The Framework for Teaching and the Student-Led Classroom

1. The Framework for Teaching and the Student-Led Classroom

2. Part IComponent 1cSetting Instructional Outcomesin the Student-Led Classroom

3. Part I Objectives • Participants will: • Analyze aspects of instructional outcomes using the four Elements in the Framework for Teaching Component1c that support a student-led classroom. • Evaluate learning outcomes according to the Framework for Teaching Component 1c distinguished expectations.

4. Background Knowledge College- and Career-Ready College- and career-ready is defined as: “The level of achievement a student needs to be ready to enroll in and succeed—without remediation—in credit‐bearing first‐year postsecondary courses.”ACT’s College Readiness System: Meeting the Challenge of a Changing World (2008, p. 1)

5. Warm-Up Activity What does it mean for your students to be college- and career-ready? How will your classroom need to change to prepare students to meet this expectation?

6. Domain 1 “In general, it is a teacher’s responsibility to establish learning outcomes. In classrooms organized as a community of learners, however, teachers engage students in determining these outcomes, frequently in ways intended to extend their learning beyond the established curriculum.”(Danielson, 2007, p. 51)

7. Domain 1 Setting Instructional Outcomes(Component 1c) Element: Value, Sequence, and Alignment All outcomes represent high expectations, rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.

8. Domain 1 Setting Instructional Outcomes(Component1c) Element: Clarity All outcomes are clear, written in the form of student learning, and permit viable methods of assessment.

9. Domain 1 Setting Instructional Outcomes(Component1c) Element: Balance Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.

10. Domain 1 Setting Instructional Outcomes(Component1c) Element: Suitability for Diverse Learners Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.

11. Domain 1 Summing Up • Reflect on the criteria gathered as a group. • Identify three key ideas that narrow down the focus of these criteria.

12. Domain 1 Into Practice • Describe how these criteria will guide planning and preparation as you set future learning outcomes. • Reflect on what changes you will make to an upcoming objective because of these criteria.

13. Exit Task Analyzing Instructional Outcomes • Determine whether each example on the is a learning outcome. • Cite evidence to support your thinking.

14. Exit Task Analyzing Instructional Outcomes • Determine whether the example is a learning outcome. • Cite evidence to support your thinking. Objective 1: Students will experiment with real and virtual objects to create a variety of electrical circuits in order to explains, in writing or orally the path of electricity in a closed circuit.

15. Exit Task Analyzing Instructional Outcomes • Determine whether the example is a learning outcome. • Cite evidence to support your thinking. Objective 2: Students will create an electrical circuit as a closed loop, including a power surge.

16. Exit Task Learning Outcome 1 Students will experiment with real and virtual objects to create a variety of electrical circuits in order to explain, in writing or orally, the path of electricity in a closed circuit.

17. Exit Task Learning Outcome 2 Students will create an electrical circuit as a closed loop, including a power surge.

18. Closure “Above all, instructional outcomes must be clear and stated in terms of student learning rather than student activity: ‘What will students learn as a result of the instructional engagement?’ not ‘What will students do?’” (Danielson, 2007, p. 51)

19. Part IIComponent 3bUsing Questioning and Discussion Techniquesin the Student-Led Classroom

20. Part II Objectives • Participants will: • Analyze the Framework for Teaching Component 3b to identify question and discussion technique expectations in a student-led classroom. • Apply the Framework for Teaching Component 3b to create a plan to utilize question and discussion techniques with an instructional outcome.

21. Warm-Up Activity “Creating an environment in which students take responsibility not only for their own learning but also for that of their classmates might, in some situations, represent a considerable departure from past practice.” (Danielson, 2007, p. 38)

22. Domain 3b How do you ensure that all students engage in classroom discussions?

23. Domain 3b Using Questioning and Discussion Techniques(Domain 3b) Element: Quality of Questions The teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

24. Domain 3b Using Questioning and Discussion Techniques(Domain 3b) Element: Discussion Techniques Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

25. Domain 3b Using Questioning and Discussion Techniques(Domain 3b) Element: Student Participation Students themselves ensure that all voices are heard in the discussion.

26. Domain 3b Sticky Note Prompt How will your questioning and discussion techniques support the elements of Quality of Questions, Discussion Techniques, and Student Participation in creating a student-led classroom?

27. Exit Task Instructional Outcome Students will experiment with real and virtual objects to create a variety of electrical circuits in order to explain, in writing or orally, the path of electricity in a closed circuit.

28. Activity Create and record the following information for the outcome: • Specific questions that you would use for this lesson. Include possible student-led questions that could result from your initial question. • Explicit discussion techniques that would be employed. • Strategies that will be utilized throughout the lesson to ensure there is participation from all students.

29. Closure “In a true discussion, all students sharetheir view on a topic, the teacher guides discussion from one topic to another, and the discussion deepens the understanding of all students.”(Danielson, 2007, p. 286)

30. Part IIIComponent 3cEngaging Students in Learningin the Student-Led Classroom

31. Part III Objectives • Participants will: • Apply the Framework for Teaching Component 3c to identify engaging students in learning expectations in a student-led classroom. • Incorporate the Framework for Teaching Component 1c, 3b, and 3c to reflect on changes to current practices to align instructional outcomes, questioning and discussion techniques, and student engagement expectations for a student-led classroom. • Apply the Framework for Teaching Component 1c, 3b, and 3c to design an action plan for an upcoming lesson.

32. Warm-Up Activity “If one component of the framework for teaching can claim to be the most important, it is student engagement.”(Danielson, 2007, p. 82)

33. Domain 3 Engaging Students in Learning(Component3c) Element: Activities and Assignments All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding.

34. Domain 3 Engaging Students in Learning(Component3c) Element: Grouping of Students Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups.

35. Domain 3 Engaging Students in Learning(Component3c) Element: Instructional Materials and Resources Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning.

36. Domain 3 Engaging Students in Learning(Component3c) Element: Structure and Pacing The lesson’s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.

37. Domain 3 “What is required for student engagement is intellectual involvement with the content or active construction of understanding.” (Danielson, 2007, p. 83)

38. Domain 3 Employing Engagement 1. What indicators demonstrate students are engaged? 2. What causes students to disengage? 3. How does facilitating a student-led classroom impact student engagement? 4. What are proactive measures, teacher behaviors, or strategies teachers can use to keep students engaged?

39. Reflection What changes will you make as you align your planning and instruction to create a student-led classroom incorporating the distinguished elements from the Framework for Teaching?

40. Creating an Action Planfor ImplementingThe Framework for Teaching in the Student-Led Classroom

41. Closing Activity Action Planning Think about an upcoming lesson. • Design 1 instructional outcome with a student-led focus. • Design 2 to 3 quality questions that will engage student discussion. • List 3 to 4 specific strategies you will use to ensure engagement from all students.

42. Conclusion “It is the hallmark of an accomplished professional that the classroom has made the shift from a learning environment completely managed by the teacher to one in which students themselves assume some responsibility.” (Danielson, 2007, p. 37)

43. Sources Cited Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, Virginia: ASCD. Danielson, C., & Axtell, D. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: ASCD. How CTE prepares students for career and college readiness. Retrieved from www.marylandpublicschools.org/NR/rdonlyres/36F33B12-A617-41ED-9662-A764809817CD/30657/PreparingStudentsCollegeCareers2012.pdf ACT’s College Readiness System: Meeting the Challenge of a Changing World. (2008). Retrieved from http://www.act.org/research/policymakers/pdf/crs.pdf

44. Elzora.bellamy@pgcps.org