Domain 3: Instruction
Domain 3 of the Danielson Framework is Instruction. This includes communicating with students, using questioning and discussion techniques, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. Overall, my greatest strength and area for improvement in Domain 3 are both demonstrating flexibility and responsiveness. I do pride myself on my ability to read my students' energy and engagement and take advantage of teachable moments. I also want to improve the most in that area because I want to strengthen my ability to respond to their engagement; I want to go beyond knowing that I need to adjust, and work on knowing how to adjust.
3a: Communicating with StudentsI firmly believe in students knowing what they should be learning, whether this means posting objectives on a focus wall, going over them together at the beginning of a lesson, or integrating statements into the lesson. Students should also know what they should be doing during an activity. I always go over instructions clearly with students and have some form of written checklist or reminder to supplement it. If necessary, I model the activity or instruction. I also make sure to allow time for questions and, if I don't, make myself available to answer questions individually. If I get two of the same question about instructions, I often will stop the class to answer it FAQ-style. When presenting new material, concepts, and skills, I am very animated to boost student engagement. I do my best to connect content to the real world or make it outrageous. For example, I once told my 4th graders that I needed to bake 700 cookies for a fundraiser, and I needed their help calculating the measurements. Now, I'm sure they knew I didn't really have to make 700 cookies, but they chuckled at the thought got them interested. I am working on being more clear and precise with my explanations and working in opportunities for students to think critically at multiple points throughout each lesson. I scaffold new ideas and skills using the gradual release of responsibility and differentiating where needed.
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