quality tier 1 instruction using the danielson framework ...€¦ · 1 core instruction? what would...
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Quality Tier 1 Instruction
Using the Danielson Framework as a
Professional Growth Model
ASDN RTI Conference
Presenters:
Melissa Linton, The Danielson Group
Michael Hanson, KPBSD RTI Coordinator
2
Domain 1: Planning and Preparation
Component Key Ideas regarding this component
How would this component manifest itself pertaining to Tier 1 Core instruction?
What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?
1a. Demonstrating
Knowledge of
Content and
Pedagogy
1b. Demonstrating
Knowledge of
Students
1c. Setting
Instructional
Outcomes
3
Component Key Ideas regarding this component
How would this component manifest itself pertaining to Tier 1 Core instruction?
What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?
1d.Demonstrating
Knowledge of
Resources
1e. Designing
Coherent
Instruction
1f. Designing
Student
Assessment
4
Domain 3: Instruction
Component Key Ideas regarding this component
How would this component manifest itself pertaining to Tier 1 Core instruction?
What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?
3a Communicating
with Families
3b. Questioning
and Discussion
Techniques
3c. Engaging
Students in
Learning
5
Component Key Ideas regarding this component
How would this component manifest itself pertaining to Tier 1 Core instruction?
What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?
3d.Using
Assessment in
Instruction
3e. Demonstrating
Flexibility and
Responsiveness
6
RTI and Framework Concept Map
Using your knowledge of Tier 1 Instruction and the Framework for Teaching, connect components that you believe
are tightly connected to Tier 1 Instruction.
Which Framework
Components are
tightly connected to
quality Tier 1
Instruction?
Be ready to share
with your table
groups your
rationale for your
choices.
7
Domain 4: Professional Responsibilities
Component Key Ideas regarding this component
How would this component manifest itself pertaining to Tier 1 Core instruction?
What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?
4a. Reflecting on
Teaching
4b. Maintaining
Accurate Records
4c.Communicating
with Families
8
Component Key Ideas regarding this component
How would this component manifest itself pertaining to Tier 1 Core instruction?
What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?
4d.Participating in
a Professional
Community
4e. Growing and
Developing
Professionally
4f. Showing
Professionalism
9
Domain 4: Professional Responsibilities
Brainstorm the meaning of “Professional Responsibilities”.
What does this term bring to mind?
List 5 things teachers are currently responsible for in their
practice outside of the classroom in relation to Tier 1
Instruction?
10
Professional Growth Cycle
Professional Improvement is characterized by a cycle that includes four
critical steps: PLAN – TEACH – REFLECT – APPLY
PLAN:
What are my goals?
What do I know about my students?
Information gathering
Developing a plan
TEACH:
Implementation in the classroom
REFLECT:
What have I learned...
- about my students?
- about my teaching?
- about the community of learners my at my school?
APPLY:
How will I apply what I've learned in my classroom to enhance student learning???
11
12
RtI Tier 1 Scenario
Martin is a third grader who has never been retained and he
demonstrates no medical problems. He lives with both parents and has
attended the same school since Pre-K. Martin’s teacher finds he is having
problems with reading; he is not meeting the district’s 3rd grade reading
expectations based on his universal screener and district benchmark ELA
assessment scores. He can read most words, but struggles decoding
those he does not know. His fluency rate is low and he struggles with
reading comprehension. Currently, Martin is struggling in mathematics
and spelling.
Martin met all reading expectations in kindergarten and first grade, but
lagged behind until the end of the year. Currently, his third grade CBM
score hovers around the 30th percentile. He is struggling with Grade 3
story 1 in the district’s adopted reading program and he becomes easily
frustrated. His fluency rate is 46.
Martin does well with computational skills, but fails to be successful
when given word problems to solve. Simple computation sheets seem to
be when Martin scores the highest in mathematics. With modified
spelling tests, Martin is still not successful. He struggles spelling basic
third grade words, and at times, misspells common sight words.
13
TIER 1 Scenario
After reading the scenario assigned to your table, discuss
the following:
1) What types of Tier 1 strategies could be used by the
classroom teacher to assist Martin?
2) How might the Plan – Teach – Reflect – Apply
cycle enhance the teacher’s teaching and learning
for students like Martin?
3) Which components of the Framework surfaced in
your discussion of this scenario?
14
DATA COLLECTION SHEET
TIME EVIDENCE COMPONENT/
TIER 1 STRATEGY
15
DATA COLLECTION SHEET
TIME EVIDENCE COMPONENT/
TIER 1 STRATEGY
16
Reflection
How has your work today addressed your understanding of
the Framework for Teaching in relation to Tier 1 Instruction?
What are some ways the Framework for Teaching can
strengthen a teacher’s ability to reflect and make
improvements to their Tier 1 instruction in their classroom?
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