Sunday, September 8, 2013

Good teaching is . . . Good teaching - What I expect when I walk into a classroom!

The core of the teacher evaluation system is good teaching. Good teaching requires constantly communicating to students, parents, colleagues, and the administration; effort, research, investigation, networking, professional development, assessment, academic intervention strategies, implementation of technology, implementation of differentiation, and reflection.

What do I expect when I walk into a classroom? Check it out.

1. Teacher monitoring student entrance into the classroom. An opening exercise handed to students at the door. The teacher states expectations at the start and at each major point of a lesson. Statement of CCLS standard(s) being used.

2. Aim / Essential Question; Do Now,
Collect previous day's homework. Indicate expectations and standards in the lesson/unit. Activate prior knowledge from the previous day's learning. (Example: SMARTboard interactive exercise: image match, keyword match).
3. Motivation of 5 minutes in the form of a visual, audio selection, journal entry, or connection to the lesson. The audio selection should be music or clip aligned to the subject matter. Arrow of recitation established: pass it on, student pulls a name from a cup.
4. Mini Lesson in which the skill is modeled, and the content is discussed
   Quick formative assessment of student comprehension: thumbs up/thumbs down, survey, multiple choice.
5. Explanation of the directions, and distribution of resources: textbooks, handouts.
6. Differentiated instruction. Steps for the activity should be pre-posted on the chart,  PowerPoint, SMARTboard, and/or a handout. 
7. Assess student learning at least twice a period.

8. Monitoring the progress of the students by checking the status of their Cornell Notes as to who is exceeding expectations, meeting expectations and who is below expectations

9. Students respond to and use questions from Habits of Mind and Blooms Taxonomy or Costa's Levels of Questioning to share out core understandings that build toward answering the aim / essential question. The teacher has students "pass it on", repeat, comment or expand on the answers of other students.
9. Summary provided by the students answering the aim or essential question both verbally and in written form with a summary in their Cornell Notes. An alternative for a quick formative assessment is an EXIT PASS. Pupils can either repeat, or elaborate on the answer to the aim. The students provide a complete indication of the answer to the aim, the skills learned and the standard(s) that were linked to the lesson.
10. Homework assignment.

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