Category Archives: Making Progress

The article is about how the writer is making changes in instruction or making progress with students.

Connections to Danielson Framework

Microsoft Word - Document1

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.

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Insights Into Type Through Peer Teaching

We’ve talked so much about how teacher’s naturally teach to their own type, I thought that by putting my students into a teaching role I could learn more about their preferences. It totally worked!
I showed half of my class (multi-age groupings) how to create what we are calling personal word collectors. Then, I observed how they taught one of their peers that had not had the lesson. Some took it step by step, others explained the finished product first, and I was surprised to see who used their own as a model and which students didn’t give theirs as an example at all. I feel really good about turning this simple construction project, into a learning tool for myself.

Have a great weekend all!

Jacqui