Domain 1: Planning and Preparation
1b. Demonstrating knowledge of students
1b of the Danielson Framework addresses demonstrating knowledge of students. It is the responsiblity of the teacher to understand the invidual learning style/needs of the students. This unit test over physical health demonstrates my growing understanding of student diversity, specifically those with accommodations. An accomodated version of the general test, this artifact was given to a number of students with accommodations, who understood the tasks with little confusion and finished with high scores. This test was made after careful deliberation of individual accommodations and recommendations from a number of individuals.
1c. Setting Instructional Outcomes
1c of the Danielson Framework addresses setting instructional oucomes. Effective teaching and lessons need to have clearly identified goals for instruction that both the teacher and students understand. The attached slideshow consists of photos of the classroom agenda board I put up in my health classroom placement. Each day was labeled with an Essential Question (labeled EQ), the date, activities for the day, and which portions of W.I.C.O.R. were being addressed. Students had access to the board all week and easily understood what the goal of each days' lesson was. In fact, many students began copying it down on Mondays so they could refer to it throughout the week. This board served to not only communicate with students, but to remind myself daily what my goal for the students were.
1f. Designing student assessments
1f of the Danielson Framework addresses desigining student assessments. It is crucial an educator is able to create and implement assessments that both measure and aid the learning process. One way to do so is through detailed, simple rubrics students can understand. Attached to this section are two different rubrics that were used in my health classroom for mini-poster projects. These rubrics were posted on the board for students to refer to as they worked, and attached to each graded assignment that was returned to the students. These rubrics helped the students clearly understand where they lost points, if they lost any at all, as well as what they could improve next time. They also helped me understand my own directions and how clear/effective they were, serving as an assesssment of my communication skills as a teacher.