Connections to Danielson Framework

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We have not spent as much time as I had planned in making explicit the connections to the Danielson Framework, so I would like to organize an exercise we can do together in class.

Listed below are all the points in Danielson where I have already labeled a correlation. We’re going to look at each of them separately and I’m expecting you to call out identifiers about how/why each relationship happens. For example, in “1b Knowledge of students,” type enables us to know individual students better and enables us to predict how they will learn. (You may have additional ideas!)

There ARE additional Danielson points that apply to type theory that I had not previously identified, and we should talk about those, too, so take a look at your books and find them!

Here are the domains and elements we’ll start with:

Domain 1 Planning and Preparation: 1b Knowledge of students; 1e Designing coherent instruction; 1f Designing student assessments

Domain 2 The Classroom Environment: 2a Creating an environment of respect and rapport; 2c Managing classroom procedures; 2d Managing student behavior

Domain 3 Instruction: 3a Communicating with students; 3c Engaging students in learning; 3d Using assessment in instruction

Domain 4 Professional Responsibilities: 4a Reflecting on Teaching; 4d Participating in a professional community

I believe that this exercise will give you confidence in the value of using type in your classrooms. There will be people who question  your use of this tool; knowing exactly what you get out of it and knowing exactly why it is powerful and practical will provide you with responses to such doubt, and will help you to stay the course.

5 responses to “Connections to Danielson Framework

  1. watermellonellen2012

    the Danielson Framework sounds interesting…might I get a copy, please?

  2. Ellen, I will bring you my copy tomorrow at school.

  3. watermellonellen2012

    I got the book today and am looking forward to checking it out! Thanks for
    marking the appropriate areas! “}

  4. Ellen — The post-its have been there since our Common Day Workshop; I’m glad if they are helpful for you, but I do that when I read and want to remember something. (They weren’t intended to call your attention to anything specific, I guess is what I’m trying to say.)

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