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Danielson Domain 1 Planning and Preparation - Coggle Diagram
Danielson Domain 1
Planning and Preparation
1 a
Demonstrating Knowledge of Content & Pedagogy
Knowledge of content and structure of the discipline
Knowledge of the prerequisite relationships
Knowledge of the related pedagogy
example of teachers
level 1 unsatisfactory
content errors
no consideration of prerequisite relationships
inappropriate strategies for the subject
level 2 basic
rudimentary understanding of the discipline
prerequisite knowledge is inaccurate/incomplete
limited strategies/ not sutable content
level 3 proficient
identify important concepts and their relationships
clear explanations
answers questions accurately and gives feedback
statagies and plans are suitable content
level 4 distinguished
aware of student misconceptions and address them
UpToDate on content-related pedagogy
cites intra and interdisciplinary content relationships
1 b Demonstrate knowledge of students
Knowledge of learning process
Knowledge of students' skills, knowledge, and language proficiency
Knowledge of students' interests and cultural heritage
knowledge of students' special needs
Knowledge of child and adolescent development
example of teachers
Unsatisfactory
on understanding of child development and unrealistic expectations
no knowledge or varied abilities in students
unaware of students interests or heritages
not learning students' medical or learning disabilities
basic
knows developmental theory but doesn't use it when planning
knows ability levels but teaches to the "whole group"
knows student have varied interests and backgrounds but rarely accommodates to them
knows medical issues and learning disabilities but doesn understand the implications of them
Proficient
knows groups of students and levels of cognitive development
knows different cultural groups of class
knows the range of students' interests
knows the cultural heritages and incorporates in planning
knows the special needs of students
Distinguished
ongoing assessments of skill levels and plans accordioning
seeks information from all about their cultural heritages.
maintains updated records and incorporates student needs into lesson plans
1 c Setting Instructional Outcomes
value, sequence, and alignment
clarity
balance
suitability for diverse students
outcome examples
Basic
mixture of low expectations and rigor
some reflect import learning in the discipline
suitable for most of the class
Proficient
high expectations and rigor
relate to "big idea(s)" of the discipline
written as what students will learn not do
represent a range of types
factual knowledge
conceptual understanding
reasoning
social interaction
management
communication
differentiated where necessary
Distinguished
plans reference curricular frameworks to get accurate depictions
connects to previous and future learning
differentiated to encourage educational risks
unsatisfactory
don't show important learning in the discipline
not clear or are stated as activates
lack rigor
not suitable for many students
1 d Demonstrating Knowledge of Resouces
Resources to extend content knowledge and pedagogy
Resources for students
Resources for classroom use
resource examples
Basic
Use materials from school's library but nothing more
participates in content-area workshops form the school but no other pursuits of furthering education
finds things for students needs available through the school only
Proficient
guest speakers and field experiences are used
use of internet resources
multidisciplinary resources
continued learning through professional learning groups and organizations
varied leveled texted
Pursues learning offered by universities
Provide lists of resources outside of the classroom for students use
Unsatisfactory
doesn't seek to expand own skills
no inquire about resources for students needs
Only uses district-provided materials
Distinguished
Ongoing studies with colleges and universities
Maintain logs of resources for students
Texts match students' skill level
Teacher pursues apprenticeships
Teacher facilitates contact with outside of the classroom resources for students
1 e Designing Coherent Instruction
Learning activities
Instructional materials and resources
Instructional groups
Lesson and unit Structure
instruction examples
Basic
Resources are suitable but limited in variety
Groups are random or they are only partially supported in objectives
Lesson structure is uneven or unrealistic
Activities are moderately challenging
Proficient
Activities are opportunity for higher level thinking
Variety of appropriately challenging materials and resources
Groups organized to maximize learning and build on student strength
Lesson and units are well structured with reasonable time allotments
Activities are matched to instructional outcomes
Unsatisfactory
Materials are not engaging or don't meet instructional outcomes
Group work does not support learning
Learning activities are boring or not fitted to instructional goals
Plans are not structured or sequence and are unrealistic in expectations
Distinguished
Activities allow students to choose
Learning experiences connect to other disciplines
Variety of appropriate resources for different students needs
Plans made for individual students needs
1f Designing Student Assessments
Congruence with instructional outcomes
Assessments must match learning expectations
Criteria and standards
Design for formative assessments
Use for planning
assessment examples
Basic
Some instructional outcomes are addressed in planning assessments
assessment criteria is vague
Plans talk of using formative assessments but are not developed
Assessments are used to plan for the whole class not individual student needs
Proficient
Learning outcomes have a method of assessment
Assessments match learning expectations
Plans are in place to modify assessments when needed
Assessment criteria is clear
Plans have formative assessments to use during instruction
Lesson plans allow adjustments based on assessments
Unsatisfactory
Assessments lack criteria
No designed assessments
Assessments don't match instructional outcomes
Assessment results don't affect future planning
Distinguished
Students participate in designing assessment for their own work
Assessments are authentic with real-world applications
Assessments allow opportunities for students choices
students create rubrics according to teachers objectives
Students are actively participating in collecting assessments and provide input