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The Framework for Teaching Charlotte Danielson Danielson’s Framework for Teaching Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Providing Feedback to Students Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instructional Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism
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1.Learning Goals and Feedback 2.Interacting with New Knowledge 3.Practicing and Deepening 4.Generating and Testing Hypotheses 5.Student Engagement 6.Establishing Rules and Procedures 7.Adherence to Rules and Procedures 8.Teacher-Student Relationships 9.High Expectations Supervising The Art and Science of Teaching Marzano; ASCD; 2007
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Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 (978)263-9449 www.RBTeach.com FOUNDATION OF ESSENTIAL BELIEFS KEY CONCEPTS Areas of Performance Repertoire MatchingINSTRUCTIONALSTRATEGIES Clarity Principles of Learning Models of Teaching MANAGEMENT SpaceTimeRoutines AttentionMomentumDiscipline MOTIVATION Personal Relationship Building Class Climate Expectations/Effort Based Ability CURRICULUM Curriculum Design Overarching Objectives Assessment Learning Experiences Planning
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