planning. Retrieved December 07, 2020, from https://www.edutopia.org/article/framework-lesson-planning
Webb, N. L. and others. (2005, July 24). Web Alignment Tool. Wisconsin Center of Educational Research. University of Wisconsin-Madison. Retrieved December 07, 2020, from https://www.state.nj.us/education/AchieveNJ/resources/DOKWheel.pdf
Knowles, J. (2020, July 17). Teachers’ Essential Guide to Formative Assessment. Retrieved December 07, 2020, from https://www.commonsense.org/education/articles/teachers-essential-guide-to-formative-assessment
The IRIS Center. (2010). Differentiated Instruction: Maximizing the Learning of All Students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/
Sebikindu, L. (2020, August 21). Guided vs. Independent Practice. Retrieved from https://www.teachhub.com/professional-development/2020/08/guided-vs-independent-practice/
American Board. (n.d.). Lesson Closure. Retrieved January 04, 2021, fromhttps://www.americanboard.org/ptk/lesson-closure/
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