Promoting inclusion in the classroom. School of Education.
Instruction
Promoting inclusion in the classroom. School of Education. (n.d.). https://drexel.edu/soe/resources/student-teaching/advice/Promote-Inclusion-in-the-Classroom/Links to an external site.
Student teaching observation process. School of Education. (n.d.-b). https://drexel.edu/soe/resources/student-teaching/advice/student-teacher-observation-process/Links to an external site.
Referencing the above mentioned resources, answer the questions related to Domain 3d Using Assessment in Instruction. Then you will address the questions associated with either Domain 3b or 3c
Using Assessment in Instruction (Domain 3d)
1. Identify the types of assessments used during the lesson (formative, summative, authentic (informed by the cultures or personal interests/lives of students), norm-referenced, criterion-referenced). Be sure to name the specific assessment activity and justify your classification.,
2. To what extent are the assessment practices aligned with the culture and or interests of students. Provide concrete examples?
3. Explain how the teacher uses assessment data to provide feedback to students. How does the feedback align with the lesson objectives or the individual learning goals of students?
4. How are assessment data collected, managed, and or reported on? Explain how digital technology is used in the assessment-feedback loop.
Using questioning (Domain 3b )
1. To what extent does the teacher use both low cognitive questions and those that elicit challenge or critical thinking? Provide concrete examples to substantiate your analysis.
2. Explain how the teacher encourages students to share multiple perspectives and to build on the ideas of their peers during discussion?
3. How does the teacher encourage different students to participate in discussion. Provide concrete examples.
4. To what extent does the teacher encourage students to explain their thinking? Provide concrete examples to substantiate your analysis.
Engaging students in learning (Domain 3c)
1. How does the teacher engage students in the learning process? Provide concrete examples
2. To what extent did the learning tasks, activities, materials, resources, instructional groups and educational technology engage all students in meeting the learning outcomes
3. What did the teacher do to scaffold instruction and engage students in learning?
4. Describe how the teacher’s use of small group and/or whole group instruction students to collaborate and express their learning in multiple ways.
5. What evidence did you capture that shows students’ ability to reflect on their learning?
6. What specific insights have you gained regarding the importance of engaging students in learning to influence your future instruction. Provide concrete examples of insights (no more than three) along with an explanation of how the insights will inform your instruction. Include our observation notes.
Summary
Based on your observation, analysis, and interview notes, what insights have you gained regarding the importance of engaging students in learning by using questions, prompts, discussion and assessment in instruction to influence your future instruction . Align each insight with the appropriate Touro Candidate Learning Outcome (name specific outcomes). Provide concrete examples of insights (no more than three) along with an explanation of how the insights will inform your instruction. Include observation and interview your Notes.
Resources:
Charlotte Danielson’s framework for Teaching – Harwood Unified Union … (n.d.). https://huusd.org/uploads/link_groups/9/2014%20Framework%20Smart%20Card%20Color.pdfLinks to an external site.
Danielson, C. (2013). The Framework for Teaching Evaluation Instrument, 2013 Instructionally Focused Edition. NYSED Gov. https://www.nysed.gov/sites/default/files/danielson-teacher-rubric-2013-instructionally-focused.pdfLinks to an external site.
Teaching Rubric for Formal Observations of Student Lessons (Practicum).docx
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