Danielson Framework Domains
Domain 1: Planning and PreparationThe annotated bibliography was created during my first semester and during our TRP block. We complied a variety of sources, such as texts and other media, for a library we would have in our classroom. The subject of the library was to be something related to the TEKS, and an opportunity for the students to take initiative and learn information more in depth. We explained our choices with content summaries of the source (annotations) as well as explain the rationale for choosing the material and how it related to readers. We chose sources that ran the gamut of reader levels, and found material that would be appealing to the uninterested or unmotivated reader. This assignment is one of the ways that helps us realize we do not have to stick exclusively to the traditional methods of learning or reading. If we present something of value to students, they can recognize its worth without our urging them to do so. It can be a way for both students and teachers to show their interests and interact with the classroom. By creating a classroom library and allowing students to take ownership in what they choose to do with that (adding to it or simply using it at all), it leads the way for a classroom community where the student feels comfortable and welcome. This annotated bibliography shows the students that a topic is rarely exhausted and what we cover in class is just the surface.
This annotated bibliography addresses components 1a (demonstrating knowledge of content and pedagogy), 1b (demonstrating knowledge of students), and 1d (demonstrating knowledge of resources). Component 1a is content related, and the selections chosen for the library are related to the TEKS and subject being taught. 1b takes into account a student’s learning process and needs, which are addressed by the library because the material chosen covers a range of cognitive learning levels, from low to advanced, and includes ELL as well. Component 1d is for classroom use and using resources for the students. Since the materials chosen are separate than ones we would teach in the classroom, the resources are an introduction into the variety of subject resource material available to the student. I would re-examine materials and sources included in this artifact to make sure of the usefulness and propriety of the choice. Making sure to have information that can appeal to a variety of learners is important. Some initial choices can, upon reflection, seen as inconsistent with student learning and motivation. Further examination can reveal incorrect information, and as the subject is history, there are always ongoing investigations into the past, so more accurate information can emerge. Allowing the class to choose a topic for the classroom library also allows them to take ownership and allows student involvement and engagement. Students would research the subject and choose appropriate and relevant resources to include for classroom use. Domain 4: Professional ResponsibilitiesThis artifact was created for CI 5390 Research Seminar with Dr. Nancy Langerock. The purpose of the research proposal was to understand types of studies in educational research. We came up with a topic in which we were interested to continue research and learning. My particular topic was “Does Student Self Concept and Engagement Alter in an Environment that Promotes Classroom Community?” With this topic, I would be addressing the impact of classroom management on student engagement and self-concept. Secondary students are particularly prone to the insecurities that can befall them during adolescence, and I wanted to know to what extent, if any, the classroom played in increasing their idea of their own self worth. We used relevant articles to support our reasoning behind the topic chosen and what those writings imply. Then we established a research methodology to measure the objectives. We compiled addenda related to the subject: school, parent, and student permission slips, as well as a letter to all explaining the purpose behind the research. We also included an art component, as creativity is a key factor in learning and expression.
This artifact demonstrates components 4a (reflecting on teaching) and 4e (growing and developing professionally). The results of such a research proposal could have a great impact on future teaching. If, for instance, the research indicates that a student’s engagement and self-concept are increased based on a classroom environment of inclusion and community, then the ways in which teachers manage classroom from the onset could greatly affect their teaching and student learning. 4e addresses enhancement of pedagogical skill and service to the profession. By actively conducting research that could lead to pedagogical changes in the classroom and schools (if applied throughout the school), one is providing a service to the profession. Active research is an excellent way in which to continue one’s professional development. I would try to delve more into the research behind such a proposal. Not only reading articles, but searching school districts for their own types of professional development and if there are advocates of such a method of classroom management. I personally know of an educator who promotes teaching with kindness, and as a result, her students feel more involved in the classroom, which reflects upon their own self esteem (which is no easy feat considering they are eighth graders). Taking more time to flesh out the ideas and procedures of such a classroom before administration are also important, as those concepts are being measured. |
Domain 2: The Classroom EnvironmentThe Behavior Contingency Plan (BCP) was created in SPED 5326 as a strategy the teacher would employ when addressing an undesired classroom behavior exhibited by the students. This class was taken in conjunction to student teaching, and as such, the targeted behavior was chosen as one that we observed as an issue in our actual classrooms. In this instance, the behavior I chose was excessive talking, which was defined, but not limited to, talking out of turn, interrupting others, engaging in disrespectful conversation. I chose this behavior because while other aspects of the classroom procedures were established and maintained, excessive talking was not one of those. This assignment was meant to be a way in which we can help change an undesired behavior in the classroom so that teaching and learning are more effective. We also created a handout with the information, as it would be presented to the students. The BCP was to be incorporated into the beginning of a unit, in this case, a project that utilized social media and technology (2d. Organizing Physical Space). The project would serve as a means of researching and presenting information via a pathway the student would be comfortable with.
The BCP displays a way to maintain previously established guidelines of appropriate behavior in the classroom. This strategy addresses components 2a (creating an environment of respect and rapport) and 2d (managing student behavior). One of the goals of the BCP is to encourage appropriate talking, which includes not interrupting their fellow students while they are speaking. Establishing and maintain respect for the classroom and all its participants (students and teacher), is a vital component in the overall atmosphere of the classroom and learning. By introducing this strategy during a group activity that would effect them all, the students are monitoring themselves and others, thus maintaining respect for each other and the classroom procedures and guidelines. I student taught the second semester of the school year, so I missed the initial establishment of classroom procedures, guidelines, and overall relationship and tone of the classroom between the teacher and students. I also should have, but did not, found out explicitly what those classroom procedures and rules were. I noticed that some of the established procedures my CT told me about were not necessarily maintained. Going forward in my own classroom, I would place a significant emphasis on the importance of classroom environment. I believe the classroom should be a safe and comfortable place of learning and respect for everyone involved. By creating an environment in which students feel safe and respected, learning can become a goal for itself and not for the sake of the curriculum. Relationships, especially teacher-student and student-student, are vitally important and oftentimes are not given the time and consideration they deserve. These relationships are especially important in the school and classroom in order to develop and maintain a learning environment. By taking this step and focusing on it, perhaps a BCP would not even be needed in the first place. Domain 3: InstructionThe Backward Design was originally created during the block experience; however, the artifact was annotated for CI 5314 with Dr. Nancy Langerock. It was to be used as a format for lesson planning in which we start with the objective. The established goals are the TEKS, and those are the concepts to teach. Backward Design brings focus on what specifically is to be learned; the measurable objective is the purpose of instruction. Oftentimes fun activities are thought up and considered relevant, when in fact, they are not. This format of lesson planning is to make sure that while we have fun activities, those exercises are directly teaching and related to the already stated objectives and goals. In this instance, I chose the Progressive Era as the topic of this lesson plan, which would be taught in a high school junior level American History course.
This artifact takes into account components 3a (communicating with students), 3b (using questioning and discussion techniques), and 3c (engaging students in learning). Part of 3a includes expectations of learning, which is stated at the beginning of the Backward Design lesson plan. The goals and objectives are explained to the students, so that they can keep the specific concepts and TEKS in mind going forward. Component 3b asks about the quality of questions/discussion, which is addressed by the Essential Questions section of the lesson plan. By asking questions of quality, the students are thinking about the ways in which the goals and questions are related. Component 3c addresses the activities, materials, structuring, and grouping of the lesson and the students. Making sure the appropriate materials (computers/research methods) are available is important. This lesson’s activities included jigsawing, with each group learning about a particular muckraker, and then teaching the class about that individual. I taught this lesson during my internship at McNeil High School. There were a few ways I would modify the lesson plan going forward. The grouping was done based on seating, for convenience. However, a better way to group students would be based on their academic abilities and/or how they interacted with others. Making sure the number of groups ends up matching the number of muckrakers is vital too, as I had too many groups and not enough muckrakers to research. I would also have liked to make sure my students and myself better addressed the essential questions. I unfortunately did not ask the ones listed, but simply asked the class which muckraker they thought brought about the most significant reform and why. The answers were all the same and the lack of variation did not allow for discussion. |