Lesson Plans: From

Proficient to Excellent In the Danielson Framework, self - reflection appears to be the most important skill for

improving teaching instruction.

Ava M. Evbuoma

Lesson Plans: From Proficient to Excellent

Agenda Introduction

Domain 1: The Plan

4a Danielson - Reflecting on Teaching

Reflecting on Teaching: Comments

Lesson Plan Questions

Lesson Plan Exercise

Lesson Plans: Five Days

Lesson Plan: One Day

Reflection Questions: Ask Yourself

Reflection Conversation

Please Share

Introduction: Ava Evbuoma

My Mother

English Teacher

Sub Lesson Plans

Teacher being

evaluated

IEA - NEA

Praxis - Charlotte

Danielson

District Evaluation

Committee

NCATE - CAEP

Domain 1: The Plan

Planning and Preparation

1a Demonstrating

Knowledge of Content and

Pedagogy

1b Demonstrating

Knowledge of Students

1c Setting Instructional

Outcomes

1d Demonstrating

Knowledge of Resources

1e Designing Coherent

Instruction

4a Danielson: Reflecting on Teaching

Proficient The teacher provides an

accurate and objective description of the lesson, citing specific evidence. The teacher makes some specific suggestions as to how the lesson might be improved.

Excellent The teacher’s reflection on

the lesson is thoughtful and

accurate, citing specific

evidence. The teacher

draws on an extensive

repertoire to suggest

alternative strategies and

predicts the likely success

of each.

Reflecting on Teaching: Comments

Reflection is the analysis made in both the planning and

implementation of a lesson.

Thinking reflectively, critically and analytically about instruction

and its effect on student learning takes time.

Reflecting with accuracy and specificity is an acquired skill –

continuous improvement, transformation, evidence and inquiry.

Reflection may occur at any time – during a lesson, several

times a day, after grading or when planning for the next lesson.

The potential of reflection to fully improve teaching comes when

the reflection is used to make adjustments in practice.

As experience and expertise increases, teachers draw on an

expanding range of strategies for informed improvement and

change.

Citation of adjustment to instruction is reflection.

Reflecting on Teaching: Comments Reflecting on teaching embraces the thinking that follows

instruction.

Reflection is the analysis made in both the planning and

implementation of a lesson.

What impact did instruction have on student learning?

Where do I focus in making revisions to the instruction?

Which aspect of the instruction will I continue in the lesson; which will I

remove?

How will I reflect on my practice – collegial conversations, journal writing,

examining student work, conversations with students, thinking about my

teaching?

How do I build accuracy and specificity to use in future instruction?

mentors, coaches, supervisors, supportive and deep questioning

Lesson Plan Questions (Danielson, Understanding by Design, Common Core, Bloom Taxonomy, CAEP and more…)

• What is the name of the Unit and/or Lesson?

• What Learning Objective/Main Idea/Outcome do students

need to know?

• What Common Core skills will be introduced or reinforced?

• What academic and content – specific Vocabulary is

introduced in the lesson?

• What Materials will I present to the students – activity sheet,

map, song?

• Do I have or need a Bell Ringer or Focus Activity to settle the

students and establish a context?

• How will I open the lesson – Hook, Capture Student Interest,

Motivation?

• What additional Individual/Team/Full – Class Activities will I

use to help students discover what they need to learn?

• If these are group activities, how will students be grouped?

Lesson Plan Questions (Danielson, Understanding by Design, Common Core, Bloom Taxonomy, CAEP and more…)

• What Possible Misconceptions may the students have during

the instructions?

• How will I Differentiate Instruction, at Multiple Points, for

diverse learners?

• What Higher Order Thinking (HOT) Questions will I ask to

engage students in analysis and discussion?

• What Technology or other Resources can be used?

• How will I Assess student mastery of the skills, content and

concepts taught in this lesson?

• How will I Close the lesson – Summary Questions, Exit Exam,

Wrap – up Activity?

• How will I Reinforce and Extend Student Learning –

Classroom Application, Follow – Up, Enrichment Activity,

Homework?

• What Topics Come Next – tomorrow, day after…?

• Where is it leading – Fundamental Skill Building, Common

Assessment, CRT?

Lesson Plan Exercise

• To begin, we will look at an example of a five – day

lesson plan.

• Next, we will look at a one – day lesson plan used for

an observation.

• Using the Lesson Plan Questions, we will analyze

how many questions on the list of questions we can

answer from the Lesson Plan.

A special thanks to

Brandy Witherspoon,

from Tinley Park High School,

for agreeing to allow us to use her lesson plans.

Lesson Plan: Five Days

Lesson Plan: Five Days

Lesson Plan: One Day

Reflection Questions (Beyond the Reflection Conference Questionnaire – Teachers: Continuous Reflection

Questions)

4a Excellent: The teacher’s reflection on the lesson is thoughtful and accurate,

citing specific evidence. The teacher draws on an extensive repertoire to

suggest alternative strategies and predicts the likely success of each.

• How do I evaluate this lesson – weaknesses and strengths?

• What specific examples from the lesson do I have to support my judgments?

• Should I spend more time Building – Background, Links to Experience, Links to

Learning, Key Vocabulary?

• Would changing the physical space in the class enhance instruction?

• Should I change Student Activities:

• Scaffolding: Modeling, Guided, Independent

• Grouping: Whole Class, Small Group, Partner, Independent

• Processing; Reading, Writing, Listening, Speaking,

• Strategies: Hands On, Meaningful, Links to Objectives

• What areas do I need to work on?

• What things do I need to change?

• What Modifications and Accommodations for the students do I need to add or

make – Extended Time, Reduced Questions, Peer Assessments, Self -

Assessments?

• What Lesson Adjustments could I have made towards improved instruction –

peer groups, one – on – one instruction, peer - share?

Reflecting on Teaching

Proficient The teacher says, “ The students

still have problems with writing original sentences using the vocabulary words with context clues that clearly defines the word.”

The teacher researches online and makes a list of online dictionary web addresses that students can use, that include examples of sentences.

Excellent The teacher says, “The students had

a pretty good understanding of the

vocabulary words, but when they used

the word in a sentences, the meaning

in the sentence was vague.”

In conversation with colleagues, the

teacher considers strategies for

helping the students write personal

definitions to get a better

understanding of the word and before

writing the sentence. Other strategies

are offered and written in a journal by

the teacher for further consideration.

Please Share…

Something you learned?

Something that changed your thoughts?

Something you still have questions about?

(Also, if you have any questions or would like a

copy of the PowerPoint, please email me at:

aevbuoma@bhd228.com.)

Have fun.

17

Ava Evbuoma

Bremen High School